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Teacher Evaluation Guidebook

Donnie W. Evans, Ed.D.

State District Superintendent

Staff Member Name: _____________________________________________

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Office of the State District Superintendent 90 Delaware Avenue, Paterson, NJ 07503

Office: (973) 321-0980 Fax: (973) 321-0470

Donnie W. Evans, Ed.D. State District Superintendent

Fall 2016

Dear Teachers:

We have now completed another full year of implementing the statewide TEACHNJ/AchieveNJ initiative for teacher evaluation. We have learned much during this process, including a

new vocabulary for evaluation, new processes and timelines. We have also witnessed that the standards and expectations for teaching and learning shift to a rigorous instructional model

that is required to be executed in every classroom.

Quality of instruction is at the heart of the Brighter Futures Plan for our school district. Our mission and vision is to prepare each student to be successful in the institution of higher

education of their choosing, and in their chosen profession. As I visit schools and classrooms, I see evidence of your commitment to the students of the Paterson Public School District.

Today, you are receiving the Paterson Public School District’s Teacher Evaluation Guidebook. We have worked to make this an inclusive guidebook that is user friendly for all to refer to during the school year. The district is committed to the success of our students and your success as an educator. Your building administrator will review this document with you.

I wish you a successful school year, and I look forward to visiting your school.

Sincerely,

Donnie W. Evans, Ed.D.

State District Superintendent

____________________________________________________________________________________________________________________________________

I acknowledge receipt of the Teacher Evaluation Manual.

Name: School:

Signature: Date:

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TEACHER EVALUATION GUIDEBOOK

Table of Contents

Timeline and Context .........................................................................................................................................................................................................................................................1

Overview ..............................................................................................................................................................................................................................................................2

Context of Evaluation System ..............................................................................................................................................................................................................................2

Evaluation Components and Weights ................................................................................................................................................................................................................................3

Frequency of Evaluation ......................................................................................................................................................................................................................................4

Aligned Evaluation System .................................................................................................................................................................................................................................................7

Teacher Evaluation Process ....................................................................................................................................................................................................... 9

TEACHNJ/ACHIEVENJ- Teacher Evaluation Process for New Teachers .......................................................................................................................................................................10

Evaluation System of Multiple Measures ...........................................................................................................................................................................................................14

Tenured Observation Timeframe- ......................................................................................................................................................................................................................15

Non-Tenured Observation Timeframe .............................................................................................................................................................................................................. 16

Snapshot of Teacher Practice and Student Performance Expectations.............................................................................................................................................................17

Evaluation System: Teacher Practice .............................................................................................................................................................................................................................20

Teacher Practice Summary ................................................................................................................................................................................................................................21

Essential Timelines ...........................................................................................................................................................................................................................................22

Use of Observation Conference .......................................................................................................................................................................................................................................26

Observation Cycle and Associated Protocols ....................................................................................................................................................................................................27

Use of Post-Conference .....................................................................................................................................................................................................................................28

Pre-Conference ..................................................................................................................................................................................................................................................29

Post-Conference ................................................................................................................................................................................................................................................29

Evaluation System: Student Achievement ........................................................................................................................................................................................................................31

Student Achievement Summary .........................................................................................................................................................................................................................32

Student /Performance Growth Objective ............................................................................................................................................................................................................34

Characteristics of Excellence SGOs ..................................................................................................................................................................................................................39

Characteristics of Excellent PGOs .....................................................................................................................................................................................................................40

Timelines Impacting S/PGOs .............................................................................................................................................................................................................................41

SGO Quality Rating Rubric ................................................................................................................................................................................................................................42

Preparing for Student Achievement Linkages ....................................................................................................................................................................................................44

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Table of Contents

Professional Support and Development ...........................................................................................................................................................................................................................47

Quality Evidence and Support for Continued Support........................................................................................................................................................................................48

Observation Report Quality ................................................................................................................................................................................................................................48

Quality Feedback Rubric ....................................................................................................................................................................................................................................49

School Improvement Panel (ScIP) ..................................................................................................................................................................................................................................51

High Quality Collaborative Supports- ...............................................................................................................................................................................................................................52

Corrective Action Plan........................................................................................................................................................................................................................................53

Corrective Action Plan Template ........................................................................................................................................................................................................................55

Teacher Tenure Acquisition Timeline ...............................................................................................................................................................................................................................57

Instructional Improvement Plan ..........................................................................................................................................................................................................................59

Instructional Improvement Template ..................................................................................................................................................................................................................61

Withholding of Increment ...................................................................................................................................................................................................................................64

Paterson Board of Education Policy 3152 .........................................................................................................................................................................................................66

Non-Renewal .....................................................................................................................................................................................................................................................68

Annual Conference with Teachers ...................................................................................................................................................................................................................................71

Summative Scoring Process for Teacher Practice .............................................................................................................................................................................................72

Collection of Summative Evaluations .................................................................................................................................................................................................................76

Professional Educator Performance Standards ...............................................................................................................................................................................................................79

Digging Deeper to Unpack Professional Educator Standards ............................................................................................................................................................................81

Performance Standard #1: Preparation for Instruction .......................................................................................................................................................................................86

Performance Standard #2: Use of Data to Inform Instruction ............................................................................................................................................................................93

Performance Standard #3: Delivers Quality Instruction ................................................................................................................................................................................... 100

Performance Standard #4: Interventions to Meet Diverse Needs .................................................................................................................................................................... 111

Performance Standard #5: Classroom Environment ........................................................................................................................................................................................ 118

Performance Standard #6: Leadership ............................................................................................................................................................................................................ 127

Performance Standard #7: Professional Responsibilities ................................................................................................................................................................................ 134 Reflective Essential Question ......................................................................................................................................................................................................................................... 141 Promoting Common Language ...................................................................................................................................................................................................................................... 142 Helpful Links/Resources ................................................................................................................................................................................................................................................. 146

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Table of Contents

Forms Used to Support Evaluation System .................................................................................................................................................................................................................... 148 Classroom Visitation and Support Form........................................................................................................................................................................................................... 149 Teacher Pre-Conference Form ........................................................................................................................................................................................................................ 150

Teacher Post-Conference Form ....................................................................................................................................................................................................................... 151

Teacher Observation Form .............................................................................................................................................................................................................................. 152

Annual Summary Conference Form (mSGP) .................................................................................................................................................................................................. 153

Annual Summary Conference Form (Non-SGP) ............................................................................................................................................................................................ 154

Annual Summary Conference Form (No Summative Rating) .......................................................................................................................................................................... 155

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Timeline and Context

Historically The same checklist structure was used for several decades to evaluate tenured and non-tenured teachers. Tenured and non-tenured teachers had one observation per year.

Legislation On August, 6, 2012, TEACH-NJ Act that mandated a new educator evaluation system and signed into law by Governor Christie

District Pilot In January, 2012, as part of this process, the Paterson Public Schools proactively developed a cohort of Pilot schools that would test the teacher rubrics. The pilot schools inclusive of seven (7) elementary schools inclusive of two SIG schools and one kindergarten center: 1, 3, 4, 7, 10, 27, Early Learning Center; and four (4) secondary schools: Academy of Culinary Arts, Hospitality and Tourism, Academy of Government and Public Administration, Academy of Information Technology, and Rosa Parks High School.

Crosswalk We developed a crosswalk between the current system and the rubric/performance based system. The crosswalk allowed the principal to begin to build capacity as a teacher evaluator through the lens of the performance based system. This also was the opportunity for the teachers to get acclimated to the performance based system that will measure their practice through the lens of 7 domains and 4 levels of proficiency. The crosswalk included the use of the Performance Rubrics with expected parallel performance behaviors.

Training

(Teachers)

Trained teachers on Performance Rubrics and practices aligned to rubrics

Strengthened teachers’ capacity to write thorough lesson objectives, and student demonstrations of learning

Increased student engagement techniques via Multiple Response Strategies

Provide ongoing use and refinement of the teacher practice framework. Trainings: August 18-19 2011; August 25-27, 2011; September 19-21, 2011; October 8, 2011; August 21-30, 2012 (topics included: LAL Common Core, Instructional Strategies, Demonstrations of Learning), September 4-5, 2012, October 12, 2012, and February 15, 2013Teacher Performance Rubric Training.

Training

(Administrators)

Trained principals with on-going support on Principal Performance Rubrics and opportunities for additional professional growth Trainings: September 27, 2010; November 15, 2010; January 10-11, 2010; January 12, 13, February 23, 24, March 30, 31,2011; June 9, 2011; August 18-19, 2011; August 30-31, 2011; October 6-7, 2011; November 14-15, 2011; December 12-13, 2011; January 17-21, 2012; February 14-15, 2012; February 27-28, 2012; July 26-28, 2012; August 20-24, 2012

Training

(Evaluators)

All principals have attended multiple training sessions 2010, 2011, 2012. Continued trainings for all administrators were held June 26, 27, 28, August 20, 21, 22, 23 and 24, 2012. Additionally, a year-long training for evaluators of principals(Assistant Superintendents and Executive Directors)

Approval Adoption Focal Point’s Teacher Performance Evaluation Rubric was approved by NJDOE on September 7, 2012 and adopted by the Paterson Board of Education on December 19, 2013 Focal Point’s Principal Performance Evaluation Rubric was approved by NJDOE on October 4, 2012 and adopted by the Paterson Board of Education on December 19, 2013

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Overview This Paterson Public Schools District Teacher Evaluation Guidebook shares the expectations and resources for the teacher evaluation system and the accompanying Focal Point’s

Teacher Performance Evaluation Rubric. The Teacher Evaluation Guidebook is organized to support high outputs for teaching and facilitating a culture of professional feedback.

Using the Teacher Evaluation Guidebook, staff members can benefit in furthering their knowledge in areas such as professional learning and evaluation components. It will assist

teachers in becoming more effective practitioners and support increased student achievement. We encourage all users of this guidebook to use the reflective portion of this

guidebook to verify, clarify and restate various components of the evaluation system to further reinforce new learning.

This guidebook includes valuable information and explanations of:

Teacher Evaluation Process

Teacher Observation Process

Student Achievement Components of Evaluation Process

Latest New Department of Education Updates

Context of Evaluation System

The TEACHNJ Act (“TEACHNJ”) is the bipartisan tenure reform approved unanimously by the legislature and signed into law by Governor Christie on August 6, 2012. The goal of the law is to “raise student achievement by improving instruction through the adoption of evaluations that provide specific feedback to educators, inform the provision of aligned professional development, and inform personnel decisions.” At its core, TEACHNJ reforms the processes of earning and maintaining tenure by improving evaluations and opportunities for professional growth. Specifically:

Tenure decisions are now based on multiple measures of student achievement and teacher practice as measured by new evaluation procedures.

Lengthy and costly tenure hearings are shorter, focused on process only, and less expensive.

Educator feedback and development is more individualized and focused on students.

The TEACHNJ legislation applies to “teaching staff” who currently work in New Jersey public schools with the exception of charter schools, which are not addressed in the law. Teaching staff, as defined by the law, includes individuals in the positions of:

Teacher,

Principal (other than administrative principal),

Assistant principal (AP)/vice-principal (VP),

Assistant superintendent,

All school nurses including school nurse supervisors, head school nurses, chief school nurses, school nurse coordinators, and any other nurse performing school nursing services,

School athletic trainer, and

Other employees required to hold appropriate certificates issued by the board of examiners.

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AchieveNJ provides the details and support structures necessary to allow districts to implement the law effectively. The AchieveNJ evaluation and support system is structured around

several guiding principles; each one describes improvements from previous state policies.

Educator effectiveness can and should be measured to ensure our students have the best teachers in the classroom. A three-year study by the Bill & Melinda Gates

Foundation recently affirmed the impact of evaluations and showed that huge variations exist between the most and least effective teachers — in some cases, up to an 11-month

difference in student learning.

Evaluations should always be based on multiple measures that include both learning outcomes and effective practice. No teacher or principal should ever be assessed by

test scores alone, much less a single test. Therefore, AchieveNJ includes a combination of student growth on objective measures and observations of a teacher's classroom

practices and a principal's leadership practices conducted by appropriately trained observers.

Timely feedback and high-quality professional development, tied to evaluations, are essential to help educators improve. Evaluations provide educators with more

opportunities to engage in high-quality professional conversations and nuanced data that can be used to tailor professional development to staff needs. Evaluations that do not

contribute to these types of growth and development offer limited value.

Evaluation and support systems should be developed with significant input from educators. We have been working every step of the way with those most affected:

Teachers and principals.

Tenure and other forms of recognition should be based on effectiveness. As codified in the new tenure law passed in 2012, educators should be recognized and rewarded

based on the outcome of meaningful evaluations rather than simply time served.

Table 1 shows the evaluation model for all eligible teachers for the 2016-2017 School Year. This is reflective of the Student Achievement component from state mandated assessment data.

Table 1: Evaluation Components and Weights

TEACHNJ, the bipartisan statute that was unanimously approved in 2012, requires the use of multiple measures of performance in educator evaluation, including the use of standardized

assessments. During the first year of statewide implementation of the new evaluation system mandated by TEACHNJ, mSGP weights were set at 30 percent. When the state transitioned

from the NJASK to the PARCC assessment in the 2014-15 school year, the Department reduced the weight associated with Median Student Growth Percentile (mSGP) to allow time for

educators and students to get acclimated to the assessment.

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Frequency of Evaluation

Teachers will be evaluated on a yearly basis consistent with the terms and conditions set forth in this guidebook. Classroom observations of teacher’s professional practice will be conducted

by certificated observers who have completed required training that includes identification of teaching behaviors that result in student growth. Classroom observations play a role in the

evaluation system, at a minimum, in the following ways:

• An evaluation of a teacher’s professional practice will be based on at least 1-3 observations during the school year.

• An evaluation report that evaluates a teacher as ineffective includes at least one (1) observation by an observer other than the immediate supervisor.

• All tenured teachers will be formally evaluated each year.

Use the following tables for specific expectations on the observation and evaluation of teachers:

Table 2: Observations for Non-Tenured: (Years 1 and 2)

Observations for Non-Tenured: (Years 1 and 2)

Staff: Teacher Observation One Sept-Nov/(Nov. 14, 2016)

Observation Two Dec-Feb/(Feb. 6, 2017)

Observation Three March-April/(April 3, 2017)

2 Long (40 minutes each) – Pre-Conference and Post-Conference 1 Short (20 minutes each) – Post-Conference Classroom Visits– Minimum of 3 total for the year – 10 minutes each Summative Evaluation – To Assistant Superintendent by April 30 Multiple Observers – Required Standards:

Observation #1:1,3,5 Observation #2:1,2,3,4 Observation #3:4,5,6,7

Summative Conference: April 17, 2017

Table 3: Observations for Non-Tenured: (Years 3 and 4)

Observations for Non-Tenured: (Years 1 and 2)


Observation Two Dec-Feb/(Feb. 6, 2017)

Observation Three March-April/(April 3, 2017)

1 Long (40 minutes each) – Pre-Conference and Post-Conference 2Short (20 minutes each) – Post-Conference Classroom Visits– Minimum of 3 total for the year – 10 minutes each Summative Evaluation – To Assistant Superintendent by April 30 Multiple Observers – Required Standards:


Summative Conference: April 17, 2017

Use these timelines as a guide


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Table 4: Observations for Tenured

Observations for Tenured


Observation Two March-April/(April 24, 2017)

Observations for Tenured: 1 Long (40 minutes each) – Pre-Conference and Post-Conference 1 Short (20 minutes each) – Post-Conference Highly Effective Tenured: 2 shorts (1 announced 1 unannounced) Classroom Visits– Minimum of 3 total for the year – 10 minutes each Summative Evaluation – To Assistant Superintendent by April 30 Multiple Observers – Required Standards:

Observation #1:1,2,3,4,5 Observation #2:1,2,3,4,5,6,7

Summative Conference: May 15, 2017


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Time for Reflection

My reflection:

My reflection:

How does the evaluation system

support teacher and student

performance?

What is the relationship between

student outcomes and teacher

effectiveness?

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Aligned Evaluation System

Educator effectiveness can and should be measured to ensure our students have the best teachers in the classroom.

Evaluations should always be based on multiple measures that include both learning outcomes and effective practice.

Timely feedback and high-quality professional development, tied to evaluations, are essential to help educators improve.

Evaluation and support systems should be developed with significant input from educators.

Tenure and other forms of recognition should be based on effectiveness.

Interconnected Practice

New Jersey Student Learning Standards

Impact of Evaluation Policies

PARCC

Evaluation practice instruments are designed to foster and capture standards-based instruction. Teachers should understand the importance of aligning instruction to established content standards.

The observation process, including pre- and post-conferences, allows supervisors and principals to view and document standards-based instruction in classrooms. During these sessions, teachers and leaders should discuss the alignment of instruction to content

standards. Professional development should be designed to support this work. Student achievement measures are based on established content standards.

The PARCC assessments are aligned to the NJSLS for each subject and grade level. Use of SGP and SGOs/PGOs are linked to standards.

Assessment results offer additional evidence of student mastery of content standards. Teacher-set SGOs, as well as SGP scores from the NJ ASK and PARCC assessments, provide two of the

multiple data points for determining a teacher's efficacy in teaching to the standards and promoting student growth.

Summative evaluation conferences allow teachers and school leaders the opportunity to discuss observation and assessment results. During the final evaluation conference, teachers and leaders should review multiple sources of

data/artifacts(evidence) to identify strengths and opportunities for improvement in ensuring student growth.

TeachNJ

The goal of the law is to “raise student achievement by improving instruction through the adoption of evaluations that provide

specific feedback to educators, inform the provision of aligned professional development, and inform personnel decisions.”

AchieveNJ

Provide the details and support structures necessary to allow districts to implement the TeachNJ law effectively.

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Time for Reflection

My reflection:

What are three steps to ensuring interconnected practices for an aligned instructional system?

What is the correlation between New Jersey Student

Learning Standards, PARCC and the evaluation

system?

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Teacher Evaluation Process

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TEACHNJ/AchieveNJ – Teacher Evaluation Process for New Hires

In order to adhere to TEACHNJ and Achieve NJ guidelines for the teacher evaluation system, new teacher hires must do the following in collaboration with principal/designee,

Office of Data and Accountability, Professional Development Department, Legal Department, and Human Capital Department within one month of hire date:

Table 5: Teacher Evaluation Process for New Hires

Step Overview of Process Action Item Checklist: “Did I complete…?”

Step 1 Verify and submit upon hire official copies of all current New Jersey

teaching certifications to the Department of Human Capital.

Visit the PPSD website to gather information on appointment hours for

HRS

Call and schedule appointment with HRS personnel

Bring all related documents to ensure time is maximized

Step 2 Coordinate with the Department of Human Capital upon hire to: Receive a mentor teacher for the school year. Process any required paperwork for new hires.

Schedule time with my building administrator/principal to review the mentor process

Ask my principal who is your assigned mentor

Ask my principal about the expectations of my mentor

Share with my principal my experiences with my mentor

Step 3 Attend all training sessions for new hires that are conducted during the school year by the Office of Data and Accountability, Professional Development Department, Academic Services, Legal Department, and the Department of Human Capital:

Teacher Performance Evaluation Rubric Student Growth Objective (SGO)

School Improvement Panel (ScIP) Other

Note: All newly hired teachers will receive training from the various departments within one month of hire date. Training on observation rubric should be completed before observations are conducted.

Visit the PPSD website to gather information on professional development

offerings

Reach out the Professional Development to gather training session date,

location, and time

Maintain a portfolio/record of all the training sessions I have attended (I

can use this information for my professional development hours

throughout the school year)

I registered for training sessions offered by PPSD

I know the members of the ScIP and the meeting dates

I must receive training prior to being observed on my performance rubric

by my principal/administrator

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Step 4 Coordinate with the principal regarding school-based procedures, classroom set-up, analysis of student assessment data, administration dates for District/state assessments, and other school-related items.

Attend professional development sessions conducted by the principal and/or his or her designee(s) at the building level.

Schedule time with my building administrator/principal to review expectations for success within the school. This should include, but is not limited to:

Access/passcode and training for student information system (Infinite Campus)

Access/passcode and training for evaluation management system (Media X)

Access/passcode and training for student performance data (Performance Matters, STAR, )

Access/passcode and training for other student performance data with supervisor/department chair (EZ-IEP, etc.) where applicable

Review plans for the school including Schoolwide Plan, School Improvement Plan and specialized programs such as PBSIS, IFL, etc.

Secure administration dates for District/state assessments from Assessment Department webpage and/or call/Email for calendar

Gather map of the school/district to ensure I am familiar with key locations

Maintain a portfolio/record of all the training sessions I have attended

Step 5 Coordinate with the principal to verify the course title, class roster(s), grades issued, and SGOs within district’s set timeframe.

Follow the “SGO Process” guidelines detailed in this manual.

Use the same process in preparation for SGP data (NJDOE release)


I received a schedule(time and location for me to teach/provide service) from my principal/administrator

I received a roster(listing) of the students for each of the classes I will teach

I will track the entry/exit dates of all my students during the entire school year

All the information on my schedule and roster can be found in Infinite Campus accurately

I am teaching my classes based on my certification I am teaching my classes based on a board approved

course/title I have submitted grades for each marking period including final

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grade for the course/class At the time of each post conference, I review my course roster with my

principal/administrator to ensure all the students are appropriately connected to me

Step 6 Coordinate with the principal regarding the minimum required classroom visits, short observations, and long observations you will be receiving throughout the year. Principals may conduct classroom visits immediately after hire.

In order for teachers to have a final summative score I must have the minimum required number of observations, Student Growth Objective (SGOs) score (based on two SGO) and/or a Student Growth Percentile (SGP) score (for tested grades and subjects).

I have completed my Professional Development Plan with support my principal

I keep track of the required number of observations and work with my principal/administrator to ensure I get the appropriate number of observations required

Step 7 Review the Seven (7) Teacher Evaluation Standards, found in this manual, with your principal and your teacher mentor.

I have a thorough understanding the seven standards of my Teacher Performance Rubric

I consistently review the evidence for each of the seven standards included

within my guidebook throughout the school year I ensure I am observed on all the standards and indicators to provide a

broad view of my performance in the classroom and within my professional environments

I consistently share evidence with my principal/administrator at each post

conference session and also record them within my guidebook throughout the school year

“Training shall be provided on each component of the evaluated

teaching staff member’s evaluation rubric before the evaluation

of a teaching staff member.”

~NJAC 6A:10-2.2

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Time for Reflection

My reflection:

What are some key action steps I need to take to ensure I am prepared for a successful school year?

What are some measures I need to take to access key data sources to support student success?

How do I maximize opportunities for a successful

school year?


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Table 6: Evaluation System-Multiple Measures At-a-Glance

Evaluation System of Multiple Measures

Teacher Practice:

Tested Grades/Subjects-55%

Non-Tested Grades/Subjects-85%

Professional Educator Performance Standards-

1. Preparation for Instruction---2x

2. Use of Data to Inform Instruction---2x

3. Delivers Quality Instruction---3x

4. Interventions to Meet Diverse Needs---3x

5. Classroom Environment ---2x

6. Leadership---2x

7. Professional Responsibilities---1x

Note: Teacher Practice: Based upon a minimum 1-3 classroom observations using a State-approved, research-based practice instrument- Focal Point’s Teacher Performance Evaluation Rubric.

Student Achievement:

Tested Grades/Subjects-45%

(30% SGP and 15% SGO) 4th-8th-grade Language Arts and 4th-7th-grade Math

All staff members must develop two SGO/PGOs.

Less than 20 percent of New Jersey teachers currently fall into this category.

Non-Tested Grades/Subjects-15%

(15% SGO)

All staff members must develop two SGO/PGOs.

More than 80 percent of New Jersey teachers currently fall into this category.

Note:

The District requires two SGO/PGOs to be developed for each staff member. SGO and

PGO are used interchangeably.

If an SGP teacher does not receive an SGP score, the two SGOs developed will be the

student achievement data used to calculate the summative evaluation.

Summative Rating: Ineffective (1.00 – 1.84) Partially Effective (1.85 – 2.64) Effective (2.65 – 3.49) Highly Effective (3.50 – 4.00)

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Tenured Observation Timeframe

Table 7: Tenured Observation Timeframe

Staff Observation One Sept-Nov

Observation Two March-May

Teacher

Standards 1,2,3, 4, and 5

(Nov. 21, 2016)

Standards 1,2,3,4, 5, 6, and 7

(April 24, 2017)

NOTE:

1 Long (40 minutes each) – Pre-Conference and Post-Conference

1 Short (20 minutes each) – Post-Conference

Highly Effective Tenured: 2 shorts (1 announced 1 unannounced)

If a support service staff member is tenured and receiving one observation, ALL standards must be scored during that observation.

Along with observations, documentation of Standards 2, 6, and 7 (“off-stage” standards) will be shared and discussed at post-observation

conference with teachers. All standards must be rated by the end of the school year.

Staff members placed “on assignment” should seek guidance on how they will be evaluated

for the “assigned” school year, as this may impact final summative rating for the year.

16 Revised: 9/20/16

Non-Tenured Observation Timeframe

Table 8: Non-Tenured Observation Timeframe

Staff Observation One Sept-Nov

(Nov. 14, 2016)

Observation Two Dec-Feb

(Feb. 6, 2017)

Observation Three March-May

(April 3, 2017)

All Teachers, Librarians, Nurses, Psychologists, SACs, Behaviorists, Social Workers, LDT-Cs, Master Teachers, Guidance Counselors, Speech Therapists, BD Counselors, EC PIRTS, OT/PTs, Leave Replacement, Permanent Substitutes

Standards 1,3, and 5 Standards 1, 2, 3, and 4 Standards 4, 5, 6, and 7

Teacher Mentors of Climate & Culture Standards 1 and 2 Standards 3 and 4 Standards 5

Teacher Mentors for Data Standard 1 Standards 2 and 3 Standard 4

Teacher Coordinators Standards 1 and 2 Standards 3 and 4 Standards 5 and 6

Observations for Non-Tenured: (Years 1 and 2) • 2 Long (40 minutes each) – Pre-Conference and Post-Conference • 1 Short (20 minutes each) – Post-Conference

Observations for Non-Tenured: (Years 3 and 4) • 1 Long (40 minutes each) – Pre-Conference and Post-Conference • 2 Short (20 minutes each) – Post-Conference

NOTE:

If a support service staff member is tenured and receiving one observation, ALL standards must be scored during that observation.

Along with observations, documentation of Standards 2, 6, and 7 (“off-stage” standards) will be shared and discussed at post-observation

conference with teachers. All standards must be rated by the end of the school year.

Staff members placed “on assignment” should seek guidance on how they will be evaluated for the “assigned” school

year, as this may impact final summative rating for the year.

17 Revised: 9/20/16

Snapshot of Teacher Practice and Student Performance Expectations

Table 9: Snapshot of Teacher Practice and Student Performance Expectations

Job Title

Observed using what tool?

Number of

Observations:

Tenured

Number of

Observations:

Non-Tenured

Required:

2 SGO

Required:

2 PGO

SGP

(NJDOE provided)

Audiologist

Itinerant Teacher of the

Deaf Rubric

1 3

X

Behavior Specialist

Behaviorist

1 3 X

Climate and Culture

Teacher Climate and Culture Rubric

1 3 X

Data Mentor

Data Mentor Rubric

1 3 X

Director

Director Rubric

1 3 X

Elementary Guidance

Counselor Guidance Rubric

1 3 X

High School Counselor

Guidance Rubric

1 3 X

Learning Disabilities

Teacher-Consultant

LDT-C Rubric

1 3

X

Library/ Media Specialist

Librarian Rubric

1 3 X

Master Teacher – Early

Childhood Education

Teacher Rubric

1 3

X

Occupational Therapist

OT/PT Rubric

1 3 X

School Nurse

Nurse Rubric

1 3 X

18 Revised: 9/20/16

Job Title

Observed using what tool?

Number of

Observations:

Tenured

Number of

Observations:

Non-Tenured

Required:

2 SGO

Required:

2 PGO

SGP

(NJDOE provided)

School Psychologist

Psychologist Rubric

1 3 X

School Social Worker

Social Worker Rubric

1 3 X

Student Assistance Coordinator

SAC Rubric 1 3 X

Supervisor

Supervisor

Rubric

3 3 X

All Teachers (Replacement, Permanent Substitutes)

Teacher Rubric

2 3 X

Language Arts Grades 4-8 (Replacement, Permanent Substitutes)

Teacher Rubric 2 3 X X

Math Grades 4-7 (Replacement, Permanent Substitutes)

Teacher Rubric 2 3 X X

Teacher Coordinator

Teacher Coordinator

Rubric

1 3 X

NOTE: If a support service staff member is tenured and receiving one observation, ALL standards must be scored during that observation.

Staff members placed “on assignment” should seek guidance on how they will be evaluated for the “assigned” school year, as this may impact

final summative rating for the year.

19 Revised: 9/20/16

Time for Reflection

My reflection:

What are the Professional Educator Performance Standards that are impacting my observations/evaluation?

How are the Professional Educator Performance Standards weighted on my observations/evaluation?

What are the categories of possible summative ratings for my evaluation?

How do I ensure I am prepared for my

observations/evaluation?


20 Revised: 9/20/16

Evaluation System: Teacher Practice

Evaluation Component Weights Table 10: Evaluation Component Weights

21 Revised: 9/20/16

My reflection:

Teacher Practice Summary

Based upon a minimum of 1-3 classroom observations using a State-approved, research-based practice instrument- Focal Point’s Teacher Performance Evaluation Rubric.

Preparation for Success:

All teachers must be trained on all components of the evaluation rubric prior to being observed.

Before observing a teacher’s practice for the purpose of an evaluation, all observers must be thoroughly trained on the instrument.

All observers must participate in yearly refresher training.

Support and Feedback: All teachers are observed by well-trained principals or certified administrators at least 1-3 times every year using a state-approved instrument, and a post-conference between the teacher and observer is required after each observation. Through post-conferences and other sources of feedback on their practice, all teachers can connect professional growth opportunities directly to what’s happening in their classrooms.

Professional Learning Communities: Through observation and feedback cycle, districts create a common language of instruction to foster collaboration between staff and enhance professional learning communities. The basis of professional learning should include the extensive review of the evidence for each of the seven standards.

What is the relationship between feedback and

professional growth?


22 Revised: 9/20/16

Essential Timelines

Table 11: Timelines for Observation and Summative Evaluations

Observations for Non-Tenured: (Years 1 and 2) 2 Long (40 minutes each) – Pre-Conference and Post-Conference 1 Short (20 minutes each) – Post-Conference Classroom Visits– Minimum of 3 total for the year – 10 minutes each Summative Evaluation – To Assistant Superintendent by April 30 Multiple Observers – Required Standards:


YEAR 1 and YEAR 2 Non-Tenured Teachers and Support Services Staff (Including Teacher Coordinators and Mentors) (2 long observations, 1 short observation) The 1st non-tenured observation must be completed in Media X by

November 14, 2016. The 2nd non-tenured observation must be completed in Media X by February

6, 2017. The 3rd non-tenured observation must be completed in Media X by April 3,

2017. Summative Conferences must be completed and submitted in Media X

by April 17, 2017. All teachers must sign electronically in Media X in order for observations to be considered for their summative evaluation. For all non- tenured teachers and support services staff, three observations must be conducted in order to receive a Summative Rating.

Teachers present for less than 40% of the total school days in an academic year must receive at least 2 observations. A teacher cannot receive a final teacher practice score (and thus cannot receive a summative evaluation rating) unless the minimum observation and student achievement requirements have been met.

Observations for Non-Tenured: (Years 3 and 4) 1 Long (40 minutes each) – Pre-Conference and Post-Conference 2 Short (20 minutes each) – Post-Conference Classroom Visits– Minimum of 3 total for the year – 10 minutes each Summative Evaluation – To Assistant Superintendent by April 30 Multiple Observers – Required Standards:


YEAR 3 Non-Tenured Teachers and Support Services Staff (Including Teacher Coordinators and Mentors) (1 long observation, 2 short observations)

The 1st non-tenured observation must be completed in Media X by November 14, 2016.

The 2nd non-tenured observation must be completed in Media by February 6, 2017.

The 3rd non-tenured observation must be completed in Media X by April 3, 2017.

Summative Conferences must be completed and submitted in Media X by April 17, 2017. All teachers must sign electronically in Media X in order for observations to be considered for their summative evaluation. For all non- tenured teachers and support services staff, three observations must be conducted in order to receive a Summative Rating.


23 Revised: 9/20/16

Essential Timelines

Observations for Tenured:

1 Long (40 minutes each) – Pre-Conference and Post-Conference

1 Short (20 minutes each) – Post-Conference Highly Effective Tenured: 2 shorts (1 announced 1

unannounced) Classroom Visits– Minimum of 3 total for the year – 10 minutes

each Summative Evaluation – To Assistant Superintendent by April 30 Multiple Observers – Required Standards:

Observation #1:1,2,3,4,5 Observation #2:1,2,3,4,5,6,7

Tenured Teachers (1 long observation, 1 short observation) (Teachers Rated Highly Effective – 2 short observations)

The 1st tenured observation must be completed in Media X by November

21,016. The 2nd tenured observation must be completed in Media X by April 24,

2017. Summative Conferences must be completed and submitted in Media X by

May 15, 2017. All teachers must sign electronically in Media X in order for

observations to be considered for their summative evaluation. For all tenured teachers, two observations must be conducted in order to receive a Summative Rating.


Observations for Non-Tenured Corrective Action Plan (CAP/IIP):

2 Long (40 minutes each) – Pre-Conference and Post-Conference 2 Short (20 minutes each) – Post-Conference Classroom Visits– Minimum of 3 total for the year – 10 minutes each Summative Evaluation – To Assistant Superintendent by April 30 Multiple Observers – Required (one of whom must be principal) Standards:

Observation #1:1,3,5 Observation #2:1,2,3,4 Observation #3:4,5,6,7 Observation #4:1,2,3,4

Teachers and Support Services Staff on Corrective Action Plan (Non-Tenured) (2 long observations, 2 short observations)

The 1st observation must be completed in Media X by October 11, 2016. The 2nd observation must be completed in Media X by December 2, 2016.

This will also serve at the Mid-Year Conference. Please make sure you select “Yes” under “This is a Mid-Year CAP Review” option when completing the observation.

The 3rd observation must be completed in Media X by February 2, 2017. The 4th observation must be completed in Media X by April 3, 2017. Summative Conferences must be completed and electronically signed

and submitted in Media X by April 12, 2017. If staff member on CAP is non-tenured and will be non-renewed for

sy16-17, their final observation and recommendation for non-renewal must be received by your Assistant Superintendent by April 19, 2017.

Teachers present for less than 40% of the total school days in an academic year must receive at least 2 observations.

A teacher cannot receive a final teacher practice score (and thus cannot receive a summative evaluation rating) unless the minimum observation and student achievement requirements have been met.

24 Revised: 9/20/16




~NJAC 6A:10-2.2

Observations for Tenured Corrective Action Plan (CAP/IIP) 2 Long (40 minutes each) – Pre-Conference and Post-Conference 1 Short (20 minutes each) – Post-Conference Classroom Visits– Minimum of 3 total for the year – 10 minutes each Summative Evaluation – To Assistant Superintendent by April 30 Multiple Observers – Required (one of whom must be principal) Standards:


Teachers and Support Services Staff on Corrective Action Plan (Tenured) (2 long observations, 1 short observation)

The 1st observation must be completed in Media X by November 14, 2016. The 2nd observation must be completed in Media X by February 6, 2017. The 3rd observation must be completed in Media X by April 24, 2017. Summative Conferences must be completed and electronically signed and submitted in Media X by May 12, 2017. If staff member on CAP is non-

tenured and will be non-renewed for sy16-17, their final observation and recommendation for non-renewal must be received by your Assistant Superintendent by May 19, 2017.

NOTE:

Replacement, Permanent Substitutes, and staff

members “on assignment” must be included in the

observation cycles.

Teachers present for less than 40% of the total school days in

an academic year must receive at least 2 observations.

25 Revised: 9/20/16

Time for Reflection

My reflection:

What are the components of the “teacher practice” for the evaluation system?

What are the components of the “teacher practice” for tenured, non-tenured, and CAP/IIP teachers?

How does the “teacher practice” support the summative ratings for my evaluation?

What are the requirements for the “teacher practice” of

the evaluation system?


26 Revised: 9/20/16

Use of Observation Conference

27 Revised: 9/20/16

28 Revised: 9/20/16

Teacher Practice: Use of Post Conference

5-Step Feedback Protocol: An Overview

Observers review…(during pre-conference) High Quality Evidence Captures… Observer understands the evidence that…

Standards Learning Objectives

Student Learning Data Assessments/Artifacts to Support Learning

Teacher Practice/Quotes Student Actions/Quotes Student Outcomes/Work

Aligns evidence with actionable feedback Leads to professional growth activities

Supports agreed-upon descriptors of high quality teaching and learning

29 Revised: 9/20/16

Pre-Observation Conference

Pre-Observation Conference: This is an opportunity for the teacher and the observer to discuss the lesson that will be observed and for the teacher to request that the observer pay close attention to any particular area of the lesson. Pre-conferences are not required for short observations; however, they are required for long observations.

Step One: Observers schedule a pre-conference with teachers prior to long observations, not including the day of the observation.

Step Two: The teacher completes the Pre-Conference Form prior to the meeting with the observer.

Step Three: The observer and the teacher will meet and use the Pre-Conference Form to discuss the lesson that will be observed.

Post-Observation Conference Post-Observation Conference: This is an opportunity for the teacher and observer to discuss the lesson that was observed and for the observer to provide the teacher with feedback. The observer may provide additional resources to support the teacher in the improvement of instructional practices. Post- conferences are required for all short and long observations.

Step One: At least 24 hours prior to the post-conference the observer forwards (either electronically and/or hard copy) the teacher a copy of the observation report to review.

Step Two: During the post-conference, the teacher and observer meet and use the post-observation form to debrief about the lesson within five (5) working days of the observation. The teacher may provide additional evidence that may not have been observed during the lesson.

Step Three: The observer provides feedback and strategies to address areas in need of improvement. At this time additional resources may be provided by the observer to address identified areas.

Step Four: The teacher signs the observation report electronically and/or in hard copy form. The signature notes that the observation took place, not necessarily that the teacher agrees with the observation report.

Note: The post-conference will be held based on a given year’s contractual language and/or AchieveNJ

guidelines.

30 Revised: 9/20/16

Time for Reflection

My reflection:

What are the key components of the “teacher practice” portion of the evaluation system?

How can I ensure I am best prepared for each observation?

How does the pre and post-conference process support teacher practices in the classroom?

What is the purpose for co-observations and multiple observers?

Teacher Practice


31 Revised: 9/20/16

Evaluation System: Student Achievement

Evaluation Component Weights

32 Revised: 9/20/16

Student Achievement SUMMARY:

Students enter classrooms at varying levels of achievement and educators deserve credit for helping them progress. AchieveNJ, wherever possible, incorporates measures of student growth over time, not a single snapshot of proficiency.

Overall goal is an increase in the quality of discussions surrounding student growth and learning:

Increased knowledge and focused use of New Jersey Student Learning Standards Increased opportunities to reflect on student performance and teaching practice Clearer indications of when and how to adjust instruction to meet students’ needs More thoughtful professional planning for the next school year An opportunity for teachers to engage student assessment results Deeper understanding of the academic strengths and weaknesses of students

Student Growth Objective (SGO) Student Growth Percentile (SGP)

It is… Student Growth Objectives (SGOs) are long-term academic goals for groups of students in “non-tested grades and subjects”/“tested grades and subjects”:

All teacher sets with his or her principal or supervisor at the start of the year

Aligned to standards; Ambitious and achievable

Based on available prior student learning data

A measure of what a student has learned between two points in time

Measured using high quality assessments of various types including locally-developed tests, performance assessments, and portfolios

Start of the year and are assessed on whether those objectives are met at the end of the year

The Department recommends that all teachers set 2 SGOs, regardless of whether or not they receive an SGP score

2 Performance Growth Objectives for staff members such as nurse, CST, etc. Teachers of non-tested grades and subjects are required to set two SGOs; a teacher’s ability to meet or exceed his or her SGOs counts for 15% of the overall evaluation. Teachers of tested grades and subjects are required to set two SGOs; a teacher’s ability to meet or exceed his or her SGO(s) counts for 15% of the overall evaluation. Regulations require that all administrators also take part in annual SGO refresher training. Districts have discretion in how they conduct this training

It is… Student Growth Percentiles (SGPs) measure achievement gains for “tested grades and subjects”:

4th-8th-grade Language Arts

4th-7th-grade Math

SGP counts for 30% of the overall evaluation rating Using the state standardized assessment, SGPs compare the change in a student’s achievement from one year to the next to that of all other students in the state who had similar historical results (the student’s “academic peers”). In order for teachers to have an SGP score, they must have 20 separate students within a given school year and/ or over multiple school years that receive SGP scores. Students must be enrolled in a teacher’s class for at least 70% of the year and receive final grade. Teacher must have scheduled with an updated and accurate roster of taught students at least 60% of the time before the state assessment. Students must be provided with final course grade for the school year that is recorded within Infinite Campus SGP Measure: Student growth from one year to the next compared to students with a similar NJASK and PARCC performance history across the state – “academic peers” with a range from 1 to 99. Median Student Growth Percentile (mSGP): Score assigned to the teacher by the NJDOE based on students’ SGP • Used as a multiple measure in the Summative Evaluation • Converted to a 1.0 – 4.0 score • Accounts for 30% of a teacher’s Final Summative rating

33 Revised: 9/20/16

Time for Reflection

My reflection:

What is the purpose of linking student achievement data with teacher performance?

What are the two areas of student achievement data that are used to link teacher and student outcomes?

How are the two areas of student achievement data used to link teacher and student differ? Explain your answer with two

examples?

How do I ensure and work with my school leadership to ensure the data used to link my students to me are accurate,

current, and valid?

How will the absence of my student achievement data impact my summative rating?

What are the requirements for SGOs and PGOs?

Student Achievement


34 Revised: 9/20/16

Student Growth Objective (long-term academic goals)

Essential Question:

How do I use SGOs in a rigorous and

purposeful manner?

Student Growth Objectives (SGOs)

measure student growth based on the

evidence to date, and are used as a

means to measure student growth

particularly for teachers in subjects or

grades not covered by a standardized

assessment.

Student Growth Objectives (SGOs) are: Specific and measureable Aligned to New Jersey’s curriculum and

standards Based on available prior student learning data A measure of what a student has learned

between two points in time

Ambitious and achievable (rigorous and attainable)

Embedded within the typical work of the teacher

Student Growth Objectives (SGOs) supports: Deeper understanding of the academic strengths

and weaknesses of students

Clearer indications of when and how to adjust

instruction to meet students’ needs

Increased opportunities to reflect on student

performance and teaching practice

More thoughtful professional planning

Opportunities for teachers to engage in the

evaluation of their student assessment results

What is my role in the linkage of

student achievement data to my

performance?

How many SGOs are required?

35 Revised: 9/20/16

Student/Program Growth Objectives

Table 12: Timelines for Observation and Summative Evaluations What are key dates for SGO/PGO process?

What are approved data sources? What are the purposes of these multiple sources of baseline data?

Step 1 (September 1- 15) Collaborate with the principal to identify baseline

using multiple measures Get approval to administer assessments from

your principal or supervisor Administer assessments Analyze student data

Step 2 (September-October)

Determine starting points for students and create your SGO

Step 3 October 21st (October 25th for ELLs)

Meet with your principal or supervisor to finalize, approve and submit your SGO

Step 4 (October 15-April)

Ongoing monitoring of student data (i.e.

attendance, grades for instructional

modifications, etc.)

Track progress and refine instruction

Step 5 (by February 10th)

Mid-Year Review

Meet with your principal or supervisor to review progress

on your SGO. Adjustments may be made if they satisfy

the criteria outlined by the NJDOE and district guidelines. Step 6 (by March 31st)

Administer post-assessments and identify end points using multiple measures

Step 7(April –May)

Score SGO in consultation with your principal or

supervisor.

Sign and submit your SGO

English Language Arts:

K-8: STAR Reading, Achieve3000 or STAR Early Literacy

Assessment. (Lexile or SGP)

K-5: Running Records

High School: Achieve3000, District created assessment

Mathematics:

Grade K: District created assessment

Grades 1-8: STAR Mathematics or District created assessment

Algebra 1: STAR or District created assessment

Algebra II, and Geometry: District created assessment

Science:

Grades 2-5: District created assessment

Grades 6-8: Computerized assessment via PM

High School: District created assessments

Social Studies: Grades 3-8: District created assessments US I, US II, World History & all other electives: District created assessments Physical Education: Performance Based Fit Log Technology and Media Specialist: Learning.com CTE/CRP: District created assessments (where applicable) Art/Music: Teacher created assessments

Annual State Assessments

Analyze broad areas of relative strengths and

weaknesses among students Identify students or groups of students who may

need particular support Set school-wide, grade-level, department-level or

classroom goals for students’ annual performance

Reveal which students performed advanced proficient, proficient, and below proficient

Interim Assessments

Evaluate instructional strategies Track the progress of current students in a

single school year Reveal which students are performing below

average, average, or above average for their particular grade level

Classroom Performance Data

Assess student prior knowledge to focus

instruction Provide ongoing, formative evaluation of student

learning at the most specific level.

Focus re-teaching on missing knowledge or weak

skills Identify students for flexible instructional groups

or for immediate and specific instruction

36 Revised: 9/20/16

Digging Deeper: Student/Program Growth Objective

Purpose: To provide a working document to prepare staff members for the development of viable, rigorous, and attainable Student/Program Growth Objectives for their respective

content, grade, and/or program. This process is intended to promote an authentic reflection on practices within the district, school, and classroom to support an aligned instructional

system.

Step One: Develop a clear context behind the S/PGO process

How does the Student/Program Growth Objective process promote professional learning?

Step Three: Develop “SMART” goals for your SGOs

What are some ambitious and achievable goals based on a review of my baseline data?

…through a continuous and thorough examination of key components directly impacting student growth and learning: Increased knowledge and focused use of New Jersey Student Learning Standards Deeper understanding of the academic strengths and weaknesses of each students/program Clearer indications of when and how to adjust instruction/support to meet students’ needs Increased opportunities to reflect on student performance and teaching practice More thoughtful professional planning for support staff members An opportunity for teachers/staff to engage in the evaluation of their student assessment results

Strategies:

District Level:

Complete and provide access to assessment/program system

Train building-based staff on the S/PGO process

Instructional Leaders:

Structure GLMs/CPT to examine student/program data and connection to building level goals

Share measures of the building level goals with all staff on a consistent basis (SWP, SIP, action plans, etc.)

Staff:

Attend and actively participate in PLC/GLMs/CPT to review student and program data/strategies

Access respective content area/program resources to review and discuss completed forms for each grade/program(if staff member is developing own assessment):

o District approved Checklist for School-based Assessments

o District approved Standards Alignment and Coverage Check chart

o Assessment Rigor and Depth of Knowledge Analysis chart

o Standard data system: Performance Matters, STAR, Infinite Campus, EZ-IEP, etc.

Collect evidence on program/students’ starting points and classify each level of preparedness based on S/PGO templates; Use the Students’ Starting Point Form to verify process (see NJDOE website)

http://www.nj.gov/education/AchieveNJ/teacher/forms.shtml

Step Two: Preparation for baseline data

What are possible sources of baseline data?

Strategies:

District Level:

Provide support and guidance to building-based administrators and teachers Schedule one-on-one/group sessions for feedback


Structure GLMs/CPT/ScIP to examine student/program baseline data and determine areas of strength/weakness Communicate the expectation of the S/PGO with all staff members Review previous data on student/program growth to ensure increase growth levels Ensure and verify the district expectations for the S/PGO process is followed by all staff members

Staff:

Examine baseline assessment/program data and share strategies identified for respective population of students to generate feedback from administrators

Use S/PGO sample drafts to verify process and facilitate clarifying questions Requirements for all staff:

o All staff members (administrators and instructional staff/teachers) set 2 S/PGOs, regardless of whether or not they receive an SGP score

37 Revised: 9/20/16




system.

Step Four: Approval Process for Student/Program Growth Objectives

How did the feedback process refine my S/PGO? Step Five: Continuous Review of Progress

How am I tracking progress towards the attainment of my S/PGOs?

Strategies:

District Level:

Continue to provide training for staff members within your purview on the S/PGO process Schedule time to co-facilitate and model S/PGO feedback sessions Provide support to schools during the review/approval of S/PGOs (where applicable)


Schedule time to review and discuss the evidence of student starting points with all staff and draft copy of the Student/Program Growth Objectives within the timelines set by NJDOE/District

Ensure and verify all the required processes have been completed for the S/PGOs, (new hires during the year, transfers, Leave of Absences, etc.)

Preliminary expectations for monitoring progress towards the attainment of the S/PGO (s) should be discussed and provision of follow-up meeting date(s) determined with evidence toward progress

Staff:

Prepare and bring draft copy of the Student/Program Growth Objectives for feedback and approval If necessary, make any adjustments to the Student/ Program Growth Objectives If changes do not need to be made to the Student/ Program Growth Objectives, get

signature/approval by signing the appropriate area of S/PGO Schedule follow-up session(s) to review the monitoring of progress towards the attainment of the

S/PGOs during the course of the school year

Strategies:

District Level:

Conduct visits/feedback sessions to support the implementation process of S/PGOs

Support building-based administrators in conducting effective GLMs/CPT Model data mining process based on formative assessments Provide research-based strategies/best practices to support student success


Use GLMs /CPT to examine collected formative assessment data in order to monitor students’ progress towards Student/Program Growth Objectives

Use NJDOE dates to schedule review of S/PGOs: Collects and examines and reviews all important interim student

learning data related to the students Provide feedback to staff and facilitate next steps relative to

student program, adjustment of instruction/strategies, and/or revision of S/PGO (February window for revisions)

Staff:

Monitoring the impact of pre-established instructional, intervention /acceleration strategies and adjust as necessary to determine impact

Use provided feedback from administrator(s) and determine the next steps relative to student performance, adjustment of instruction/strategies, and/or revision of S/PGO (February window for revisions)

Attend and actively participate in GLMs/CPT

38 Revised: 9/20/16




system.

Step Six: Score and Results of Student Growth Objectives

How do I know I have met my S/PGOs?

Helpful Link:

http://www.state.nj.us/education/AchieveNJ/teacher/forms.shtml

http://www.state.nj.us/education/genfo/faq/faq_eval.shtml#sgo

Strategies:

District Level:

Keep abreast of latest information on the calculations of S/PGOs Continue to provide training and to co-facilitate the review of S/PGOs Provide support to schools during the final review and calculations of S/PGOs Review outcomes to strategically improve instructional practices Gather feedback on the process and refinement as needed


Schedule time with all staff members based on the NJDOE/District dates to review students’ assessment data in conjunction with S/PGOs

Examine the S/PGO Preparedness Group and the evidence on students’ starting points Examine the Scoring Plan section of the S/PGO and against the actual outcomes of the

final or post assessment

Use the aforementioned data to verify the Results of Student/Program Growth Objective

section

Instructional Leaders continued

Determine based on the review of data the level of attainment for the staff on the scoring plan. This process can be done in conjunction with supervisors, School Improvement Panel (ScIPs), and/or directors to calculate the rating for the S/PGO based on the type selected.

Use results to inform professional development Use the outcome to structure school level goals

Staff:

Compile student data in an organized manner to facilitate review and calculations Use results to improve professional practice and planning for the upcoming year

http://www.state.nj.us/education/AchieveNJ/teacher/forms.shtml

http://www.state.nj.us/education/genfo/faq/faq_eval.shtml#sgo

39 Revised: 9/20/16

Characteristics of Excellent SGOs…

• A large majority of the students are represented

• Start and stop dates include large portion of the school year • Reference content at the most specific level of state standard(s) • Include a significant portion of standards taught during the SY

• Multiple high quality measures are used to determine student starting points

• All selected standards have at least one assessment item

• Highly accessible to all students regardless of background

40 Revised: 9/20/16

Characteristics of Excellent PGOs…

• A large majority of the program/department data sources are represented that correlates to District/school/student needs

• Start and stop dates include large portion of the school year • Reference program/department at the most specific level of state

standard(s)/statues, regulations, etc. • Include a significant portion of program/department data sources addressed

during the SY

• Multiple high quality measures are used to determine program/department starting points

• All selected area of focus have at least 2-3 credible data source to verify need and focus

• Highly connected to Cabinet level goals for the School Year

41 Revised: 9/20/16

Timelines Impacting S/PGOs

Teachers hired after February 1st must set a SGO to encompass the instructional period between

February 1st and April 15th

Teachers hired after March 15th will not be required to set a SGO for the remainder of the school year

Teachers on a Leave of Absence:

“It is recommended that teachers are present for a continuous 9-week period. In cases where this is not

possible, the teacher should set SGOs for as much time as is available, provided that the teacher has

an opportunity to have a significant impact on students' learning during that abbreviated period of time.

Teachers who did not set SGO(s) before the deadline due to an extended absence should set the

SGO(s) as soon as possible after returning to the classroom and use an assessment that makes sense

for the learning goals they set for their students in this timeframe.” (AchieveNJ)

Teachers who begin the year with a written SGO and take a leave of absence, upon return will

continue with that SGO

Any teacher hired after October 1st has 20 working days to develop an SGO

42 Revised: 9/20/16

Tab 13: SGO Quality Rating Rubric

43 Revised: 9/20/16

Tab 13: SGO Quality Rating Rubric continued

NJDOE Link: http://www.nj.gov/education/AchieveNJ/teacher/QualityRatingRubric.pdf

44 Revised: 9/20/16

Time for Reflection

My reflection: Some steps in preparation for addressing student achievement data and teacher performance

Table 14: Preparing for Student Achievement Linkages


Step 1 Attend training sessions that are conducted during the school year by the Office of Data and Accountability, Professional Development Department, Academic Services, Legal Department, and the Department of Human Capital:

Teacher Performance Evaluation Rubric Student Growth Objective (SGO)

School Improvement Panel (ScIP) Other

Note: All newly hired teachers will receive training from the various departments within one month of hire date. Training on observation rubric should be completed before observations are conducted.

Visit the PPSD website to gather information on professional development

offerings

Reach out the Professional Development or other departments to gather

training session date, location, and time

Maintain a portfolio/record of all the training sessions I have attended (I

can use this information for my professional development hours

throughout the school year)

I registered for training sessions offered by PPSD

I know the meetings dates for my ScIP

I must receive training prior to being observed on my performance rubric

by my principal/administrator and/or through central office offerings

Preparing for Student Achievement Linkages


45 Revised: 9/20/16


Step 2 Coordinate with the principal regarding school-based procedures, classroom set-up, analysis of student assessment data, administration dates for District/state assessments, and other school-related items.

Attend professional development sessions conducted by the principal and/or his or her designee(s) at the building level.

Schedule time with my building administrator/principal to review expectations for success within the school. This should include, but is not limited to:


Access/passcode and training for evaluation management system (Media X)

Access/passcode and training for student performance data (Performance Matters, STAR, )

Access/passcode and training for other student performance data with supervisor/department chair ((EZ-IEP, etc.) where applicable

Review plans for the school including Schoolwide Plan, School Improvement Plan and specialized programs such as PBSIS, IFL, etc.

Secure administration dates for District/state assessments from Assessment Department webpage and/or call/Email for calendar

Gather map of the school/district to ensure I am familiar with key locations

Maintain a portfolio/record of all the training sessions I have attended

Step 3 Coordinate with the principal to verify the course title, class roster(s), grades issued, and SGOs within district’s set timeframe.

Follow the “SGO Process” guidelines detailed in this manual.

Use the same process in preparation for SGP data (NJDOE release)


I received a schedule(time and location for me to teach/provide service) from my principal/administrator

I received a roster(listing) of the students for each of the classes I will teach

I will track the entry/exit dates of all my students during the entire school year

All the information on my schedule and roster can be found in Infinite Campus accurately

I am teaching my classes based on my certification I am teaching my classes based on a board approved

course/title I have submitted grades for each marking period including final

grade for the course/class

46 Revised: 9/20/16

Step Overview of Process Action Item Checklist: “Did I complete…?” At the time of each post conference, I review my course roster with my

principal/administrator to ensure all the students are appropriately connected to me

Step 4 Coordinate with the principal regarding the minimum required classroom visits, short observations, and long observations you will be receiving throughout the year. Principals may conduct classroom visits immediately after hire.

In order for teachers to have a final summative score I must have the minimum required number of observations, Student Growth Objective (SGOs) score (based on two SGO) and/or a Student Growth Percentile (SGP) score (for tested grades and subjects).

I keep track of the required number of observations and work with my principal/administrator to ensure I get the appropriate number of observations required

Step 5 Review the Seven (7) Teacher Evaluation Standards, found in this manual, with your principal and your teacher mentor.

I have a thorough understanding the seven standards of my Teacher Performance Rubric

I consistently review the evidence for each of the seven standards included

within my guidebook throughout the school year I ensure I am observed on all the standards and indicators to provide a

broad view of my performance in the classroom and within my professional environments

I consistently share evidence with my principal/administrator at each post

conference session and also record them within my guidebook throughout the school year

1. What are some examples of student achievement linkages?

2. How do I ensure my student achievement linkages are accurate, valid, and reliable?

Preparing for Student Achievement Linkages

47 Revised: 9/20/16

Professional Support and Development

48 Revised: 9/20/16

Quality Evidence and Support for Continued Improvement

Table 15: Observation Report Quality

49 Revised: 9/20/16

Table 15: Observation Report Quality continued

50 Revised: 9/20/16

Professional Support and Development

51 Revised: 9/20/16

Novice (Year 1)

Will be in provisional teacher program and will be paired with a mentor for one year

Mentors will receive training from the district

Must be trained by the district on policies and procedures as well as teacher evaluation processes prior to being observed

Non-Tenured (Years 1 & 2) (Years 2 & 3)

New teachers to the district will receive tailored supports from school and district

resources according to the teacher’s individual professional development plan

Professional development will be monitored by the administration in conjunction with the School Improvement Panel (ScIP)

Tenured

Tenured teachers will create an individual professional development plan that is tailored to their needs and strengths as determined by their final summative evaluation

Professional development will be monitored by the administration in conjunction with School Improvement Panel (ScIP)

ScIP members may: Identify professional development opportunities for instructional staff members based on aggregate school evaluation and student

performance data and other information. Oversee the mentoring of new teachers at the building level and support implementation of the district’s mentoring plan. Ensure that the evaluation process is completed for all teachers. Support quality implementation of Corrective Action Plans for teachers rated Partially Effective or Ineffective – including a mid-year

evaluation and additional observation – as required.

School Improvement Panel (ScIP)

52 Revised: 9/20/16

High Quality Collaborative Supports

53 Revised: 9/20/16

Corrective Action Plan

(CAP)

http://www.mcgrathnorth.com/employee-benefits-point-of-law/when-bad-things-happen-to-good-plans-irs-enhances-plan-correction-methods/

54 Revised: 9/20/16

Corrective Action Plan (CAP)

Teachers required to develop a CAP will work with their principal/designee to create a plan focused on meeting the needs identified through the performance evaluation process. The CAP must include specific goals for improvement and timelines for meeting those goals and must delineate the responsibilities of both teachers and administrators.

The CAP does not preclude any other plans for improvement determined to be necessary by the principal/designee. The CAP remains effective until the next annual performance review.

If a teacher’s summative evaluation rating is finalized by the end of the school year and a CAP is warranted, then the CAP must be developed prior to September 15th of the following school year. The teacher and principal/designee may elect to develop the CAP as part of the annual evaluation conference at the end of the year.

If a PDP has been developed but the subsequent addition of SGP data changes the teacher’s summative evaluation to Partially Effective or Ineffective, then a CAP must be created to replace the PDP within 15 working days following receipt of the rating.

The teacher and principal/designee will complete the CAP Template provided by the DOE.

In addition, implementation of the CAP requires: • An additional observation; • Multiple observers; • Check-ins on progress toward goals at each post-observation conference; and, • A mid-year evaluation conference.

55 Revised: 9/20/16

Table 16: Corrective Action Plan Template Corrective Action Plan (CAP) Template

District Name School Name Date

Staff Member Name Supervisor Name Plan Begin/End Dates

I. Areas Identified for Improvement

No. Areas Identified for Improvement Sources of Information/Evidence

Corresponding Component of Evaluation Practice Instrument

(if applicable)

1

2

3

II. Goals and Professional Responsibilities

Area No.

Demonstrable Goals Staff Member Responsibilities Supervisor Responsibilities Completion Date

Estimated Hours

1

2

3

My signature below indicates that I have received a copy of this Corrective Action Plan and that I understand and contributed to its contents.

Staff Member’s Signature: ___________________________________ Date: ______________

Supervisor’s Signature: ______________________________________ Title: ________________________________ Date: __________

56 Revised: 9/20/16

III. CAP Progress Summary

Interim Review of CAP Progress Area No.

Demonstrated Progress Sources of Evidence CAP Revisions (if applicable) Review Date

1

2

3

My signature below indicates that I have reviewed the information recorded in the Interim Review of CAP Progress and that I understand its contents:

Staff Member’s Signature: ____________________________ Date: ______________ Summative Review of CAP Progress

Area No.

Demonstrable Goals Expectations Met (Y) or

Not Met (N)

Sources of Evidence Review Date

1

2

3

My signature below indicates that I have reviewed the information recorded in the Summative Review of CAP Progress and that I understand its contents:

Staff Member’s Signature: ____________________________ Date: ______________

57 Revised: 9/20/16

Table 17: Teacher Tenure Acquisition Timeline

Table 18: Revocation of Tenure

58 Revised: 9/20/16

59 Revised: 9/20/16

Instructional Improvement Plan

(IIP)

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&ved=&url=http://www.pilieromazza.com/blog/dont-sit-on-your-hands-intervene-at-oha-if-the-naics-code-matters-to-you&psig=AFQjCNEnLO2NDEcDe1-TA0y20EuNt8JZnQ&ust=1472578307675078&cad=rjt

60 Revised: 9/20/16

Instructional Improvement Plan (IIP)

The district will require teachers who teach grades 4-8 Language Arts

Literacy and Math who are identified as Ineffective or Partially Effective

on their teacher practice scores, to be placed on an Instructional

Improvement Plan (IIP) based on the teacher’s three observations, not

the teacher’s summative evaluation. The purpose of the IIP is similar

to the CAP and the same template will be used to monitor professional

improvement.

When the SGP scores become available the principal/designee will meet with the teacher to review the data which will result in one of the following:

If the teacher’s SGP scores have the effect of maintaining their summative score of Ineffective or Partially Effective the IIP will continue as a CAP subject to TEACHNJ.

If the teacher’s SGP scores have the effect of raising their summative score to Effective, the principal/designee may choose to modify the IIP at their discretion.

If the teacher’s SGP scores have the effect of lowering their summative score to Ineffective or Partially Effective then a CAP will immediately be put in place.

The teacher’s principal/designee, supported by the school district administrator and district Board of Education, is responsible for ensuring all teachers receive the necessary opportunities, support, and resources to engage in ongoing professional learning and to meet the goals of their CAPs.

Teachers with a CAP must receive a mid-year evaluation between January 15 and February 1. The progress of each teacher in meeting the goals of the CAP must be discussed during each post- observation conference. Additionally, the teacher’s progress in meeting the goals of the CAP, together with data and evidence about the progress collected by the principal/designee and teacher, must be documented in the teacher’s personnel file. The data and evidence are reviewed during the annual summary conference or the mid-year evaluation, as appropriate.

In addition, implementation of the CAP requires: • An additional observation; • Multiple observers; • Check-ins on progress toward goals at each post-observation conference; and, • A mid-year evaluation conference.

61 Revised: 9/20/16

Table 19: Instructional Improvement Plan (IIP) Template

Instructional Improvement Plan (IIP) Template

District Name School Name Date

Staff Member Name Supervisor Name Plan Begin/End Dates

I. Areas Identified for Improvement

No. Areas Identified for Improvement Sources of Information/Evidence

Corresponding Component of Evaluation Practice Instrument

(if applicable)

1

2

3

II. Goals and Professional Responsibilities

Area No.

Demonstrable Goals Staff Member Responsibilities Supervisor Responsibilities Completion Date

Estimated Hours

1

2

3

My signature below indicates that I have received a copy of this Corrective Action Plan and that I understand and contributed to its contents.

62 Revised: 9/20/16

Staff Member’s Signature: ___________________________________ Date: ______________

Supervisor’s Signature: ______________________________________ Title: ________________________________ Date: __________ III. CAP Progress Summary

Interim Review of CAP Progress Area No.

Demonstrated Progress Sources of Evidence CAP Revisions (if applicable) Review Date

1

2

3

My signature below indicates that I have reviewed the information recorded in the Interim Review of CAP Progress and that I understand its contents:

Staff Member’s Signature: ____________________________ Date: ______________ Summative Review of CAP Progress

Area No.

Demonstrable Goals Expectations Met (Y) or

Not Met (N)

Sources of Evidence Review Date

1

2

3

My signature below indicates that I have reviewed the information recorded in the Summative Review of CAP Progress and that I understand its contents:

Staff Member’s Signature: ____________________________ Date: ______________

63 Revised: 9/20/16

Time for Reflection

My reflection:

What are the differences and similarities between teachers on a Corrective Action Plan (CAP) compared to teachers who

are on an Instructional Improvement Plan (IIP)?

What are the processes in place for observing such staff members?

CAP Teacher IIP Teacher

Instructional Improvement Plan


64 Revised: 9/20/16

Withholding of Increment

65 Revised: 9/20/16


Withholding of increment may be exercised for staff members who engage in unprofessional or unbecoming behavior. The chart below indicates situations warranting the withholding of an increment for unprofessional or unbecoming conduct, but is not limited to:

Misuse or abuse of sick and personal absences, as reflected in patterns of use Insubordination Willful neglect of job duties Failure to supervise students Improper physical contact with students Use of, or threat of use of, force with a student (or another staff member) Harassment, intimidation or bullying of a student (or another staff member) Retaliation against a student

66 Revised: 9/20/16

67 Revised: 9/20/16

Time for Reflection

My reflection:

How does the withholding of increment impacts my professional practice?



68 Revised: 9/20/16

Non-Renewal

69 Revised: 9/20/16

Non-Renewal

Step 1

(By April 12)

Complete required observations for Non-Tenured certificated teaching staff member.

Submit cover letter to Assistant Superintendent recommending non-renewal of employment of teaching staff member.

Include detailed rationale and reason for non-renewal within cover letter. Attach documentation and evidence with cover letter:

Hard copies of observation written reports.

Additional supporting documentation including, but not limited to: attendance records, warning letters, email communications, improvement plans, professional development and coaching records, student achievement data.

Step 2

(April 19 – May 19)

Complete Final Summative Evaluation Report and Conference for non-tenured certificated teaching staff. Submit hard copy of report, all supporting documentation, and completed non-

renewal recommendation package to Assistant Superintendent. Board of Education will provide written notice of Non- Renewal of Employment to

affected non-tenured certificated teaching staff member. Step

3 (By May 19)

Assist the Assistant Superintendent in development of a written statement of reasons for non-renewal.

Assist the Assistant Superintendent during informal appearance before Board at a Donaldson Hearing.

70 Revised: 9/20/16

Time for Reflection

My reflection:

How does non-renewal impact my professional practice?

Non-Renewal


71 Revised: 9/20/16

Annual Conference with Teachers

Step 1

(By April 17

for Non-Tenured )

(By May

15 For Tenured)

Complete required observations for Non-Tenured certificated teaching staff member.

Submit cover letter to Assistant Superintendent recommending non-renewal of employment of teaching staff member.

Include detailed rationale and reason for non-renewal within cover letter. Attach documentation and evidence with cover letter:

Hard copies of observation written reports.

Additional supporting documentation including, but not limited to: attendance records, warning letters, email communications, improvement plans, professional development and coaching records, student achievement data.

Step 2

(By April 17

for Non-Tenured )

(By May

15 For Tenured)

Complete Final Summative Evaluation Report and secure all signatures Conference for non-tenured certificated teaching staff. Submit hard copy of report, all supporting documentation, and completed non-renewal

recommendation package to Assistant Superintendent. Board of Education will provide written notice of Non- Renewal of Employment to affected non-tenured

certificated teaching staff member.

72 Revised: 9/20/16

Summative Scoring Process for Teacher Practice

73 Revised: 9/20/16

Total

A teacher practice raw score of 2 or 1 will result in an Instructional Improvement

Plan (IIP) or a Corrective Action Plan.

74 Revised: 9/20/16

75 Revised: 9/20/16

76 Revised: 9/20/16

Collection of Summative Evaluations

School Administrator:

1. All rounds of the observations are completed for each designated staff member (reference PC list/route sheet to account for all staff members)

2. All standards within each round are completed for each designated staff member

3. All indicators within each standard are completed for each designated staff member

4. All staff members within my school (shared, new hires, new assignment, transferred and/or on leave of absence) are accounted within the observation process. I verified all

my staff members against my school Position Control List/Staff Routing Sheet to see if I am missing any staff members.

5. All observations are completed on the correct tool for each staff member

6. All CAPs are observed four times within the correct round

7. All observations received a post conference and pre-conference where designated

8. All observations are signed by both the staff and administrator in Media X system

9. Forward copies of all summative evaluations to your Assistant Superintendent with all required components of the evaluation process

Assistant Superintendents for Administration:

1. Collect, review and secure all summative evaluation copies (teachers, administrators, etc. reference PC list/route sheet to account for all staff members):

a. Annual Summary Conference Form: For Teachers Receiving a Median Student Growth Objective Percentile (mSGP) Score

b. Annual Summary Conference Form: For Teachers NOT Receiving Summative Rating

c. Annual Summary Conference Form: For Teachers Receiving Summative Rating

2. It was highly recommended that principals included the summative evaluation checklist with all summative evaluation for each staff member. Return to principals with

follow-up directions and timeline for incomplete submissions OR accept completed submissions of summative evaluations for each school when all staff members are

accounted

3. Make copies and/or scan copies for recordkeeping of each summative evaluation

4. Provide copies to the Accountability Department for each school along with the signed documentation of receipt

Department of Accountability:

1. Collect and secure all summative evaluation copies (teachers, administrators, etc. reference Edumet list/route sheet to account for all staff members)

2. Review and ensure the submitted copies of summative evaluations from the schools are correct and reflect all components (see checklist) along with all appropriate

signatures.

3. Provide copies to Human Capital Services based on checklist of staff for each school along with the signed documentation of receipt for processing into Personnel Files

77 Revised: 9/20/16

Time for Reflection

My reflection:

What is the role of annual summative conference?

How does the use of the annual summative conference support my professional practice?

What are some of the challenges impacting the annual summative conference process?

How can these challenges be avoid?

How can these challenges have an adverse impact on staff members?

Annual Summative Conference


78 Revised: 9/20/16

(Blank)

79 Revised: 9/20/16

Professional Educator Performance Standards

80 Revised: 9/20/16

Table 20: Professional Educator Performance Standards


Performance Standard #1:

Preparation for Instruction

1a. Establish a culture of high expectations for learning and achievement

1b. Use district adopted curriculum and content knowledge to design coherent lessons

1c. Post aligned lesson objectives and plan for demonstrations of learning

Evidence


Use of Data to Inform

Instruction

2a. Focus on improving instruction using data

2b. Use of a variety of assessment methods when designing classroom assessments

2c. Involve students in assessing their own learning


Delivers Quality Instruction

3a. Instruct bell to bell

3b. Use a variety of instructional strategies to focus instruction

3c. Engages students in learning

3d. Continually checks for understanding

3e. Deliver rigorous and relevant content

3f. Integrate 21st Century Skills in instruction

3g. Provides feedback about student proficiency


Interventions to Meet Diverse

Needs

4a. Differentiate instruction based on student needs and background

4b. Implements interventions with fidelity and adjusts interventions based on results

4c. Adapt and modify instruction for the unique needs of learners


Classroom Environment

5a. Contribute to a safe and orderly learning environment

5b. Use of effective classroom management procedures

5c. Effectively manage student behavior

5d. Foster collaboration and self-regulation in students

5e. Promote positive and respectful rapport


Leadership

6a. Understand their role and responsibility in implementing the district and/or building

action plan

6b. Promote the concept of Professional Learning Communities through collaboration and

purposeful learning

6c. Continue professional growth


Professional Responsibilities

7a. Adhere to federal laws, state statutes and regulations pertaining to education, the Board

of Education (BOE) policies, and school rules

7b. Demonstrate professionalism

7c. Effectively communicates and solves problems

81 Revised: 9/20/16

Evidence of Professional Practice: Digging Deeper to Unpack Professional Educator Standards

82 Revised: 9/20/16


What are performance rubrics? It is important to consider the question of: What is expected of the teacher and How will we know if the teacher is fulfilling the performance

standard. During observations, rubrics are used to guide evaluators in assessing and documenting how well a standard is performed and achieved. A

performance rubric is a summary rating scale that describes acceptable performance levels for each of the seven performance standards.

83 Revised: 9/20/16

Table 20: Professional Educator Performance Standards




1a. Establish a culture of high expectations for learning and achievement

1b. Use district adopted curriculum and content knowledge to design coherent lessons

1c. Post aligned lesson objectives and plan for demonstrations of learning

Evidence


Use of Data to Inform

Instruction

2a. Focus on improving instruction using data

2b. Use of a variety of assessment methods when designing classroom assessments

2c. Involve students in assessing their own learning












Needs






5a. Contribute to a safe and orderly learning environment

5b. Use of effective classroom management procedures





Leadership

6a. Understand their role and responsibility in implementing the district and/or building

action plan

6b. Promote the concept of Professional Learning Communities through collaboration and

purposeful learning




7a. Adhere to federal laws, state statutes and regulations pertaining to education, the Board

of Education (BOE) policies, and school rules



84 Revised: 9/20/16

UNPACKING EVIDENCE

Evidenced-based practices are those “effective educational strategies supported by evidence and

research” -- (ESEA, 2002).




~NJAC 6A:10-2.2

85 Revised: 9/20/16

What is our core business of educators?

The core business of a given school is to facilitate an atmosphere of high quality instruction where each student is given an opportunity to thrive, learn, and reach their fullest potential.

86 Revised: 9/20/16

What are some key ideas and concepts that come to your mind?



1a. Establish a culture of high expectations for learning and achievement 1b. Use district adopted curriculum and content knowledge to design coherent lessons 1c. Post aligned lesson objectives and plan for demonstrations of learning

Preparation

for

Instruction

What does a coherent lesson

look like?

What concrete models/examples can I provide of the concept

or objectives?

How do I consistently ensure my lesson

objectives are aligned to the needs of my

students?

How do I consistently ensure my

demonstrations of learning are aligned to the needs

of my students?

Exactly what do I expect students to

learn?

How do I assess what students already know?

What instructional strategies will be most effective in

teaching the concepts or objectives?

87 Revised: 9/20/16

PERFORMANCE STANDARD #1: PREPARATION FOR INSTRUCTION

Professional educators prepare for quality instruction using a comprehensive approach.

Evidence: Use this portion of the rubric to record critical elements of each strand to ensure quality understanding of your professional practice.

Educators should know and be able to:

1a. Establish a culture of high expectations for learning and achievement.

IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS

UNSATISFACTORY PROGRESSING PROFICIENT EXEMPLARY

Ex

pecta

tio

ns

&

Inclu

sio

n

Teaching practices

maintain the status quo

and do not contribute

to the building culture

of high expectations

for students.

Acts in ways that demonstrate

support of the building culture

as one of inclusion and high

expectations for most students.

Teaching practices reinforce and

strengthen the building culture as

one of inclusion and high

expectations for all students.

Initiates and engages in

problem-solving to advance

the culture of the building as

one of inclusion and high

expectations for all students.

Cu

ltu

re o

f E

xcell

en

ce The culture in the

classroom reinforces

low level learning

expectations and/or

plans to meet even

minimal student

achievement goals are

not clear.

The classroom culture supports

student improvement efforts

suitable for most students and

the teacher outlines the steps to

meet student achievement

goals.

Establishes a culture in the

classroom that challenges all

students to continuously

improve. Develops a plan to

measure progress toward meeting

challenging student achievement

goals.

Creates a culture of excellence

in the classroom that focuses

on stretching student

achievement for all student

groups. Differentiated plans to

meet rigorous student

achievement goals are

developed and there is a

system in place to

continuously measure progress

toward goal attainment.

Co

mm

un

icati

ng

Ex

pecta

tio

ns There is little to no

evidence that

achievement

expectations have

been communicated to

students in advance

and/or achievement

goals are low.

Achievement expectations are

not communicated well to

students and/or the

achievement goals are not high

enough for some students.

Achievement expectations are

communicated in advance to

students and the teacher provides

example of how students can

meet challenging achievement

goals.

Students are well prepared to

articulate the steps they must

take to reach rigorous

achievement goals. It is

evident that students know

where they are in relation to

the goals.

88 Revised: 9/20/16

1b. Use district adopted curriculum and content knowledge to design coherent lessons.

Evidence:

Use this portion of the rubric to record critical elements of each

strand to ensure quality understanding of your professional practice.

IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Cu

rric

ulu

m a

nd

Ass

ess

men

t

Ali

gn

men

t Lesson plans, when available, do not align with the district adopted curriculum and/or district assessments.

Lesson plans are partially aligned to the district adopted curriculum and district assessments.

Lesson plans closely align to the district adopted curriculum and district assessments.

Lesson plans are based on a thorough understanding of how to “unpack” the district adopted curriculum and alignment of district assessments.

Co

nte

nt

Kn

ow

led

ge

Lesson plans reference

outdated content

knowledge. Information

presented in class

contains content errors.

Lesson plans are based on a

general understanding of

content knowledge. While

information presented in class

is accurate, it may not reflect

the most current knowledge of

the discipline.

Lessons plans are based on

solid content

knowledge. Information

presented in class is accurate

and current.

Lesson plans are based on

extensive content knowledge.

Information presented in class is

accurate, current and consistent

with well-established concepts

or sound practices of the

discipline.

Less

on

an

d/

or

Un

it D

esi

gn

Lesson and unit

planning is inadequate.

Learning activities do

not follow an organized

progression and time

allocations are

unrealistic.

Lesson plans or units are

based on activities or

resources, rather than focused

on objectives. Progression

and pacing of learning

activities is sporadic, thus,

time allocations are not always

reasonable.

Lesson or unit is planned in

detail around clearly defined

lesson objectives.

Progression and pacing of

the planned learning time

(instructional strategies,

student activities, use of

resources, assessment tasks)

is constant, with reasonable

time allocations.

Lesson or unit is precisely

planned with explicit attention

to detail leading to the

demonstration of learning of the

lesson objectives. The

progression and pacing of

planned learning time

(instructional strategies,

accessing materials, use of

resources, student activities, and

assessment tasks) is highly

coherent.

89 Revised: 9/20/16

1c. Post aligned lesson objectives and plan for demonstrations of learning. Evidence:



IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Po

sts

Less

on

Ob

jecti

ves

Lesson objectives

cannot be found or the

teacher simply posts a

list of activities.

Posts lesson objectives that

reference grade level and/or

course content. The

objectives are not used to re-

focus student’s attention to

task.


align to a grade level or

course essential content or

skills. The lesson objective

effectively focuses student

attention at the beginning of

the lesson.


align to cross disciplinary,

grade-level or course essential

content and skills. The

objectives serve to effectively

focus student’s attention to

learning targets throughout the

lesson.

Stu

den

t U

nd

ers

tan

din

g o

f L

ess

on

Ob

jecti

ves

Lesson objectives are

not known to students

and students do not

know what they are

expected to know and

be able to do.

Although students are aware

of where to find the posted

lesson objectives, they rely on

teacher direction to focus

them on what they are

expected to know and be able

to do.

Lesson objectives are written

in student-friendly language

and students understand what

they are expected to know and

be able to do by the end of

each lesson.

Students have been well

prepared to know that the

lesson objective and the

demonstration of learning

provide direction for them in

understanding exactly what

they are expected to know and

be able to do. This clarity

promotes both autonomy and

independence in

accomplishment of student

tasks.

Pla

ns

for

DO

L’s

The Demonstration of

Learning (DOL) is not

developed in advance

of instruction and/or

not aligned with the

lesson objective.


Learning (DOL) is minimally

developed and/or may be

loosely connected to the

lesson objective.


Learning (DOL) is developed

in advance of instruction and

is aligned with the lesson

objective.

The Demonstrations of

Learning (DOL) are designed in

advance of instruction, tie

closely with the lesson

objective and provide multiple

ways for students to

demonstrate what they have

learned.

Standard #1 Overall Score

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary

1 - Ineffective 2 - Partially Effective 3 - Effective 4 - Highly Effective

90 Revised: 9/20/16

Professional Educator Performance Standard #1:

Preparation for Instruction—2x

Professional educators prepare for quality instruction using a comprehensive approach.

Technique/Approach: KWL (Know, Want to Know, Learn)

1. Lesson plans are aligned to the District Curriculum/New Jersey Student Learning Standards.

2. Lesson plans indicate differentiated instruction.

3. Small groups are assigned in advance of the lesson (based on data sources).

4. Lesson objective is posted.

5. Students are able to articulate the learning objective(s) and their purpose.

6. Materials and activities are prepared in advance of the lesson.

7. DOLs are designed in advance of the lesson and are aligned to the objective.

91 Revised: 9/20/16

Summary of “Look-fors”:

Teacher Evidence Student Evidence

92 Revised: 9/20/16

Supporting Research:

“Instruction itself has the largest influence on achievement. The two things that matter most: What is being taught and how well.” --Mike Schmoker

Clear content development is consistently positively correlated with student achievement

--(Brophy& Good)

93 Revised: 9/20/16



Use of Data to Inform Instruction

2a. Focus on improving instruction using data 2b. Use of a variety of assessment methods when designing classroom assessments 2c. Involve students in assessing their own learning

Use of Data

to Inform

Instruction

What are various types of data?

How can I use rubrics to communicate specific assessment criteria to

students?

How do I promote student self-evaluation

of their learning?

What are some methods for using/reviewing data?

What are different types of assessment methods I can use in my class?

Where can I access District data to support my

students?

Are my assessment tasks closely aligned with the instructional objectives?

What evidence will I use to determine student

understanding?

What does the student responses tell me about their thinking/understanding?

Based on the assessment results, how might I adjust/differentiate instruction for individuals and

groups of students?

What specific feedback will improve student

performance?

How can I model respect and

rapport through the feedback I

give?

What does the student response

indicate as the source of error?

94 Revised: 9/20/16

Name: . Date: ___ Evidence:

Use this portion of the rubric to record critical elements of each strand to ensure quality

understanding of your professional practice.

PERFORMANCE STANDARD #2: USE OF DATA TO INFORM INSTRUCTION

Professional educators use data to inform instruction. Educators should know and be able to:

2a. Focus on improving instruction using data.

IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Use

of

Ele

ctr

on

ic

Data

Man

ag

em

en

t

To

ols

Relies on someone

else to provide

student achievement

data.

Accesses electronic data

management tools to view

class achievement results.

Uses electronic data

management tools to access and

exhibit achievement results for

individuals and groups of

students.

Regularly accesses and

systematically uses electronic

data management tools to

retrieve data, organize data

tables and create profiles on

multiple measures of

individual and group student

achievement results.

Use

s D

ata

to

Info

rm

Inst

ructi

on

Even when data is

provided, there is no

evidence that the

information is used to

make instructional

decisions.

Attempts to make

instructional decisions linked

to analysis of data, although

inferences about the data may

not be complete.

Makes accurate use of student

achievement data when making

instructional decisions.

Accurately draws inferences

from multiple data sources

with which to make decisions

about instruction for both

whole group and individual

student instruction.

Use

s D

isag

gre

gate

d

Data

to

Refi

ne

Inst

ructi

on

No data is considered

with which to make

changes in

instruction.

Examines data at the group

level and uses these data

when planning instruction.

Examines data at the item level

to find strengths and challenges

for disaggregated groups of

students which is appropriately

used when planning instruction

for whole and small groups.

Systematically examines data

at the item level to find

strengths and challenges both

for disaggregated groups and

for individual students. Uses

these data to accurately refine

and modify instruction for

whole groups, small groups

and for specific individuals.

95 Revised: 9/20/16

2b. Use a variety of assessment methods when designing classroom assessments.

Evidence:



IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Ass

ess

men

t M

eth

od

s

A single type of

classroom assessment

method is used that is

not aligned with the

evidence outcomes in

the curriculum.

Uses a limited number of

classroom assessment

methods (e.g., end of chapter

or selected response tests) to

assess all types of learning,

which may be loosely aligned

to the evidence outcomes in

the curriculum.

Appropriately matches

classroom assessment methods

(e.g., personal communication,

selected response, constructed

response, portfolios and

performance tasks) with

evidence outcomes in the

curriculum.

Evidence of a well-balanced

classroom assessment system

is in place which uses a

variety of assessment

methods (e.g. personal

communication, selected

response, constructed

response, portfolios and

performance tasks) that

matches intended purpose and

is closely aligned with

evidence outcomes in the

curriculum.

Cla

ssro

om

Ass

ess

men

ts Classroom

assessments are of

poor quality.

Uses prepared assessments

with multiple choice

responses as the main criteria

for determining what students

know.

Creates a variety of classroom

assessments that are a good

measure student learning of the

lesson or unit objectives.

Assessment tasks provide

varied options for students to

demonstrate what they know

and are able to do.

Designs high-quality

classroom assessments that

accurately measure student

learning of the lesson or unit

objectives. Classroom

assessments are a function of

learning and not time.

Assessment tasks may be

embedded within the lesson

and/or require a performance

component for students to

demonstrate what they know

and are able to do.

Co

mm

on

Ass

ess

men

ts

Does not implement

or contribute to the

development of

common assessments.

Cooperates with colleagues to

implements common

assessments. Compares

results.

Collaborates with colleagues to

develop and implement

common assessments. Engages

in data-dialogues with

colleagues to better understand

how to use common assessment

results to improve future

instruction.

Collaborates with colleagues

to design and implement

common assessments.

Actively participates in data-

dialogues with colleagues to

evaluate the results from

common assessment tasks and

uses that information to re-

teach or improve future

lessons.

96 Revised: 9/20/16

2c. Involve students in assessing their own learning. Evidence:



IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Sco

rin

g C

rite

ria

Students are not made

aware of the

assessment scoring

criteria in advance of

the lesson or unit.

Students are provided with

the scoring criteria for

success too late in the

process to allow adequate

time for practice prior to

taking assessments. Students

may not be able to identify

what they need to do to

improve performance.

Students have the scoring

criteria in advance of the

lesson or unit. Based on the

scoring criteria, students can

identify what they need to do

to improve performance.

Students are very familiar with

the scoring criteria provided in

advance of the lesson or unit.

Based on the scoring criteria,

students are able to take

responsibility for improvements

to their work by focusing on what

needs to be done to move to the

next performance level.

Stu

den

t

Self

-Mo

nit

ori

ng

The teacher does not

have a system in place

for tracking student

achievement results

and/or does not have a

system set up for

students to know how

they are doing.

The teacher takes

responsibility for

monitoring achievement

results for students. Without

active involvement in

monitoring their own

learning, students wait for

the teacher to let them know

their level of proficiency.

The teacher has a system in

place that requires active

teacher prompting in order

for students to monitor their

achievement results over

time. Students have

opportunities to practice self-

monitoring. By using the

system, students know their

level of proficiency against

the achievement criteria.

The teacher has established a

system that empowers students to

become active partners in

monitoring their own

achievement results over time.

Feedback is provided to students

on the quality of their self-

monitoring. The system includes

an organized way for students to

keep artifacts that document their

level of proficiency against

established achievement criteria.

Stu

den

t G

oal

Sett

ing

Periodically provides

anecdotal information

to students about how

they are doing.

Provides students with

information about how to

understand achievement

data. The teacher sets goals

and monitors progress for

students.

Coaches students to

understand how to interpret

their own achievement data

and to set focused, yet

realistic goals for improving

their performance. Students

are supported in monitoring

their progress.

The teacher facilitates

opportunities for students to

analyze their own achievement

data and supports students in

setting specific, yet challenging

goals to improve performance.

Students create a plan to keep

track of their progress over time.


Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary


97 Revised: 9/20/16


Use of Data to Inform Instruction—2x

Professional educators use assessment data to inform instruction.

Technique/Approach: Think-Pair-Share

1. A system is used to organize and retrieve data.

2. Data is used to create small groups to differentiate instruction.

3. Assessment item analysis is used to develop whole group, small group and individual instruction.

4. A variety of assessment methods is used to make decisions about instruction (Ex: homework, verbal

responses, quizzes, exit slips, think-pair-share, dry-erase boards, round robin, portfolio).

5. Students can articulate the scoring process for assessments.

6. Students assess their work and/or the work of their peers, based on previously communicated criteria

(perhaps a rubric).

7. Students systematically keep written record of their progress on assessments and skills.

98 Revised: 9/20/16



99 Revised: 9/20/16


“Data provide power to. . . make good decisions, work

intelligently, work effectively and efficiently, change things in

better ways, know the impact of our hard work and how it

benefits children, and help us prepare for the future”

- Victoria Bernhardt

According to Carol Ann Tomlinson (1999), we can recognize differentiated instruction by a variety of classroom characteristics:

Teachers begin where the students are.

Teachers engage students in instruction through different learning modalities.

A student competes more against himself or herself than others.

Teachers provide specific ways for each individual to learn.

Teachers use classroom time flexibly.

Teachers are diagnosticians, prescribing the best possible instruction for each student. (p. 2)

100 Revised: 9/20/16











Delivers Quality

Instruction

Rigor

Engagement Instructional

Strategies

Instructional

Feedback

How do I determine the most appropriate instructional strategies

based on the needs of my

students?

How do I gain access to the

standards and/or instructional model

used for my content area/class?

Did I embed guided practice in the lesson at appropriate levels to support

all students and distributed across

instruction?

How do I consistently provide instructional feedback to students in a meaningful, specific, and actionable

manner? How do can I differentiate instruction for students with

different abilities and learning

styles?

How do I communicate the learning objective to my students

in a way that will generate interest and engagement?

What question will I ask during

instruction to at varying levels to

ensure students are

learning?

How do I encourage students to comment and give feedback to

one another’s

answers?

When will students collaborate with each other: Generate content? Practice skills? Apply

knowledge/skills into new content?

How and when will I model higher level

thinking processes?

How will I use specific tools and

resources to support the retention of

skills/concepts?

How will I integrate learning with another

disciple to support the retention of

skills/concepts?

How will I relate the learning to familiar

events and interests of my students?

101 Revised: 9/20/16




PERFORMANCE STANDARD #3: DELIVERS QUALITY INSTRUCTION

Professional educators deliver quality instruction. Educators should know and be able to:

3a. Instruct bell to bell.

IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


En

gag

es

Wit

hin

1

Min

ute

The teacher wastes too

much time getting the

attention of students to

begin the lesson.

The teacher loses instructional

time engaging students in the

learning after the bell rings.

The teacher engages students

within one minute of bell.

Students are taught to be self-

directed learners who engage

in learning activities within

one minute of the bell.

Tra

nsi

tio

ns Transitions are chaotic,

with much time lost

between lesson

segments.

Not all transitions are efficient

which results in some loss of

instructional time. Teacher

prompting is required for

students to move from one

learning segment to the next.

The teacher ensures transitions

are smooth with no loss of

instructional time. Students

move efficiently from one

learning segment to the next.

Transitions are designed as

instructional opportunities

with very little down-time.

Students are able to self-

progress from one learning

segment to the next through

well-established routines.

Pu

rpo

sefu

l C

losu

re The lesson ends abruptly

without purposeful

closure.

Lesson closure engages a

limited number of students.

Lesson closure is perfunctory

in nature and does not

effectively prepare all students

for follow-up practice and/or

to link the lesson to future

learning.

All students are engaged in

purposeful closure to the

lesson. Teachers use this time

as an opportunity to guide

reflection upon the learning

accomplished, prepare students

for follow-up practice and/or

make connections to future

learning.

All students are engaged in

purposeful closure to the

lesson. As a result, students

leave the classroom with a

clear sense of

accomplishment, are prepared

for follow-up practice, can

make connections with future

learning and are better able to

self-start the next lesson.

102 Revised: 9/20/16

3b. Use a variety of instructional strategies to focus instruction. Evidence:



IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Sele

cti

on

of

Inst

ructi

on

al

Str

ate

gie

s

Lacking instructional

focus, classroom time is

often filled with

activities that merely

consume time.

Selects instructional strategies

specific to the subject matter

to support student

understanding.

Selects multiple instructional

strategies that serve to

maintain focus and cognitively

engage students.

Strategically selects from an

extensive repertoire of

instructional strategies to

design meaningful learning

experiences that challenge all

students to be cognitively

engaged throughout lesson.

Inst

ructi

on

al

Deli

very

Instructional delivery is

poorly executed and

significantly lacks

learning experiences

that engage students.

Instructional delivery

(activities, groupings of

students, materials, and

resources) engages some, but

not all, of the students in the

learning of content and skills.

Instructional delivery

(activities, groupings of

students, materials and

resources) is effective in

engaging students in important


Instructional delivery is well

executed (activities,

groupings of students,

materials and resources) and

effectively leads to student

engagement in significant


Dir

ecti

on

s an

d E

xp

ecta

tio

ns The teacher’s written

and/or oral directions

are confusing to the

students, leaving them

with questions about

what they are supposed

to do.

The teacher’s written and/or

oral directions are sometimes

unclear, causing students to

frequently ask the teacher to

repeat the directions.

Explanations of content do not

prepare all students to engage

in classroom experiences

without further guidance.


oral directions contain an

appropriate level of detail and

are clear to students.

Explanations of content and

pre-teaching important

vocabulary effectively prepare

students to engage in

appropriate classroom

experiences.


oral directions anticipate

possible student

misunderstanding and plans

accordingly. The teacher

prepares students well for

understanding content by pre-

teaching important

vocabulary, scaffolding of

more complex ideas and

insuring that classroom

experiences are appropriate,

yet challenging.

103 Revised: 9/20/16

3c. Engages students in learning. Evidence:



IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Acti

ve

En

gag

em

en

t Allows learning in the

classroom to be passive

rather than active.

Lecture and/or busy

work characterize the

learning experiences.

Although learning experiences

are primarily teacher-directed,

the teacher experiments with

engagement strategies.

Creates an expectation around

engagement that learning is an

active process. Facilitates

learning experiences that

promote collaboration.

Creates an expectation that

learning is active not passive.

Facilitates challenging

learning experiences that

promote collaboration,

independent learning and

choice for all students.

Mu

ltip

le R

esp

on

se

Tech

niq

ues

Calls on one student at a

time to respond.

Frequently attributes the

correct responses of a few

students to the entire class.

Solicits responses from all

students (e.g. to write a

response, to give a thumbs up

or down, to ask questions, to

hold up an answer on a dry

erase desk board) to show they

are understanding.

Expects thoughtful responses

from all students (e.g. to write

a response, to give a thumbs

up or down, to ask questions,

to hold up an answer on a dry

erase desk board) that show

they are deepening their

understanding of the lesson.

Cla

ss D

iscu

ssio

ns

The teacher monopolizes

class discussions.

The teacher has limited

success in engaging all

students in class discussions

and/or a few students

dominate discussions.

The teacher successfully

engages all students in class

discussions. Students are

provided with opportunities to

practice discussion skills.

The teacher organizes the

classroom and skillfully

prepares students to

effectively contribute to class

discussions. In addition,

students are taught to take an

active role to ensure that all

voices have an opportunity to

be heard in discussions.

104 Revised: 9/20/16

3d. Continually checks for understanding. Evidence:



IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Less

on

Seq

uen

ce a

nd

Pacin

g

The teacher does not use

checks for understanding

during the lesson.

Without checks for

understanding no

adjustments are made to

the lesson sequence or

pacing when students are

confused.


incorporate enough checks for

understanding during the

lesson. However, the teacher

may adjust future lessons

based on student response data

at the conclusion of the lesson.

The teacher uses a variety of

checks for understanding

during the lesson. Based on

classroom response data the

teacher adjusts the lesson

sequence and pacing during

the lesson.

The teacher plans for a variety

of checks for understanding

during strategic points in the

lesson. The teacher quickly

adjusts the lesson sequence

and pacing based on student

response data to support

individual student success.

Qu

est

ion

ing

Str

ate

gie

s

Teacher questioning is of

poor quality presenting

low cognitive challenge

to students.

Only some teacher questioning

strategies invite a thoughtful

response.

Teacher questioning strategies

require students to extend their

thinking and elaborate their

answers.

Strategic teacher questioning

strategies require students to

think critically and defend or

justify their answers.

Thoughtful questions serve to

deepen the discussion.

Imp

lem

en

tati

on

of

DO

L’s

There is no

Demonstration of

Learning (DOL) or the

lesson simply ends

abruptly.


Learning (DOL) is

cumbersome, and difficult to

gain quick information from.

The Demonstration of Learning

(DOL) is completed in a short

period of time and is easy to

understand.


Learning (DOL) is completed

in five to ten minutes and is

quickly reviewed by the

teacher to assess learning.

The DOL is easy to

understand and varies from

day to day.

105 Revised: 9/20/16

3e. Deliver rigorous and relevant content. Evidence:



IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Rig

oro

us

an

d

Rele

van

t

Cu

rric

ulu

m Lessons and/or units are

too easy for the majority

of students and/or class

time is spent on busy

work with low intellectual

engagement.

Lessons and/or units spend

the majority of class time on

knowledge level tasks that

may require only some

intellectual engagement.

Lessons and/or units are

designed to provide students

with rigorous curriculum

that is intellectually

engaging.

Lessons and/or units are

designed that maximize

productive time focused on high

levels of rigor and relevance

that challenge students to be

intellectually engaged

throughout.

Pri

or

Kn

ow

led

ge a

nd

Mak

ing

Co

nn

ecti

on

s

Presentation of new

content is either

inappropriate for the grade

level, poorly presented

and/or does not connect

with prior learning and

knowledge. The teacher

does not explain or leaves

out information that

would help students

understand the relevancy

of the concepts to their

lives.

Assumes that students are

able to make the link to

prior learning and

knowledge when presenting

new content. The teacher

spends very little time

helping students understand

the relevance of concepts to

their lives.

Presentation of new content

is grade level appropriate

and students are able to

connect prior knowledge

and experiences with the

new material being

introduced. The teacher

uses current examples and

prerequisite knowledge

known to students to

illustrate concepts and make

the content relevant for

student’s lives.

Presentation of new content is

challenging, appropriate and

links well with students’ prior

knowledge and experiences.

The teacher adeptly uses

prerequisite knowledge known

to students to illustrate concepts

and skillfully bridges

connections regarding the

relevancy of the learning to

student’s lives.

Rele

van

ce f

or

Stu

den

ts

Presentation of lesson is

not interesting. Students

are bored and uninvolved

in learning.

Whether or not they find it

interesting, the students

follow the teacher’s

directions and do what is

asked of them.

Students are interested and

engaged in the lesson and

can state how the subject

being studied is relevant to

their own learning.

Students find the lesson

engaging and can explain how

the subject being studied is

relevant to other disciplines.

106 Revised: 9/20/16

3f. Integrate 21st Century Skills (aka College and Career Readiness) in instruction. Evidence:



IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Sk

ills

of

a 2

1st C

en

tury

Learn

er

Lesson and/or unit

design does not help to

prepare or teach

students to develop 21st

Century Skills (e.g.,

critical thinking and

reasoning, problem-

solving, information

literacy, collaboration,

self-direction and/or

invention).

Lesson and/or unit design

helps students to develop

skills in using at least one

21st Century Skill (e.g.

critical thinking and

reasoning, problem-solving,

information literacy,

collaboration, self-direction

and/or invention).


includes strategies for

teaching 21st Century Skills

(e.g., critical thinking and

reasoning, problem-solving,



and/or invention).


strategically provides

opportunities for students to

demonstrate 21st Century Skills

(e.g., critical thinking and

reasoning, problem-solving



and/or invention).

Mate

rials

an

d

Reso

urc

es Instructional materials

and resources are

inappropriate for the

grade level or course

and/or are used

ineffectively.

Instructional materials and

resources limit student

access to different

perspectives.

Selects a variety of appropriate

instructional materials and

resources that provide

students with different

perspectives.

Secures a variety of relevant

materials and resources to

enhance and extend

instructional experiences

reflective of diverse

perspectives and issues.

Tech

no

log

y I

nte

gra

tio

n

Technology is not used

to promote

organizational

efficiency, support

instruction, and/or is

used inappropriately.

The teacher experiments

with technology to promote

organizational efficiency or

support the subject matter.

However, the technology

may serve as a distraction

from accomplishing the

lesson or unit objectives.

When technology is used, it

promotes organizational

efficiency, students’

understanding of content, and

is appropriate to

accomplishing the lesson or

unit objectives.

Integrates technology into the

classroom which serves to

maximize organizational

efficiency, extend students’

expertise of both content and

available technology, and is

always appropriate to

accomplishing the lesson or unit

objectives.

107 Revised: 9/20/16

3g. Provides feedback about student proficiency. Evidence: Use this portion of the rubric to record

critical elements of each strand to ensure quality understanding of your professional

practice.

IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Tim

ely

Feed

back

When feedback is

given, it is too little,

too late.

Feedback is provided at the

end of units of study. This

level of feedback generally

does not provide information

for students to make error

corrections soon enough to

improve performance for the

next assigned task.

Feedback on assignments is

provided in a timely manner.

Students are clear on what

areas need improvement for

the next assigned task.

Feedback on assignments,

assessments and major activities

is timely and reinforces what

students did well. Further, the

feedback outlines specific

strategies for students to practice

in order for them to improve

upon their performance for the

next assigned task.

Ho

mew

ork

Homework

expectations are not

clear to students.

Homework assigned

as busywork and/or

may be confusing to

students. There is not

a system in place for

assigning and

managing homework.

Homework is planned as part

of the lesson, although there is

not always a clear connection

between the concepts and

skills taught in the lesson and

the homework. Student may

have difficulty understanding

what is expected of them.

Assigning and managing

homework is time consuming.

Homework is designed to

reinforce and practice key

concepts and skills from the

lesson. Students know the

expectations for homework

completion and how it will be

evaluated. Students know the

system that is in place to

assign and manage

homework.

Homework is designed as an

extension of the lesson to

reinforce and expand the most

important learning concepts and

skills. The scoring criteria for

successful completion of

homework are provided in

advance. An efficient system is in

place for assigning and managing

homework with shared

responsibility by the teacher and

students.

Gra

din

g a

nd

Rep

ort

ing

Stu

den

t

Learn

ing

Grading is

inconsistent, may be

subjective, and

students generally do

not know what their

cumulative grade will

be until the end of the

quarter or semester.

Grading of

assignments is

incomplete.

Grading and reporting student

learning is completed at the

end of the unit. Grades and

progress reports are completed

per the school schedule.

The teacher has designed a

grading and reporting system

for documenting student

learning. This is shared with

students and parents in

advance. Grades and progress

reports are completed and

updated regularly to allow

students to check their own

progress.

The teacher is proactive in

establishing and clearly

communicating the system used

for grading and reporting student

learning. The grading system is

weighted to reflect proficiency of

learning targets on the most

recent and the most important

evidence of student proficiency.

Grades and progress reports are

completed and updated regularly

to allow students to monitor their

own proficiency.



Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary

108 Revised: 9/20/16

Professional Educator Performance Standard #3: Quality Instruction—3x

Professional educators deliver quality instruction.

Technique/Approach: Outcome Sentences-

I learned… I was surprised by… I now realize… I do not understand… I would like to find out more about…

1. Instruction begins within one minute of the bell (or start of the scheduled block time).

2. Procedures for transitions are in place, in writing and followed.

3. Students are in differentiated, small groups, based on skill focus and level.

4. NOTE: Small group seating does not equate to differentiated instruction.

5. Students and teacher use higher order questions, “Why?”, “Explain…”, “Compare and contrast…”.

6. Important vocabulary is pre-taught.

7. The teacher checks for understanding frequently (thumbs up/thumbs down, use of dry erase boards, think-pair-share and accountable talk) and adjusts instruction

accordingly.

8. The teacher provides appropriate wait time for students to respond thoughtfully.

9. There is clear closure to the lesson.

10. Lesson is diverse in type: visual, audio, and kinesthetic.

11. The DOL is clear and allows for a quick check to determine next instructional steps.

12. Teacher explains the relevance of the lesson.

13. Students are able to articulate why the lesson is relevant to them.

14. Technology is integrated as appropriate.

15. Feedback on assignments is specific and timely, empowering students to improve their skills.

16. Assigned homework is an extension of the lesson to reinforce skills learned.

17. Students cite the text to support their ideas.

109 Revised: 9/20/16



110 Revised: 9/20/16


Teachers are the most important in-school factor in student learning --(McCaffrey, Lockwood, Koretz, & Hamilton, 2003; and many other studies)

The research has clearly shown that quality teaching matters to student learning. Teacher quality has been consistently identified as the most important school-based factor in student achievement (McCaffrey, Lockwood, Koretz, & Hamilton, 2003; Rivkin, Hanushek, & Kain, 2000; Rowan, Correnti & Miller, 2002; Wright, Horn, & Sanders, 1997), and teacher effects on student learning have been found to be cumulative and long-lasting (Kain, 1998; McCaffrey et al., 2003; Mendro, Jordan, Gomez, Anderson, & Bembry, 1998; Rivers, 1999; Sanders & Rivers, 1996).

A quality teacher is one who has a positive effect on student learning and development through a combination of content mastery,

command of a broad set of pedagogic skills, and communications/interpersonal skills. Quality teachers are life-long learners in their

subject areas, teach with commitment, and are reflective upon their teaching practice. They transfer knowledge of their subject matter

and the learning process through good communication, diagnostic skills, understanding of different learning styles and cultural

influences, knowledge about child development, and the ability to marshal a broad array of techniques to meet student needs. They set

high expectations and support students in achieving them. They establish an environment conducive to learning, and leverage available

resources outside as well as inside the classroom.----Center for High Impact Philanthropy (2010, p. 7)

111 Revised: 9/20/16



Interventions to Meet Diverse Needs





Needs

How do I know the needs of

my students?

What are the standard resources

used for my class/students?

What are the structures in

place for intervention at

my school?

How do I gain access to

resources used for interventions?

What are some ways to appropriately modify

instruction?

What does it mean to

differentiate instruction?

Are my students challenged and

inspired at the start

of a rigorous lesson?

How do I display my interest and

enthusiasm in the lesson?

Did I pace the lesson at an

appropriate rate to maximize student

engagement?

How do I know the learning styles of my students and

use learning strategies and

materials appropriately?

How do I use technology to

stimulate interest in the lesson?

Did I provide student choice and initiative as part of

the lesson?

112 Revised: 9/20/16




PERFORMANCE STANDARD #4: INTERVENTIONS TO MEET DIVERSE NEEDS

Professional educators increase the probability of advancing individual student achievement.



IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Dif

fere

nti

ati

on

Tech

niq

ues Does not differentiate

instruction for highly

able students.

Experiments with differentiated

instructional techniques for

highly able students without

clearly defining the student’s

needs that are being addressed

by the use of the strategy.

Appropriately implements

differentiated instructional

techniques to meet the needs

of highly able students.

Analyzes student achievement

data to effectively design and

differentiate instruction to

challenge highly able students.

Dif

fere

nti

ate

s fo

r

Learn

ing

Sty

les

an

d A

bil

itie

s

Does not differentiate

instruction to address

needs of students with

varying learning

styles and abilities.

Requires support from others to

be able to differentiate

instruction for students with

varying learning styles and

abilities.

Provides evidence of

incorporating various

differentiated instructional

strategies (e.g., tiering or

compacting lessons) to meet

the needs of students with

varying learning styles and

abilities.

Efficiently and appropriately

differentiates instruction and

assessment by content, process

and/or product to address the

unique learning differences of

students that have a wide

range of learning styles and

abilities.

Stu

den

t B

ack

gro

un

ds

an

d I

nte

rest

s

Lessons are planned

using a “one size fits

all” approach, with no

variation for

addressing diverse

student backgrounds

or interests.

Although lessons are planned for

whole group instruction, there is

some “on the spot” adaptations

to meet student interests.

Takes into consideration

diverse student backgrounds

and student interests when

designing and implementing

instruction.

Effectively designs and

implements lessons using

culturally responsive teaching

strategies that demonstrate

consideration of diverse

student backgrounds and

incorporate individual student

interests.

113 Revised: 9/20/16


Evidence:



IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Resp

on

se t

o

Inte

rven

tio

n

Assumes minimal

responsibility in

providing academic

intervention academic

needs and does not

collaborate with special

service providers to

support students with

unique learning needs.

Attends meetings to discuss

concerns for specific

students.

Participates in providing students

with academic intervention to

provide differentiated instruction

and consults with special service

providers to support student’s

needs.

Assumes an active role as a

member of the team providing

academic intervention to

provide differentiated

instruction and works

collaboratively with special

service providers to support

students with unique needs.

Inte

rven

tio

n

Imp

lem

en

tati

on

Makes no effort to

implement interventions

or maintain fidelity to

the intervention model

for students who have

learning differences.

Requires additional skill

development in effectively

implementing selected

interventions for students

who have learning

differences.

Implements interventions for

individual students who have

learning differences while

maintaining fidelity to the

intervention model.

Strategically implements and

manages various research-

based interventions for

multiple students while

maintaining fidelity to the

intervention model(s).

Pro

gre

ss M

on

ito

rin

g

Progress monitoring

data is not available.

Progress monitoring data is

recorded.

Records progress monitoring

data to determine if interventions

are effective. For students who

require more intense

interventions, the frequency of

progress monitoring is increased.

Maintains progress

monitoring data, and analyzes

discreet data points to

improve intervention

effectiveness. Uses many

forms of progress monitoring

tools appropriately and

accurately interprets results to

adjust instruction accordingly.

114 Revised: 9/20/16

4c. Adapt and modify instruction for the unique needs of learners Evidence:



IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Pla

n f

or

Sp

ecia

l L

earn

ing

Need

s

Student information is

not used to plan

instruction for learners

in the general

education classroom

who have special needs

(e.g., English Language

Learners, Gifted and

Talented, Special

Education and 504

students).

Uses student information that

is provided by others to plan

for learners with special

needs (e.g., English

Language Learners, Gifted

and Talented, Special

Education and 504 students)

who are in the general

education classroom.

Accesses and uses student

information to plan

instruction for students in the

general education classroom

who have special learning

needs (e.g., English



Education and 504 students).

A system is in place for

accessing, retrieving,

organizing, and analyzing

information for planning

instruction for students with

special learning needs who

are in the general education

classroom (e.g., English



Education and 504 students).

Ind

ivid

ual

Stu

den

t P

lan

s

Fails to implement

accommodations

and/or modifications as

specified in individual

student plans (e.g.,

English Language


Talented, Special

Education and 504

students) when

students are in the

general education

classroom.

Implements required

accommodations and/or

modifications outlined in

individual student plans (e.g.,

English Language Learners,

Gifted and Talented, Special

Education and 504 students)

with support from others

when students are in the

general education classroom.

Appropriately implements


modifications as prescribed

by individual student plans



Talented, Special Education

and 504 students) when

students are in the general

education classroom.

Uses individual student plans



Talented, Special Education

and 504 students) to

effectively implement


modifications when students

are in the general education

classroom.

Inte

rdep

en

den

ce

Resists or is passive in

collaborating with

others to implement

and monitor individual

student plans.

Allows others to take the

lead in directing,

implementing and

monitoring individual

student plans.

Collaborates and/or co-

teaches with other educators

to implement and monitor

individual student plans.

Forms partnerships and

works interdependently as a

team with other educators to

continually monitor and

adjust individual student

plans.


Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary


115 Revised: 9/20/16


Interventions to Meet Diverse Needs—3x

Professional educators increase the probability of advancing individual student achievement.

Technique/Approach: One Word Summary-Write a single summary sentence that answers the who, what, where, when, why, how questions on this standard.

1. Data is used to create small groups.

2. High achieving students are challenged to continue to improve.

3. Assignments are varied, differentiated in level of difficulty and assignment type.

4. The needs of English Language Learners are addressed.

5. The teacher makes referrals to the I and RS Committee as needed.

6. The teacher uses a progress monitoring log, noting interventions used and results of implementation of

recommendations from the I and RS team.

7. The teacher has agenda and minutes from I and RS meetings.

8. Lessons reflect requirements of IEPs, 504s, etc.

116 Revised: 9/20/16



117 Revised: 9/20/16


Teacher effectiveness significantly impacts student learning (Sanders & Rivers, Jordan et al.)

Student-focuses activities can provide appropriate opportunities for students to practice and extend previous or new content. Students learn by having many opportunities to practice and apply the new skills or concepts being taught

--(Anderson, Evertson & Brophy, 1979; Lyle, 1985; Rosenshine & Stevens, 1986; Tyler, 1965).

118 Revised: 9/20/16




5a. Contribute to a safe and orderly learning environment 5b. Use of effective classroom management procedures





What are the critical attributes of safe and

orderly learning environment?

Is there a correlation between classroom management and

student engagement?

How can I promote positive rapport and

high expectations with my students and

families?

What are the connections to fostering College and Career Readiness Skills

and fostering collaboration and self-regulation in my

students?

How can I check attendance and

gather other routine

information without using

instructional time?

How will I organize student materials and store them?

How will I involve my students in taking responsibility for

smooth transitions?

How will I involve my students in establishing

classroom procedures for routine matters?

How can I keep the learning environment

relatively free of disruptions?

How can I provide time for students to process and reflect on the learning that

has occurred?

How can I provide time for students to process and reflect on the learning that

has occurred?

Are you aware of and

prepared to implement the school safety

plan?

How do I convince and encourage students to believe in themselves?

119 Revised: 9/20/16




PERFORMANCE STANDARD #5: CLASSROOM ENVIRONMENT

Professional educators establish a culture that is conducive to student well-being and learning.


5a. Contribute to a safe and orderly learning environment.

IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Ru

les

an

d R

eg

ula

tio

ns

Disregards, defies, or

ignores school

behavioral rules and

regulations. Student

safety is compromised by

teacher’s lack of

compliance with

emergency procedures. Is

non-compliant and/or

negligent with regard to

supervision of students

inside and outside the

classroom setting.

Does not consistently reinforce

school behavioral rules and

regulations and/or is not clear

about established procedures in

emergency situations.

Supervision of students inside

and outside the classroom lacks

an appropriate level of

attention.

Complies with school

behavioral rules and

regulations and established

emergency procedures to

insure student safety needs

are met. The supervision of

students both inside and

outside the classroom is at an

appropriate level of attention.

Implements and continually

reinforces all school behavioral

rules and regulations and

established emergency procedures

to insure student safety needs are

consistently met. Is fully engaged

at all times with active

supervision of students both

inside and outside the classroom

setting. There is evidence of

students as active partners in

assuming responsibility for

enforcement of school rules.

Safe

& O

rgan

ized

En

viro

nm

en

t

The classroom

arrangement is either

unsafe or the use of

space impedes learning.

Creates an environment that is

safe, but has a “neutral” feel to

it. Limited attention has been

given to use of space. The

classroom arrangement, while

not causing significant

management problems, does

not contribute to varied

learning possibilities.

The classroom environment

is safe, organized and

designed to support a student

focus on learning purposes.

Makes efficient use of

available space.

Establishes a comfortable, safe,

and inviting learning environment

that is organized to facilitate a

focus on learning. Maximizes

efficient use of all available space

to support a variety of

instructional purposes.

Ph

ysi

cal

Reso

urc

es

Uses physical resources

(e.g., furniture

arrangement, technology,

learning stations) poorly

and/or learning is not

accessible to some

students.

The use of physical resources

(e.g., furniture arrangement,

technology, learning stations)

limits engagement and do not

necessarily promote learning

activities that are accessible to

all students.

The use of physical resources

(e.g., furniture arrangement,


contributes to all students

being able to access learning

opportunities.

Uses physical resources (e.g.,

furniture arrangement,


optimally to ensure that all

learning is equally accessible to

all students. The physical

arrangement of the classroom is

flexible to maximize student

engagement strategies. Takes

into account individual needs of

students when arranging the

classroom environment.

120 Revised: 9/20/16

5b. Use effective classroom management procedures. Evidence:



IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Ro

uti

nes

an

d P

roced

ure

s

There are no established

classroom routines and

/or procedures are not

reinforced. Students do

not know classroom

procedures resulting in

confusion and a

significant loss of

wasted learning time

characterized by student

time off-task.

Procedures to manage

classroom routines are

outlined, although they are

inconsistently followed by

the students and/or teacher.

The teacher spends too

much instructional time

redirecting student behavior.

Procedures to manage routine

tasks and materials are in place

resulting in efficient practices

that do not interfere with

learning time. Routines and

responsibilities for management

of tasks is known to students and

accomplished efficiently and in

ways that do not contribute to

“down time.”

Procedures to facilitate student

management for carrying out

routine tasks and materials

management are in place

resulting in highly efficient

practices that maximize time

for learning. Procedures and

routines are efficiently

managed by self-directed

learners.

Learn

ing

Ex

peri

en

ces

an

d A

cti

viti

es

Learning experiences

and activities are

disorganized and poorly

managed.

Learning experiences and

activities are primarily

managed by the teacher

resulting in loss of learning

time for some students who

must wait for teacher

directions. There are some

inefficiencies in managing

routine tasks that take time

away from learning.


activities are routinely organized

by the teacher in such a way that

students can maximize time for

learning.


activities are highly organized

and efficiently facilitated by

both the teacher and students

who each assume

responsibility for maximizing

time for learning.

Ind

ep

en

den

t an

d

Co

op

era

tive

Wo

rk Procedures for

independent and/or

cooperative group work

are not established

and/or not reinforced -

resulting in considerable

“down-time” where

students are not

productively engaged in

learning.

In the absence of known

procedures, students spend

time waiting for teacher re-

direction in order to engage

in independent work or

cooperative group work.

Procedures for independent

and/or cooperative group work

are known in advance and most

students are engaged throughout

the lesson in purposeful

learning.

Students consistently assume

responsibility for following

procedures for independent

and/or cooperative group

work and hold themselves

accountable for contributing

productively to their own

learning.

121 Revised: 9/20/16

5c. Effectively manage student behavior. Evidence:



IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Dis

cip

lin

e P

lan

Has not established

classroom rules and/or

procedures. Standards

of conduct are unclear

to students. The teacher

attempts to control the

classroom through

threats of referral or by

increasing vocal

intensity. The teacher

spends an inordinate

amount of time dealing

with behavior issues.

Most students seem to

understand the classroom

rules and standards of

conduct. Consequences for

inappropriate behavior are

inconsistently applied. The

teacher is generally aware of

student behavior, but may

miss the misbehavior of

some students.

Explicit classroom rules and

standards of conduct are clear

to all students. Consequences

for inappropriate behavior are

reasonable and consistently

applied. The teacher

demonstrates awareness of

events in the classroom and

often anticipates and prevents

potential problems.

Students contributed to

designing the classroom rules

and standards of conduct upheld

by all members of the

classroom. Consequences for

inappropriate behavior are

reasonable, clear, and

consistently applied.

Monitoring by the teacher of

events in the classroom is subtle

and proactive.

Re-d

irecti

on

Tech

niq

ues

Lessons have numerous

disruptions.

The teacher’s repertoire of

techniques to manage

student behavior is limited;

resulting in too much time

spent redirecting student

misbehavior.

While students also monitor

their own behavior, the

teacher is skilled at using a

variety of techniques to re-

direct students back to the

task of learning.

Students monitor their own and

their peers’ behavior, correcting

one another respectfully. The

focus of discipline is to

maximize student learning time

and students show a respect for

the rights of other students to

learn.

Cir

cu

lati

on

Du

rin

g

Inst

ructi

on

Remains basically

stationary and is often

inaccessible to many

students.

Utilizes proximity to

students during learning

activities to prevent

disruptive behavior.

Circulates during instruction

and learning activities to

support engagement, interact

with students and monitor

behavior and learning.

Circulates during instruction and

learning activities to interact

with students, prompt student

thinking and assess progress.

Exhibits a heightened awareness

of the learning that occurs in all

areas of the classroom.

122 Revised: 9/20/16

5d. Foster collaboration and self-regulation in students. Evidence:



IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Fo

sters

Self

-Reg

ula

tio

n

in S

tud

en

ts

Uses a one

dimensional approach

to directing student

learning. Students are

passive learners.

Primary responsibility for the

students staying on task and

focused on learning rests with

the teacher. The emphasis is

more on the “teacher as

worker.”

Fosters self-regulation in

students so that they are able

to take responsibility for

staying on task and focusing

on improving their

performance. There is an

emphasis on the “student as

learner.”

Develops self-regulating

students who acknowledge they

are being challenged

academically and they assume

responsibility for staying on

task and focused on moving

from one performance level to

the next. There is a strong

emphasis on the “student as

producer.”

Co

llab

ora

tive

Decis

ion

Mak

ing

Does not promote

student collaboration

or decision making.

Uses a few strategies to

engage students in

collaborative activities that

promote cooperation of

students within the class.

Engages all students in

collaborative activities that

promote communication,

decision making and group

responsibility to the

classroom community.

Facilitates the conditions under

which students demonstrate

strategies for collaboratively

solving problems and engaging

in decision making in the

classroom and/or school

community.

Stu

den

t

Lead

ers

hip

There is no evidence

that student leadership

opportunities are

fostered.

The teacher creates

opportunities for individual

students to have classroom

responsibilities.

Students are given

opportunities for leadership in

the classroom.

There is strong evidence that the

teacher fosters student

leadership within the classroom

and/or the school community.

123 Revised: 9/20/16

5e. Promote positive and respectful rapport. Evidence:



IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Stu

den

t-to

-Stu

den

t

Inte

racti

on

s

The teacher allows

student-to-student

interactions

characterized by

conflict, sarcasm or

put-downs. Student

interactions in the

classroom are

disrespectful.

The teacher reinforces student-

to-student interactions that are

appropriate, but there may be

an occasional display of

insensitivity to cultural or

developmental differences

among students.

The teacher fosters student-to-

student interactions that are

polite and respectful. Student

individuality and the dignity of

each student is consistently

maintained.

The teacher fosters a

classroom culture in which

student-to-student interactions

are highly respectful. As a

class, students have learned to

be supportive of one another’s

individuality and

developmental levels. The

dignity of each student is

consistently maintained and

honored.

Teach

er-

to-S

tud

en

t

Inte

racti

on

s

Teacher-student

interactions reflect a

lack of rapport

between the teacher

and students.

Teacher-student interactions

are cordial, but may not

transfer to positive teacher-

student relationships.

Teacher-student interactions are

positive and respectful rapport is

demonstrated. Positive teacher-

student relationships serve as a

model for student learning and

practicing of behaviors that

contribute to a learning

community.

Teacher-student interactions

serve as a model of positive

and respectful rapport. Positive

teacher-student relationships

promote the development of

socially competent students

who are able to demonstrate

behaviors that contribute to a

learning community.

To

lera

nce a

nd

Resp

ect

for

Div

ers

ity


teach or model

tolerance strategies.

Teacher actions/words

embarrass and/or

devalue students.

The teacher is beginning to

address issues related to

tolerance and respect for

cultural differences, although

expectations may not be

consistently enforced.

The teacher incorporates lessons

on teaching tolerance strategies

to students fostering respect for

multicultural students. The

teacher reinforces high

expectations for demonstrations

of civility among members of

the class.

The teacher is intentional about

teaching tolerance strategies

and reinforces classroom

interactions that are respectful

of multicultural students.

Students take responsibility for

ensuring high levels of civility

among members of the class.


Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary


124 Revised: 9/20/16


Classroom Environment—2x

Professional educators establish a culture that is conducive to student well-being and learning.

Technique/Approach: Table Talk

1. School and classroom expectations are posted and visible to students.

2. Classroom procedures are clear, posted and followed.

3. A Behavior Management System is communicated, documented and followed.

4. Students take an active role in assuming responsibility for the efficient running of the classroom.

5. Students answer in complete sentences.

6. Students are referred to by name.

7. Respect is demonstrated between teacher and students and among students.

8. There are clear walking paths; no exits are blocked.

9. Materials are organized, labeled and accessible to students.

10. Anchor charts are posted at a height that is visually accessible to students. Print size is readable.

11. The teacher circulates to ensure students are on task and re-directs as needed.

12. Students are safe taking academic risks.

125 Revised: 9/20/16



126 Revised: 9/20/16


An efficient learning environment is achieved through the preparation, not only of the lesson, but also of the physical surroundings (Emmer)

Effective time managers in the classroom do not waste valuable minutes on

unimportant activities; they keep their students continuously and actively engaged

---What Works

127 Revised: 9/20/16



Leadership

6a. Understand their role and responsibility in implementing the district and/or building action plan

6b. Promote the concept of Professional Learning Communities through collaboration and purposeful learning


Leadership

What are some ways I can demonstrate leadership in my

classroom?


school?


profession?

What are some ways I can demonstrate

leadership through advocacy for my students/school?

What are some ways I can demonstrate

leadership through high ethical standards?

How can I demonstrate leadership through effective function in

complex and dynamic professional learning

environments?

128 Revised: 9/20/16




PERFORMANCE STANDARD #6: LEADERSHIP Professional educators have a responsibility for professional growth and

positive leadership. Educators should know and be able to:

6a. Understand their role and responsibility in implementing the District and/or Building Action Plan.

IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Lead

ers

hip

Sk

ills

Allows others to

fulfill the goals and

priorities outlined in

the Building Action

Plan.

Works collaboratively with

leadership to fulfill the

goals and priorities outlined

in the Building Action Plan.

Actively participates in

positively contributing to

fulfillment of the goals and

priorities outlined in the

Building Action Plan by

serving in a building

leadership capacity (e.g.,

Department Chair, Grade

Level Leader, Content

Collaborator, Building

Leadership Team, BAAC

and/or building committees),

and demonstrates Level I

Leadership Skills.

Assumes a positive role in seeking

more effective, solution-oriented

ways within the building and the

district to fulfill the goals and

priorities outlined in the

District/Building Action Plan

(e.g., member of the Building

Leadership Team, may be a

Department Chair, Grade Level

Leader and/or serves on building

or district level committees), and

demonstrates Level II Leadership

Skills.

Co

lleg

ial

Part

ners

hip

s Does not act in ways

that reinforce the

implementation of

school improvement

efforts.

Maintains relationships with

colleagues to fulfill duties

that the school requires.

Provides mutual support and

cooperation with colleagues

and administrators that

contributes to improving the

functioning of the school.

Initiates positive relationships

and forms collegial partnerships

with colleagues, support staff,

administrators, parents and others

to contribute to the effective

functioning of the school and/or

programs within the district.

Fo

cu

ses

on

Qu

ali

ty

Inst

ructi

on

Engages in

disagreements and/or

is unsupportive of

school improvement

efforts.

Supportive of the school’s

focus on improving the

quality of instruction for

students.

Steps forward to support and

promote the school’s focus on

improving the quality of

instruction for all students.

Works in mutually reinforcing

ways to promote and protect the

school’s focus on improving the

quality of instruction for all

students. Displays a sense of self-

efficacy.

129 Revised: 9/20/16

6b. Promote the concept of Professional Learning Communities/Professional Forums through collaboration and purposeful involvement.

Evidence:



IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


PL

C P

art

icip

ati

on

Works in isolation with

little evidence of

collaboration with

colleagues to implement

the concepts of

PLC’s/professional

forums (i.e. vertical and

horizontal articulation,

data meetings).

Requires additional skill

development and practice

for effectively implementing

the concepts of

PLC’s/professional forums

(i.e. vertical and horizontal

articulation, data meetings).

Actively participates in a

PLC/professional forums (i.e.

vertical and horizontal

articulation, data meetings) to

articulate the essential

curriculum, design and gather

relevant assessment data to

inform instruction and

implement and monitor

effectiveness of intervention

strategies.

Exhibits highly collaborative

skills that support the



articulation, data meetings)

members in working

interdependently to achieve

common goals, develop

strategies to achieve those

goals, gather and use relevant

data and continuously learn

from one another.

Pro

fess

ion

al

Inq

uir

y

No time is devoted to

dialogue with

colleagues in

PLC’s/professional

forums (i.e. vertical and

horizontal articulation,

data meetings) to

improve student

outcomes.

Takes some initial steps to

engage in dialogues with

colleagues in



articulation, data meetings).

Actively participates in a

culture of professional inquiry

with colleagues to improve

best practices in



articulation, data meetings),

stays focused and moves the

discussion forward.

Facilitates dialogues that

challenge self and others on the




team to continually improve




effectiveness (e.g., engaging in

collective inquiry on questions

specifically linked to student

achievement, use of protocols,

engaging in action research and

practicing sense-making).

Pro

fess

ion

al

Learn

ing

Makes no effort to share

knowledge with others

or to contribute

productively to the

professional learning of

the team.

Exchanges ideas with other

teachers and members of the

team regarding such things

as instructional materials

and teaching strategies.

Volunteers to participate in

school or district professional

learning making an important

contribution to the work of the

team.

Shares best practice strategies

with others through modeling or

conducting professional

development both inside and

outside the school and/or

district.

130 Revised: 9/20/16

6c. Continue professional growth. Evidence:



IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Lif

e-l

on

g

Learn

ing

Does not engage in

professional

development activities

other than for

licensure renewal.

Participates in professional

development opportunities to

gain new skills. Seeks to

improve teaching practices.

Actively reflects on improving

teaching practices, seeking

new professional

development opportunities to

grow professionally.

Challenges self to grow

professionally providing

evidence of life-long learning.

Evidence of life-long learning is

integrated into teaching

practices enhancing

effectiveness.

Men

tors

hip

an

d P

eer

Feed

back

Does not seek or

accept feedback from

mentors or peers.

Seeks and accepts support

from a mentor and/or peers.

Positively impacts the work of

other educators through

mentorship and/or peer

feedback.

Serves as a skilled mentor for

other educators. Takes

leadership role in peer feedback

and/or establishes mentorship

opportunities for students.

Perf

orm

an

ce

Go

al

Sett

ing

Sets low performance

goals for self and/or

has difficulty

providing evidence of

monitoring or meeting

individual

performance goals.

Develops individual

performance goals and

monitors as required.

Establishes individual,

measurable performance

goals that align with the

building action plan and has a

strategy for monitoring own

progress in reaching these

goals.

Establishes challenging

individual, measurable

performance goals that meet

and/or exceed the goals in the

district/building action plan and

monitors own progress in

reaching these goals.

Standard Overall Score

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary


131 Revised: 9/20/16


Leadership—2x

Professional educators have a responsibility for professional growth and positive leadership.

Technique/Approach: Table Talk

1. The teacher demonstrates leadership in grade level, department and/or school meetings.

2. The teacher leads projects beyond the scope of his/her teaching responsibilities: book fair, clubs,

assemblies, parent workshops, volunteer tutoring, etc.

3. The teacher participates in dialogues to resolve challenges and is a part of implementing solutions.

4. The teacher shares best practices with colleagues through staff meetings, one on one sessions,

modeling lessons and co-teaching.

5. The teacher serves as a skilled mentor for colleagues.

6. The teacher pursues professional development opportunities within and outside of the District.

132 Revised: 9/20/16



133 Revised: 9/20/16


Teachers’ behavior serves as a model for students about what is expected of them and what is valued (Squires, Huitt, & Segars).

Caring, self-efficacy, and enthusiasm18 are just a few examples of teacher characteristics that have been

demonstrated to influence both cognitive and affective learning. Classroom observations often reveal that

effective teachers demonstrate more respect and caring for students than do less effective teachers.

Another key attribute of professionalism is a commitment to continuous improvement and

perpetual learning. Interestingly, effective teachers monitor and strengthen the connection

between their own development and students’ development

134 Revised: 9/20/16




7a. Adhere to federal laws, state statutes and regulations pertaining to education, the Board of Education (BOE) policies, and school rules



Professional

Responsibilities

What impact, if any, have professional interactions with

colleagues such as collaboration, coaching, mentoring,

or participating in professional learning community

activities had on your professional development this

year?

How do I incorporate my professional reading and

reflection into my professional practice?

What has been my most meaningful professional

learning experience this year?

How has my participation in professional learning

impacted student achievement?

How have I been involved

in the school improvement

process this year?

In what ways has your practice been

influenced by the school improvement

process, if at all?

How has student

achievement been

impacted by

implementing the school

improvement plan?

How do I access/use federal, state, and district

policy/regulations for review?

135 Revised: 9/20/16


Use this portion of the rubric to record critical elements of each strand to ensure quality understanding of your professional practice.

PERFORMANCE STANDARD #7: PROFESSIONAL RESPONSIBILITIES

Professional educators have a responsibility to the profession, district, parents, students and the public.


7a. Adhere to federal laws, state statutes and regulations pertaining to education, the Board of Education (BOE) policies, and school rules

IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Leg

al

an

d

Pro

fess

ion

al

Resp

on

sib

ilit

ies

Disregards or has no

awareness of legal

and professional

responsibilities

pertaining to

education.

Has a limited understanding

and seeks to raise awareness

of their legal and professional

responsibilities pertaining to

education.

Understands and abides by the

legal and professional

responsibilities pertaining to

education.

Fully understands, abides by and

supports the legal and

professional responsibilities

pertaining to education. The

teacher acts proactively in

seeing that colleagues comply

with standards of excellence.

Co

mp

lian

ce

Does not comply with

school rules and

district policies and

procedures.

Inconsistently complies with

school rules and district

policies and procedures.

Complies fully with school

rules and district policies and

procedures.

Complies with school rules and

district policies and procedures.

Actively contributes to

solutions that promote effective

implementation of policies and

procedures.

Co

nfi

den

tiali

ty

Disregards the legal

and professional

aspects of

confidentiality

practices.

Seeks clarification and

understanding of

confidentiality practices.

Takes initiative to do research,

ask questions, and

communicate with colleagues

about best practice with

regard to confidentiality laws.

Maintains the legal and

professional aspects of

confidentiality practices. Has

a working knowledge of the

law as evidenced by the

decisions made regarding

how, when, where, why, and

with whom confidential

information is shared and

stored.

Demonstrates respect for and

prohibits others from sharing

confidential information

inappropriately. Acts in

reinforcing ways to support

decisions made regarding how,

when, where, why, and with

whom confidential information

is shared and stored.

136 Revised: 9/20/16

7b. Demonstrate professionalism Evidence:



IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Resp

ectf

ul

Wo

rkp

lace

Exhibits disrespectful

behavior when

interacting with

students, parents, staff

and/or the community.

Violates respectful

workplace behaviors.

Interactions with students,

parents, staff and the

community are neutral.

Complies with respectful


Consistently models respect for

others when interacting with

students, parents, staff and the

community. Models respectful


Promotes a culture focused on

exemplifying respect for

others. Adheres to high

standards of professionalism

characteristic of respectful


Ho

nest

y a

nd

Inte

gri

ty Displays unethical or

dishonest conduct when

dealing with students,

parents and/or

colleagues.

Uses poor judgment when

dealing with students, parents

and/or colleagues.

Deals with students, parents

and/or colleagues with honesty

and integrity.

Displays the highest level of

ethical and professional

conduct acting honestly and

with integrity when dealing

with students, parents,

colleagues and/or the

community.

Oth

er

Du

ties

as

Ass

ign

ed

Absent from assignment

and assigned duties

and/or is habitually late.

Performs assignment and other

duties as assigned. Is usually

present and on time.

Assumes responsibility for the

successful implementation of

their assignment and other

duties as assigned. Is present

and on time.

Assumes full responsibility

for, and improves upon, the

effective and efficient

implementation of their

assignment and other duties as

assigned.

137 Revised: 9/20/16

7c. Effectively communicates and solves problems. Evidence:



IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Co

mm

un

icati

on

Poorly communicates

to students, staff,

families, colleagues

and/or the community.

Communication

neither is accurate,

understandable nor is

it sent in a timely

fashion.

Communicates information

adequately using oral, written

and/or electronic methods.

Consistently communicates

clear, understandable and

accurate information in an

efficient and timely manner

with multiple audiences using

a variety of communication

methods.

Effectively communicates

with diverse audiences in a

manner that supports the

welfare and success of

students and the organization.

Communication serves to

advance understanding in

challenging situations.

Co

nfl

ict

Reso

luti

on

an

d

Decis

ion

Mak

ing

Minimal involvement

in identifying and

seeking solutions to

issues. Solutions may

even have an adverse

impact.

Makes limited contributions

when identifying and seeking

solutions to effectively address

building or academic issues.

Actively participates to identify

and seek solutions using

conflict resolution and

decision making strategies that

effectively address building or

academic issues.

Facilitates and models

strategies for identifying and

seeking solutions to

building/district level

professional and/or academic

issues.

Pro

fess

ion

al

Co

mp

osu

re Loses composure or

becomes defensive

when faced with a

difficult problem.

Requires reassurance from others

to maintain composure in the

face of conflict or difficult

issues.

Assumes responsibility for

maintaining professional

composure in the face of

conflict or difficult situations.

Anticipates and diffuses

conflicts using a variety of

communication methods, as

well as conflict resolution

techniques. Is a calming

presence when faced with

conflict or challenges.


Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary


138 Revised: 9/20/16


Professional Responsibilities—1x

Professional educators have a responsibility to the profession, district, parents, students and the public.

Technique/Approach: Brainstorming

1. The teacher submits all required documents and reports on time: lesson plans, attendance, progress reports, report cards, etc.

2. The teacher is punctual for school, scheduled classes and duties.

3. The teacher consistently reinforces school and classroom rules.

4. The teacher meets deadlines to input data into electronic data systems.

5. The teacher checks emails regularly and responds in a timely manner.

6. The teacher actively and positively participates in meetings.

7. The teacher attends required meetings on time.

8. The teacher effectively participates in parent conferences, Back to School Nights, etc.

9. The teacher communicates with parents about academic concerns in a timely manner.

10. The teacher works collaboratively and confidentially with the Child Study Team, School Nurse and all school and District personnel.

11. The teacher communicates with students, parents, and colleagues in a respectful manner in person and in writing.

139 Revised: 9/20/16



140 Revised: 9/20/16


Effective teachers continuously practice self-reflection, self-evaluation and self-critique as learning tools. They are curious about the art and

science of teaching and about themselves as effective teachers. They often portray themselves as students of learning. They learn by

continuously studying their classroom experiences in an effort to improve practice. They constantly improve lessons, think about how to

reach particular children, and seek and try out new approaches in the classroom to better meet the needs of their learners. Wenglinsky, H.

(2004).

Effective teachers invest in their own education. They take responsibility for their own learning, actively engage in self-

directed learning based on a set of established goals and in community with like professionals, they tend to become more

self-directed and take responsibility for their own learning. Langer, J. (2001).

Teachers of high self-efficacy set themselves higher goals and stick to them. They invest more effort and persist longer

than those low in self-efficacy. Leigh, A. (2010).

The reviews of research on teacher self-efficacy have summarized that teachers’ self-efficacy is associated with their

teaching practices in classrooms and student outcomes such as students’ own self-efficacy beliefs and student

engagement, motivation, and achievement. Wang, X. (2000).

141 Revised: 9/20/16

142 Revised: 9/20/16

Promoting Common Language Key Terms and

Concepts

1. "Announced observation" means an observation in which the person conducting an evaluation for the purpose of evaluation will notify the teaching staff member

of the date and the class period that the observation will be conducted.

2. "Annual performance report" means a written appraisal of the teaching staff member's performance prepared by the teaching staff member's designated

supervisor based on the evaluation rubric for his or her position.

3. "Annual summative evaluation rating" means an annual evaluation rating that is based on appraisals of educator practice and student performance, and

includes all measures captured in a teaching staff member's evaluation rubric. The four summative performance categories are highly effective, effective,

partially effective, and ineffective.

4. Corrective Action Plan (CAP) Any teaching staff member who is rated Ineffective or Partially Effective on their evaluation receive additional support through a

Corrective Action Plan (CAP).

5. "Calibration" in the context of educator evaluation means a process to monitor the competency of a trained evaluator to ensure the evaluator continues to apply

an educator practice instrument accurately and consistently according to the standards and definitions of the specific instrument.

6. "Co-observation" means two or more supervisors who are trained on the practice instrument who observe simultaneously, or at alternate times, the same lesson

or portion of a lesson for the purpose of training.

7. "Co-observers" shall use the co-observation to promote accuracy in scoring, and to continually train themselves on the instrument. ii. A co-observation shall

count as one required observation for the purpose of evaluation pursuant to N.J.A.C. 6A:10-4.4, as long as the observer meets the requirements set forth in

N.J.A.C. 6A:10-4.3 and 4.4;

8. "Designated supervisor" means the supervisor designated by the chief school administrator or his or her designee as the teaching staff member's supervisor.

9. "District Evaluation Advisory Committee" means a group created to oversee and guide the planning and implementation of the district board of education's

evaluation policies and procedures as set forth in N.J.A.C. 6A:10-2.3.

143 Revised: 9/20/16

10. "Educator practice instrument" means an assessment tool that provides scales or dimensions that capture competencies of professional performance and

differentiation of a range of professional performance as described by the scales, which must be shown in practice and/or research studies.

11. "Evaluation rubric" means a set of criteria, measures, and processes used to evaluate all teaching staff members in a specific school district or local education

agency. Evaluation rubrics consist of measures of professional practice, based on educator practice instruments, and student outcomes.

12. "Long observation" means an observation for the purpose of evaluation that is conducted for a minimum duration of 40 minutes or one class period, whichever is

shorter.

13. Mentoring During their first year of teaching, all novice teachers are paired with an experienced teacher to serve as a mentor. Mentors are expected to observe

the novice teacher and share feedback, model strong practice, and provide confidential support and guidance. During this first year of mentoring, novice

teachers receive an evaluation, but evaluation results are not linked to tenure decisions. To the greatest extent possible, mentoring activities should be

developed in consultation with the School Improvement Panel. Such activities should be responsive to the unique needs of different teachers in different

instructional settings as identified by evaluation structures.

14. "Multiple measures" The teacher evaluation framework is based on multiple measures of performance and student growth. It is important that the holistic

evaluation rating consider multiple factors across time. Accordingly, there are multiple measures within teacher performance and student growth, within and

across years. The student growth measures may include data from multiple assessments and subjects.

15. "Observation" means a method of collecting data on the performance of a teaching staff member's assigned duties and responsibilities. An observation for the

purpose of evaluation will be included in the determination of the annual summative evaluation rating N.J.A.C. 6A:9-1.1.

16. Ongoing Professional Development (PD) / Individual PD Plans Above and beyond the targeted feedback received through the new evaluation system, all

teaching staff members receive ongoing professional development (PD) and an individual PD plan to support student achievement. Like mentoring, PD

activities should, where possible, be developed in consultation with the ScIP to ensure that the results of evaluation inform instructional development.

17. "Post-observation conference" means a meeting, either in-person or remotely, between the supervisor who conducted the observation and the teaching staff

member for the purpose of evaluation to discuss the data collected in the observation.

18. Rating: the designation assigned to the practice observed in each standard, based on evidence (Progressing I=2; Progressing II= 3, etc.)

144 Revised: 9/20/16

19. Raw Score: the single digit number that represents the teacher practice on a scale of 1-4

20. "Scoring guide" means a set of rules or criteria used to evaluate a performance, product, or project. The purpose of a scoring guide is to provide a transparent

and reliable evaluation process. Educator practice instruments include a scoring guide that an evaluator uses to structure his or her assessments and ratings of

professional practice.

21. Sum: the total of the averaged and weighted ratings in the seven standards

22. "Short observation" means an observation for the purpose of evaluation that is conducted for at least 20 minutes.

23. "Signed" means the name of one physically written by oneself or an electronic code, sound, symbol, or process attached to or logically associated with a record

and executed or adopted by a person with the intent to sign the record.

24. "Student growth objective" means an academic goal that teachers and evaluators set for groups of students.

25. "Student growth percentile" means a specific metric for measuring individual student progress on Statewide assessments by tracking how much a student's test

scores have changed relative to other students Statewide with similar scores in previous years.

26. Summative Rating: conversion of the Sum of the Weighted Scores, based on the NJDOE Summative Rating Scale: “Ineffective”, “Partially Effective”, “Effective”,

or “Highly Effective”

27. "Supervisor" means an appropriately certified teaching staff member, as defined in N.J.S.A. 18A:1-1, or superintendent employed in the school district in a

supervisory role and capacity, and possessing a school administrator, principal, or supervisor endorsement as described in N.J.A.C. 6A:9B-11.

28. "Teacher" means a teaching staff member who holds the appropriate standard, provisional, or emergency instructional certificate issued by the State Board of

Examiners and is assigned a class roster of students for at least one particular course.

29. “Teacher evaluation” consists of two primary components: Teacher Practice (measured primarily by classroom observations) and Student Achievement

(measured by Student Growth Objectives and, for a select group of teachers, Student Growth Percentiles).

145 Revised: 9/20/16

30. "Teaching staff member" means a member of the professional staff of any district or regional board of education, or any county vocational school district board

of education, holding office, position, or employment of such character that the qualifications for such office, position, or employment require him or her to hold a

valid, effective, and appropriate standard, provisional, or emergency certificate issued by the State Board of Examiners. Teaching staff members include the

positions of school nurse and school athletic trainer. There are three different types of certificates that teaching staff members work under: 1. An instructional

certificate; 2. An administrative certificate; and 3. An educational services certificate.

31. Tenure Acquisition Any teaching staff member hired (board-approved) after the August 6, 2012 signing of TEACHNJ is eligible to earn tenure after four years

32. Tenure Hearings and Arbitration Prior to enactment of TEACHNJ, teachers were rarely charged with inefficiency, and the cumbersome tenure revocation

process could take years to complete (including the 90-day period granted to teachers to rectify any behavior deemed inefficient). The streamlined process is

as follows:

If any tenured teaching staff member is rated Ineffective or Partially Effective in two consecutive summative annual evaluations (see chart above), he

or she will be charged with inefficiency.

Within 30 days of the filing, the board of education shall forward the written charges to the Commissioner, unless the board determines that the

evaluation process has not been followed.

The employee has 15 days to submit to the Commissioner a written response to the charges and then the Commissioner has up to 10 days to refer the

case to an arbitrator to determine potential loss of tenure.

For all charges, the hearing shall be held within 45 days of the assignment to the arbitrator. The written decision shall be held within 45 days from the

start of the hearing.

The costs of the arbitrator will be borne by the State of New Jersey.

33. Tenure Revocation The process for removing tenure for inefficiency has also been revamped under the law. For teachers, principals, APs, and VPs,

inefficiency-related tenure revocation decisions are now based upon the outcome of evaluations, specifically triggered by multiple years of Ineffective and/or

Partially Effective summative ratings.

34. "Unannounced observation" means an observation in which the person conducting an observation for the purpose of evaluation will not notify the teaching staff

member of the date or time that the observation will be conducted.

146 Revised: 9/20/16

Helpful Links/Resources

http://www.state.nj.us/education/AchieveNJ/teacher/

Provides an extensive overview of the teacher evaluation consists of two primary components: Teacher Practice (measured primarily by classroom observations) and Student Achievement (measured by Student Growth Objectives and, for a select group of teachers, Student Growth Percentiles).

http://www.state.nj.us/education/AchieveNJ/resources/scoring.shtml

Official summative ratings are calculated by an educator's district/the Department, but the simulation tools link can be used to help educators

get a sense of how the various components of an evaluation can affect a summative score.

http://www.state.nj.us/education/AchieveNJ/other/

Locates evaluation rubrics for educators other than teachers and principals (e.g. nurses, librarians, supervisors, etc.) may differ based on

their specific roles, all educators in certificated positions in New Jersey must be appropriately evaluated.

http://www.state.nj.us/education/AchieveNJ/teacher/objectives.shtml

Summarizes SGOs as long-term academic goals for groups of students set by teachers in consultation with their supervisors as part of the

evaluation process.

http://www.state.nj.us/education/AchieveNJ/teacher/

http://www.state.nj.us/education/AchieveNJ/resources/scoring.shtml

http://www.state.nj.us/education/AchieveNJ/other/

http://www.state.nj.us/education/AchieveNJ/teacher/objectives.shtml

147 Revised: 9/20/16

http://www.state.nj.us/education/AchieveNJ/teacher/percentile.shtml

Provides context for SGP as a measure of how much a student improves his or her state test performance from one year to the next

compared to students across the state with a similar score history.

http://www.state.nj.us/education/AchieveNJ/pd/

AchieveNJ can support educators' ongoing professional learning and growth in multiple ways, through both the learning that has to occur to

implement the system and the learning that is informed by evaluation results

http://www.state.nj.us/education/AchieveNJ/teacher/iqt/

The Implementation Quality Framework (IQF) below conceptualizes the components of evaluation implementation and provides a graphic

organizer for describing where quality can be improved.

http://www.state.nj.us/education/AchieveNJ/resources/events.shtml

The Evaluation Team provides workshops, trainings, and other direct support to educators across the state. Use this link to check on

upcoming opportunities and resources.

http://www.state.nj.us/education/AchieveNJ/resources/

A conglomerate of resources that includes: General Information, Evaluation of Various Types of Employees, Measures of Student

Achievement in Evaluations, Measures of Educator Practice in Evaluations, Professional Support Tied to Evaluations, Evaluation Scoring,

Summative Conferences, and End of School Year Resources, TEACHNJ and Regulatory Resources, Committees (DEAC, ScIP, ANJAC),

and Department Reports and Memos.

http://www.state.nj.us/education/AchieveNJ/teacher/percentile.shtml

http://www.state.nj.us/education/AchieveNJ/pd/

http://www.state.nj.us/education/AchieveNJ/teacher/iqt/

http://www.state.nj.us/education/AchieveNJ/resources/events.shtml

http://www.state.nj.us/education/AchieveNJ/resources/

148 Revised: 9/20/16

Forms Used to Support the Evaluation System

149 Revised: 9/20/16

Classroom Visitation and Support Form

(Access via your Media-X account for entire form)

150 Revised: 9/20/16

Teacher Pre-Conference Form


151 Revised: 9/20/16

Teacher Post-Conference Form


152 Revised: 9/20/16

Teacher Observation Form


153 Revised: 9/20/16

Annual Summary Conference Form

For Teachers Receiving a Median Student Growth percentile

(mSGP) Score

(Access via your Media-X account)

154 Revised: 9/20/16


For Teachers NOT Receiving mSGP Score


155 Revised: 9/20/16


For Teachers NOT Receiving Summative Rating


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