Teacher Performance Evaluation System

1. Teacher Performance Evaluation System Moving from Data to Defensible Ratings

2. The Agenda Handout page 2

3. The Summative Process

4. Steps to Collecting and Using Evidence: Evaluators and Teachers Working Together Evaluators and Teachers 4. SUMMATIVE: Determine rating based on preponderance of evidence. Evaluators

5. Summative Evaluation The summative evaluation process includes: • reviewing the evidence for each of theseven performance standards; • asking, “In which rating category does the evidence best fit?” (Performance evidence may fit it more than one rating category.); • determining where the preponderance of evidence exists; • making judgments based on the evidence from the multipledatasources; and • determining the rating for each of the standards. Handout page 2

6. Summative – Overall Rating • Teacher receives a single summative rating reflecting an overall evaluation rating. • Rater discusses results with teacher at a summative evaluation conference.

7. Overall Weighting 2013-2014

8. Summative Calculation: Tested Grades

9. Summative Calculation: Non-Tested Grades

10. Let’s review a bit… FACT or FICTION? (You be the judge.) Handout page 3

11. Fact or Fiction – You be the judge X Thirty five percent of teachers will have an SGP score. (20 percent)  Median Student Growth Percentile (mSGP) scores provided by the Department will be converted from a 1-99 into a 1-4 score for use in the summative rating. • All observers must participate in "refresher" training every two years, and superintendents or chief school administrators must certify each year that all observers have been trained. X (every year)  All teachers receive individual professional development plans based on their ratings. Handout page 3

12. Fact or Fiction – You be the judge  To maintain tenure, all teachers (regardless of hire date) have to continue to earn a rating of Effective or Highly Effective. All observers must be trained on the instrument before evaluating educators and must participate in one “co-observation” (also known as a double-scored observation) during the year. X (two co-observations)  • Teachers rated Ineffective or Partially Effective work with • their principals to create a Corrective Action Plan with targeted professional development for the subsequent year. After the first year, teachers who receive an Ineffective or Partially Effective rating are required to have one additional observation and multiple observers are required.  Handout page 3

13. Fact or Fiction – You be the judge X All teachers are required to have three observations with multiple observers. (Multiple observers is recommended not required for tenured teachers.)  • All teachers must have at least one unannounced and one announced observation. X • Tenured teachers are not required to have a pre-conference as part of an observation. (One observation must have a pre-conference) • Standard 7 is weighted at 30% for teachers in non-tested grades with two SGOs, and 15% for teachers in tested grades (those having an SGP and one SGO). X (Non-tested = 15%; Tested = 45%) Handout page 3

14. Now we’re ready to go… Looking Back - Moving Forward Handout page 4

15. Where do we begin? • Look at the results of the ratings from both Kristine Hardy and John Turner (summative simulations). • Discuss what you see. • Think about where your district should begin to look closely at the standards. • Make a list prioritizing which standards to address, in what order, and why (page 5). • Overall, what impressions are you gleaning from these data? Let’s discuss them (page 5). Handout page 4

16. Inter-rater Reliability Results from Training (8/9/13) Kristine Hardy – High School History * Master Score ** Professionalism – majority scored other than master score result Handout page 4

17. Inter-rater Reliability Results from Training (8/9/13) John Turner – Middle School Science * Master Score ** Instructional Delivery, Assessment, and Professionalism – majority scored other than master score result Handout page 4

18. Where do we begin? • Look at the results of the ratings from both Kristine Hardy and John Turner (summative simulations). • Discuss what you see. • Think about where your district should begin to look closely at the standards. • Make a list prioritizing which standards to address, in what order, and why (page 5). • Overall, what impressions are you gleaning from these data? Let’s discuss them (page 5). Handout page 4

19. Professionalism

20. Professionalism Evidence Kristine Hardy (Highly Effective*) (60% rated effective) John Turner (Partially Effective*) (75% rated effective) • Certificate of Completion "Differentiating Instruction 2.0“ (10 contact hours) • Certificate of Completion "Engaging Instructional Strategies in History“ (6 contact hours) • Letter of Appreciation for conducting(series of three) workshop, "A Perfect Fit: Integrating Social Studies and English" • Meeting Minutes on Differentiation with Special Ed Collaborative Teacher for Section 1 History Class • Summit High School History Department Chairperson • Summit High School New Teacher Mentor Program Trainer and Coordinator • Summit High School Lead Team Member • Master's Degree Awarded in 2012 • Standard 7 – Full • Science Club Co-Sponsor– Won “We Can Make a Difference Challenge” • Certificate of Completion Technology-Integrated Instruction” Certificate (12 contact hours) • Standard 7 – Partial * Master Rating

21. Ratings: What Do They Really Look Like? Handout pages 6-11

22. Ratings: What do they look like? • Look carefully at the rubrics and ratings for each standard. Focus on Highly Effective, Effective, and Partially Effective. Define any words that are unclear. • Discuss and list the tangible, observable behaviors or evidence you would see if a teacher’s performance was at each of the levels (teacher actions, student actions, documentation). • List many items for each rating and be as specific as possible.

23. Ratings: What do they look like? Gallery Walk • Review each of the bullets for all six standards. • Add to the areas with sticky notes.

24. Ratings: What do they look like? One More Time… • Review each of the bullets for all six standards. • If you need clarification put a sticky with a question mark next to it (add a comment if needed). • If you disagree with any, put a sticky with a minus sign next to it (add a comment if needed).

25. Coming to Consensus

26. Coming to Consensus Assigned group presents examples. Discuss examples, questions, and comments. Create a finalized depiction (exemplars) of Highly Effective, Effective, and Partially Effective ratings for each teacher performance standard rubric.

27. Standard 1: Professional Knowledge Rubric *Teachers who are “highly effective” often serve as role models and/or teacher leaders.

28. Standard 2: Instructional Planning Rubric *Teachers who are “highly effective” often serve as role models and/or teacher leaders.

29. Standard 3: Instructional Delivery Rubric *Teachers who are “highly effective” often serve as role models and/or teacher leaders.

30. Standard 4: Assessment of/for Learning *Teachers who are “highly effective” often serve as role models and/or teacher leaders.

31. Standard 5: Learning Environment *Teachers who are “highly effective” often serve as role models and/or teacher leaders.

32. Standard 6: Professionalism *Teachers who are “highly effective” often serve as role models and/or teacher leaders.

33. Making Summative Decisions Handout page 12

34. Putting It All Together Summative Evaluation Observations Summative Evaluation Documentation Evidence

35. Putting it All Together Meet Karen Dodd Karen Dodd is completing her ninth year of teaching. She taught first grade for the first two and has been in fourth grade for the last seven years.

36. Simulation – Video Vignette Subject: Math Topic: Adding decimals with and without models Level: Fourth Grade General Description:Twenty one minutes of the classroom video are used to profile a sixty minute lesson. The lesson focuses on adding decimals with and without models. Students initially use a hundreds grid, then add decimals using their calculation skills. There are approximately 23 students in this class.

37. Procedure Prior to the observation: • Review the lesson plan on page 13. During the observation: • Note evidence for Performance Standards 1-6 (Formal Classroom Observation Form – pages 14-16). Handout page 13

38. Following Observation • Think about the evidence you recorded. • Review the additional observations: • Pre-observation Conference Form – page 17 • Formal Classroom Observation – pages 18-20 • Walk-through/Informal Classroom Visits – pages 21-22 • 3. Review the Documentation

39. Documentation Review Documentation Log Cover Sheet – pages 23-25

40. Summative Evaluation Consider the evidence from the observations (your notes and pages 17-22). Consider the evidence from the documentation (pages 26-43). Think about how the two forms of evidence inform each of the six teacher performance standards. Using the Summative Performance Report Form, determine a rating for each of the six teacher performance standards (pages 44-48). Post your individual rating under the appropriate standard.

41. Professional Knowledge Summative Rating – Effective Comments: Ms. Dodd demonstrates a solid understanding of the content and possesses the necessary skills to teach all subjects of the fourth grade curriculum. She is able to make the curriculum rigorous and relevant for all learners. Her command of the content allows her to instruct in a variety of ways, answer students’ questions, and pace instruction to optimize effective learning. She attended a workshop this year with a team of teachers from Tyler School and upon returning, they formed an implementation team to ensure they were using the strategies with fidelity. They plan together, observe each other as they utilize the strategies in their classrooms, and provide feedback to each other. Ms. Dodd also maintains a reflection journal to enhance her skills. She adapts her practices based on research and data to best meet the needs of her students.

42. Instructional Planning Summative Rating – Effective Comments: Ms. Dodd uses a variety of data sources for short- and long-range planning. Her plans reflect an understanding of how students learn as well as their abilities and performance levels. She differentiates instruction, for example, to provide support and individualized instruction for some students as well as enrichment and acceleration for others. Ms. Dodd demonstrates flexibility in planning and choosing activities, materials, and resources appropriate for students’ abilities.

43. Instructional Delivery Summative Rating – Effective Comments: Ms. Dodd implements a variety of instructional strategies and techniques to engage students in the learning process. She consistently builds upon students’ previously acquired knowledge by relating the current content to content presented in previous lessons. Ms. Dodd presents new information clearly and logically. She actively engages and maintains students’ attention in the learning process in a variety of ways. Ms. Dodd uses high order questioning techniques to promote critical thinking skills and utilizes center work as a method of differentiating student activities based on their level of performance.

44. Assessment of/for Learning Summative Rating – Highly Effective Comments: Ms. Dodd uses various strategies to evaluate students. She regularly uses formative assessments and benchmarks to monitor students’ progress and growth. After analyzing data, Ms. Dodd makes the appropriate adjustments to instruction to improve teaching practice and student learning. She provides opportunities for students to assess themselves and others. Her students also create graphs to track their own progress. She allows students to retake a different version of a test if they are not satisfied with their original grade. The assessments she creates or selects compliment instructional goals, criteria, and standards. Ms. Dodd gives frequent feedback to students on their learning and progress.

45. Learning Environment Summative Rating - Effective Comments: Ms. Dodd clearly defines procedures for managing time, making transitions between activities, and establishing routines that maximize instructional time. She establishes behavioral expectations, rewards, and consequences and consistently monitors student conduct. She responds to students’ behavior appropriately and effectively to minimize disruptions. Ms. Dodd creates an atmosphere in which learning is valued. Teacher and student interactions reflect a rapport that is based on mutual respect.

46. Summative Rating – Highly Effective Professionalism Comments: Ms. Dodd initiates and maintains timely communication with parents and administrators. She encourages community involvement within the school and creates a climate that fosters communication between the teacher and parents. Ms. Dodd communicates effectively with teachers, administrators, and other educational personnel. She constantly pursues relevant experiences to foster her professional growth and incorporates new ideas from professional development activities into lesson plans. Ms. Dodd takes an additional step and analyzes those instructional techniques throughout the year to determine their success as measured by student performance. Ms. Dodd’s efforts also contribute to the overall effectiveness of our school and the teaching profession itself. She presented a six-series workshop on Classroom Management techniques to new teachers in the district, actively participated in Professional Learning Communities, was district/school team sponsor of “Odyssey of the Mind” competition, served on the district Testing Advisory Committee, and accepted a student teacher placement. Additionally, she is the Fourth Grade Lead Teacher for our school.

47. Making Summative Decisions Using District Data Handout pages 49-54

48. Making Summative Decisions • Use your district data – both observations and documentation – to arrive at ratings for each of the six teacher performance standards (use the teacher performance rubrics and your district’s exemplars). • Using the evidence forms on pages 50-55 • annotate evidence for observations and documentation in the appropriate area; and • create a summative performance comment for each of the six standards. • Be prepared to share your ratings and reasoning as well as your summative comments. Handout pages 50-55

49. The Latest from NJDOE Finishing Strong(e) Handout page 56

50. Finishing Strong(e) http://www.nj.gov/education/AchieveNJ/implementation/legalrequirements.pdf AchieveNJ Update – published March 11, 2014 Handout page 56