Comparison of Teacher Evaluation Models New Jersey schools use a multitude of different teacher evaluation models, including major frameworks recognized nationally and regionally and individual models developed by school districts and approved by the state. NJ Spotlight (February, 2013) lists the most popular models, from a total of 85% of districts reporting (496) at the time of the article. Five models accounted for over 95% of districts reporting at that time. The five most popular models are: 1. Charlotte Danielson Framework for Teachers: 291 districts or 60% 2. Stronge Teacher and Leader Effectiveness Performance System: 53 districts or 11% 3. Mid-Continent Research for Education and Learning (McREL) Teacher Evaluation Standards: 45 districts or 9% 4. Marzano's Causal Teacher Evaluation Model: 44 districts or 9% 5. The Marshall Rubrics: 32 districts or 6.5% Charlotte Danielson Framework for Teachers The Danielson Framework consists of four domains: Planning and Preparation; The Classroom Environment; Instruction; and Professional Responsibilities. These domains are broken down into a total of 22 components. Each component contains from one to five elements. The Planning and Preparation domain includes teacher knowledge of content, students and resources, and designing instruction and instructional outcomes and student assessments. The Classroom Environment domain includes creating an environment of respect/rapport and culture for learning; managing classroom procedures and student behavior, and organizing space. The Instruction domain includes communicating and using question/discussion techniques with students, engaging students in learning, ongoing assessment, and showing flexibility/responsiveness. The Professional Responsibilities domain includes teacher reflection, keeping records, communicating with families, and professional participation, integrity and growth. Stronge Teacher and Leader Effectiveness Performance System: The Stronge model is composed of seven performance standards: Professional Knowledge, Instructional Planning, Instructional Delivery, Assessment of/for Learning, the Learning Environment, Professionalism and Communication, and Student Progress. The Professional Knowledge standard concerns teacher understanding of curriculum, subject matter, pedagogical knowledge, and students’ developmental needs. The Instructional Planning standard concerns planning using state standards and the district curriculum, as well as appropriate resources, data and relevant strategies. The Instructional Delivery standard pertains to teachers’ use of varied instructional strategies effective in meeting individual learning needs. In Assessment of/for Learning, the standard pertains to the use of a variety of formative and summative assessment and the use of data. The Learning Environment standard concerns development of a safe, “student-centered, academic environment conducive to learning” (Stronge/NJEA Review, 2011, para. 6). The Professionalism and Communication pertains to professional ethics, growth and communication. The Student Progress standard concerns commitment to and evidence of effective, standards-based student learning outcomes. Mid-Continent Research for Education and Learning (Morel) Teacher Evaluation Standards
Transcript
Comparison of Teacher Evaluation Models
New Jersey schools use a multitude of different teacher evaluation models, including major frameworks recognized nationally and regionally and individual models developed by school districts and approved by the state. NJ Spotlight (February, 2013) lists the most popular models, from a total of 85% of districts reporting (496) at the time of the article. Five models accounted for over 95% of districts reporting at that time.
The five most popular models are: 1. Charlotte Danielson Framework for Teachers: 291 districts or 60% 2. Stronge Teacher and Leader Effectiveness Performance System: 53 districts or 11% 3. Mid-Continent Research for Education and Learning (McREL) Teacher Evaluation Standards: 45
districts or 9% 4. Marzano's Causal Teacher Evaluation Model: 44 districts or 9% 5. The Marshall Rubrics: 32 districts or 6.5%
Charlotte Danielson Framework for Teachers The Danielson Framework consists of four domains: Planning and Preparation; The Classroom Environment; Instruction; and Professional Responsibilities. These domains are broken down into a total of 22 components. Each component contains from one to five elements. The Planning and Preparation domain includes teacher knowledge of content, students and resources, and designing instruction and instructional outcomes and student assessments. The Classroom Environment domain includes creating an environment of respect/rapport and culture for learning; managing classroom procedures and student behavior, and organizing space. The Instruction domain includes communicating and using question/discussion techniques with students, engaging students in learning, ongoing assessment, and showing flexibility/responsiveness. The Professional Responsibilities domain includes teacher reflection, keeping records, communicating with families, and professional participation, integrity and growth.
Stronge Teacher and Leader Effectiveness Performance System: The Stronge model is composed of seven performance standards: Professional Knowledge, Instructional Planning, Instructional Delivery, Assessment of/for Learning, the Learning Environment, Professionalism and Communication, and Student Progress. The Professional Knowledge standard concerns teacher understanding of curriculum, subject matter, pedagogical knowledge, and students’ developmental needs. The Instructional Planning standard concerns planning using state standards and the district curriculum, as well as appropriate resources, data and relevant strategies. The Instructional Delivery standard pertains to teachers’ use of varied instructional strategies effective in meeting individual learning needs. In Assessment of/for Learning, the standard pertains to the use of a variety of formative and summative assessment and the use of data. The Learning Environment standard concerns development of a safe, “student-centered, academic environment conducive to learning” (Stronge/NJEA Review, 2011, para. 6). The Professionalism and Communication pertains to professional ethics, growth and communication. The Student Progress standard concerns commitment to and evidence of effective, standards-based student learning outcomes. Mid-Continent Research for Education and Learning (Morel) Teacher Evaluation Standards
The McREL model consists of five standards, under which are a total of 25 elements. The standards and elements are statements of teacher proficiencies. The standards are as follows: 1. Teachers Demonstrates Leadership; 2. Teachers establish a respectful environment for a diverse population of students; 3. Teachers know the content they teach; 4. Teachers facilitate learning for their students; 5. Teachers reflect on their practices. Standard 1 includes leadership in the classroom, school and profession, ethical standards and advocacy. Standard 2 includes providing a nurturing environment, embracing diversity, individualizing and adapting instruction and communicating with families. Standard 3 includes content knowledge, alignment of instruction to standards, recognizing interconnections, and making instruction relevant to students. Standard 4 includes understanding how children develop and learn, planning appropriate instruction, using a variety of learning materials, integrating technology, and developing critical thinking. Standard 5 includes reflecting on practice, analyzing learning, professionalism and professional development, and effective institutional functioning.
Marzano's Causal Teacher Evaluation Model The Marzano model comprises four domains, with 60 elements that are contained within segments or sub components of the domains. The four domains are: 1. Classroom strategies and behaviors; 2. Planning and Preparing; 3. Reflection on Teaching; 4. Collegiality and Professionalism. Classroom strategies and behaviors involves 41 elements on routines, content and “on the spot” behaviors demonstrated by teachers. Planning and preparing includes 8 elements on lesson and unit planning use of technology and materials, and student (special) needs. Reflecting on teaching Includes 5 elements on self-evaluation of performance and plan(s) for professional growth. Collegiality and Professionalism involves 6 elements on promotion of a positive environment, exchanging of ideas and school and district development.
The Marshall Rubrics The Marshall model consists of a series of 10 rubrics in six domains. A. Planning and Preparation for Learning; B. Classroom Management; C. Delivery of Instruction; D. Monitoring, Assessment, and Follow-Up; E. Family and Community Outreach; F. Professional Responsibilities. Planning and Preparation for Learning includes planning of units and lessons, and assessments that anticipate student responses and engagement and differentiate learning. Classroom Management includes building relationships and respect with students, developing positive student interactions and responsibility, and efficiently and providing varied and creative incentives for students. Delivery of Instruction includes having high expectations, clear goals and content, engaging students in learning, differentiating instruction, being nimble and summarizing learning. Monitoring, Assessment, and Follow-Up includes having clear assessment criteria and varied forms of assessment, analysis/diagnosis and follow up of data, support for students with special needs and reflecting on practice. Family and Community Outreach includes showing respect for, believing in and expecting family/community involvement, communication and outreach with stakeholders, and use of varied community resources. Professional Responsibilities includes high attendance, professional demeanor and judgment, collaboration, and professional/leadership growth and development.
The Following pages provide a table aligning the elements of the five models described above to each other and to the New Jersey Professional Standards for Teachers.
Comparison Table of Evaluation Models with Each Other and With the New Jersey Professional Teaching Standards
Danielson Stronge McREL Marzano Marshal NJ PTS
1.a Demonstrating Knowledge of Content & Pedagogy: i. Content knowledge
1.4 The teacher demonstrates an accurate knowledge of the subject matter
3.B. Teachers know the content appropriate to their teaching specialty
3.C. Teachers recognize the interconnectedness of content area/discipline
1.2 The teacher integrates key content elements and facilitates students’ use of higher level thinking skills in instruction
3.A. Teachers align their instruction with the New Jersey/Common Core Curriculum Content Standards and approved District curriculum
2.44. Attention to Established Content Standards
A. b. Standards Element 1.9
1.a.ii Content pedagogy 1.5 The teacher demonstrates skills relevant to the subject area(s) taught
3.B. Teachers know the content appropriate to their teaching specialty
1.9. Chunking content into digestible bites
A. g. Engagement Elements 1.1-1.4
1.b. Demonstrating Knowledge of Students: i. Child development
1.7 The teacher demonstrates an understanding of the intellectual, social, emotional, and physical development of the age group
4.A. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual physical, social, and emotional development of their students
2.42. Effective Scaffolding of Information with Lessons
A. i. Differentiation
Elements 2.1-2.4
1.b.ii Learning process 1.3 The teacher demonstrates ability to link present content with past and future learning experiences, other subject areas, and real world experiences and applications.
3.D. Teachers make instruction relevant to students
2.42. Effective Scaffolding of Information with Lessons
A. c. Anticipation C. d. Connections
Elements 2.1-2.4
1.b.iii Special needs 2.3 The teacher plans for differentiated instruction
2.B. Teachers embrace diversity in the school community and the world
1.39. Demonstrating Value and Respect for Low Expectancy Students
1.48. Needs of Students Receiving Special Education
A. c. Anticipation A. i. Differentiation D. h. Support
Element 2.7-2.9
Elements 7.1-7.8
1.b.iv student skills, knowledge & proficiency
1.7 The teacher demonstrates an understanding of the intellectual, social, emotional, and physical development of the age group
3.2 The teacher builds upon students’ existing knowledge and skills
2.C. Teachers treat students as individuals
4.A. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual physical, social, and emotional development of their students
1.17. Examining Similarities and Differences
1.18. Examining Errors in Reasoning
D. h. Support Elements 1.1-1.4 Elements 2.1-2.3
Elements 1.1-1.4
1.b.v Interests & cultural heritage
5.5 The teacher promotes cultural sensitivity
5.6 The teacher respects students’ diversity, including language, culture, race, gender, and special needs
2.B. Teachers embrace diversity in the school community and the world
3.D. Teachers make instruction relevant to students
1.36. Understanding Students’ Interests and Background
A. g. Engagement Element 3.1, 3.5 Elements 3.8-3.10
1.c Setting Instructional Outcomes: i Value, sequence & alignment
2.4 The teacher aligns lesson objectives to the school’s curriculum and student learning needs
3.A. Teachers align their instruction with the New Jersey/Common Core Curriculum Content Standards and approved District curriculum
1.6. Identifying Critical Information
A. g. Engagement Elements 1.1-1.4
1.c.ii Clarity 3.7 The teacher communicates clearly and checks for understanding
4.G. Teachers communicate effectively
C. e. Clarity Elements 8.4 and 8.6
1.c.iii Balance 2.5 The teacher develops appropriate long- and short-range plans, and adapts plans when needed
4.B. Teachers plan instruction appropriate for their students
2.43. Lessons within Units A. c. Units A. f. Lessons
Element 1.1
1.c.iv Suitability for diverse learners
2.3 The teacher plans for differentiated instruction
3.3 The teacher differentiates instruction to meet the students’ needs
3.D. Teachers make instruction relevant to students
1.39. Demonstrating Value and Respect for Low Expectancy Students
2.47. Needs of English Language Learners
2.48. Needs of Students Receiving Special Education
2.49. Needs of Students Who Lack Support for Schooling
A. i. Differentiation Element 2.7-2.9
Elements 7.1-7.8
Elements 7.1-7.8
Elements 7.1-7.8
1.d Demonstrating Knowledge of Resources: i For classroom
3.5 The teacher uses a variety of effective instructional strategies and resources
3.6 The teacher uses instructional technology to enhance student learning
4.D. Teachers integrate and utilize technology in their instruction
2.45. Use of Available Traditional Resources
2.46. Use of Available Technology
A. h. Materials
Element 4.8 Element 4.10 Element 7.7
1.d.ii To extend content knowledge
1.2 The Teacher integrates key content elements and facilitates students’ use of higher level thinking skills in instruction
4.E. Teachers help students develop critical thinking and problem solving skills
2.46. Use of Available Technology
A. c. Units A. f Lessons
Element 4.8 Element 4.10
Element 7.7
1.d.iii For students 3.6 The teacher uses instructional technology to enhance student learning
3.D. Teachers make instruction relevant to students
2.45. Use of Available Traditional Resources
2.46. Use of Available Technology
A. g. Engagement Element 4.8 Element 4.10
Element 7.7
1.e Designing Coherent Instruction: i Learning activities
4.4 The teacher aligns student assessment with established curriculum standards and benchmarks
4.B. Teachers plan instruction appropriate for their students
1.25. Using Academic Games
A. f Lessons A. g. Engagement
Elements 4.2 and 4.3
1.e.ii Instructional materials & resources
3.5 The teacher uses a variety of effective instructional strategies and resources
4.C. Teachers use a variety of instructional materials
1.14. Reviewing Content
1.23. Providing Resources and Guidance
A. h. Materials Elements 1.1 through 1.3 Element 1.9
1.e.iii Instructional groups 5.1 The teacher arranges the classroom to maximize learning while providing a safe environment
4.E. Teachers help students work in teams and develop leadership qualities
1.15. Organizing Students to Practice and Deepen Knowledge
A. j. Environment Element 6.11 and 6.12
1.e.iv Lesson and unit structure 2.5 The teacher develops appropriate long- and short-range plans, and adapts plans when needed
4.B. Teachers plan instruction appropriate for their students
1.21. Organizing Students for Cognitively Complex Tasks
A. f Lessons A. g. Engagement
Element 6.11 and 6.12
1.f Designing Student Assessments: i Congruence with outcomes
4.4 The teacher aligns student assessment with established curriculum standards and benchmarks
4.H. Teachers use a variety of materials to assess what each student learned
1.1. Providing Clear Learning Goals and Scales (Rubrics)
A. d. Assessments C. c. Goals
Element 4.9 Element 7.4 Element 8.1
1.f.ii Criteria and standards 2.4 The teacher aligns lesson objectives to the school’s curriculum and student learning needs
4.H. Teachers use a variety of materials to assess what each student learned
C. c. Goals Elements 5.1 and 5.2
1.f.iii Formative assessments 4.5 The teacher uses assessment tools for both formative and summative purposes, and uses grading practices that report final mastery in relationship to content goals and objectives
4.H. Teachers use a variety of materials to assess what each student learned
D. f. Interims Element 5.7
1.g Use for planning 4.6 The teacher uses assessment tools for both formative and summative purposes to inform, guide, and adjust students’ learning
4.H. Teachers use a variety of materials to assess what each student learned
D. I. Analysis Elements 5.4 and 5.7
2.a Creating an Environment of Respect & Rapport: i. Teacher interaction with students
3.1 The teacher engages and maintains students in active learning
5.4 The teacher establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic
5.7 The teacher actively listens and pays attention to students’ needs and responses
1.B. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adult
2.C. Teachers treat students as individuals
1.26. Managing Response Rates
1.27. Using Physical Movement
B. b. Relationships B. c. Respect B. d. Social-emotional
Element 6.7-6.10
2.a.ii Student interaction with students
5.8 The teacher maximizes instructional learning time by working with students
4.F. Teachers help students work in teams and develop
B. b. Relationships B. c. Respect B. d. Social-emotional
Elements 6.7-6.10
individually as well as small groups/whole groups
leadership qualities
2.b Establishing a Culture for Learning: i Importance of content
1.4 The teacher demonstrates an accurate knowledge of the subject matter
Element 1.1
2.b.ii Expectations for learning and achievement
1.6 The teacher bases instruction on goals that reflect high expectations and an understanding of the subject
2.B. Teachers embrace diversity in the school community and the world
1.39. Demonstrating Value and Respect for Low Expectancy Students
B. f. Responsibility Element 7.3
2.b.iii Student pride in work 3.1 The teacher engages and maintains students in active learning
1.3. Celebrating Success B. f. Responsibility D. e. Recognition
Element 6.4
2.c Managing Classroom Procedures: i Instructional groups
5.1 The teacher arranges the classroom to maximize learning while providing a safe environment
4.F. Teachers help students work in teams and develop leadership qualities
1.7. Organizing Students to Interact with New Knowledge
1.21. Organizing Students for Cognitively Complex Tasks
Element 7.8
2.c.ii Transitions 2.2 The teacher plans time realistically for pacing, content mastery, and transitions
1.28. Maintaining a Lively Pace
B. e. Routines C. j. Closure
Element 1.6
2.c.iii Materials and supplies 3.5 The teacher uses a variety of effective instructional strategies and resources
4.C. Teachers use a variety of instructional materials
A. h. Materials Element 4.2
2.c.iv Non instructional duties Element 6.10
2.c.v Supervision of volunteers and paraprofessionals
6.1 The teacher collaborates and communicates effectively within the school community to promote students’ well-being and success
1.A. Teachers lead in their classrooms
1.B. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adult
Element 6.9
2.d Managing Student Behavior ii. Expectations
5.2 The teacher establishes clear expectations, with student input, for classroom rules and procedures early in the
1.4. Establishing Classroom Routines 1.35. Acknowledging Adherence to Rules and
B. j. Incentives C. a. Expectations
Elements 6.1 - 6.6 Element 6.10
school year, and enforces them consistently & fairly
Procedures
2.d.ii Monitoring behavior 5.2 The teacher establishes clear expectations, with student input, for classroom rules and procedures early in the school year, and enforces them consistently and fairly
1.24. Noticing When Students are Not Engaged
1.33. Demonstrating “withitness”
B. i. Prevention Element 7.8 Elements 6.1 - 6.10
2.d.iii Response to misbehavior 5.2 The teacher establishes clear expectations, with student input, for classroom rules and procedures early in the school year, and enforces them consistently and fairly
1.34. Applying Consequences for Lack of Adherence to Rules and Procedures
38. Displaying Objectivity and Control
B. g., Repertoire Elements 6.1 - 6.10
Element 6.8
2.e Organizing Physical Space ii Safety and accessibility
5.1 The teacher arranges the classroom to maximize learning while providing a safe environment
1.5. Organizing the Physical Layout of the Classroom
A. j. Environment Element 6.1
2.d.ii Arrangement of furniture and resources
5.1 The teacher arranges the classroom to maximize learning while providing a safe environment
4.F. Teachers help students work in teams and develop leadership qualities
1.5. Organizing the Physical Layout of the Classroom
A. j. Environment Element 6.1
3.a Communicating With Students: i. Expectations for learning
3.7 The teacher communicates clearly and checks for understanding
4.G. Teachers communicate effectively
C. a. Expectations Elements 8.4-8.8
3.a.ii Directions & procedures 3.5 The teacher uses a variety of effective instructional strategies and resources
1.19. Practicing Skills, Strategies, and Processes
B. h. Efficiency C. e. Clarity
Elements 4.9-4.12
3.a.iii. Explanations of content 3.3 The teacher differentiates instruction to meet the students’ needs
C. e. Clarity Elements 8.4-8.8
3.a.iv. Use of oral and written language
3.7 The teacher communicates clearly and checks for understanding
1.37. Using Verbal and Nonverbal Behaviors that Indicate Affection for Students
B. g. Repertoire Elements 8.1 – 8.4
3.b Using Questioning and Discussion Techniques:
3.7 The teacher communicates clearly and
4.E. Teachers help students develop
1.22. Engaging Students in Cognitively Complex
C. f. Repertoire C. e. Clarity
Element 1.7
i. Quality of questions checks for understanding critical thinking and problem solving skills
Tasks Involving Hypothesis Generation and Testing
1.40. Asking Questions of Low Expectancy Students
41. Probing Incorrect Answers with Low Expectancy Students
Elements 2.1-2.7
3.b.ii. Discussion techniques 3.5 The teacher uses a variety of effective instructional strategies and resources
1.19. Practicing Skills, Strategies, and Processes
B. g. Repertoire Elements 4.9-4.12
3.b.iii. Student participation 5.8 The teacher maximizes instructional learning time by working with students individually as well as in small groups or whole groups
4.F. Teachers help students work in teams and develop leadership qualities
1.31. Providing Opportunities for Students to Talk about Themselves
Element 1.5
3.c Engaging Students in Learning: i. Activities and assignments
3.1 The teacher engages and maintains students in active learning
4.E. Teachers help students develop critical thinking and problem solving skills
1.16. Using Homework
1.32. Presenting Unusual or Intriguing Information
C. f. Repertoire C. g. Engagement
Element 4.1 Element 8.7
3.c.ii Student groups 5.8 The teacher maximizes instructional learning time by working with students individually as well as in small groups or whole groups
4.F. Teachers help students work in teams and develop leadership qualities
1.7. Organizing Students to Interact with New Knowledge
Element 7.8
3.c.iii Instructional materials and resources
3.5 The teacher uses a variety of effective instructional strategies and resources
C. f. Repertoire
3.c.iv Structure and pacing 2.2 The teacher plans time realistically for pacing, content mastery, and transitions
5.3 The teacher maximizes instructional time and minimizes disruptions
2.D. Teachers adapt their teaching for the benefit of students with special needs
1.28. Maintaining a Lively Pace
1.29. Demonstrating Intensity and Enthusiasm
C. g. Engagement Element 1.6
3.d Using Assessment in Instruction: i. Assessment criteria
4.1 The teacher uses pre-assessment data to develop expectations for
4.H. Teachers use a variety of materials to assess what each
C. h. Differentiation D. a. Criteria
Elements 5.1-5.2
students, to differentiate instruction, and to document learning
4.3 Uses a variety of assessment strategies and instruments that are valid and appropriate for the content and for the student population
student learned
3.d.ii Monitoring of student learning
3.4 The teacher reinforces learning goals consistently throughout the lesson
4.H. Teachers use a variety of materials to assess what each student learned
1.2. Tracking Student Progress
C. h. Differentiation D. b. Diagnosis
Element 4.11 Elements 5.1 - 5.7 Element 7.5
3.d.iii Feedback to students
3.4 The teacher reinforces learning goals consistently throughout the lesson
4.7 The teacher gives constructive and frequent feedback to students on their learning
4.E. Teachers help students develop critical thinking and problem solving skills
1.3. Celebrating Success D.c. On-the-spot Element 5.7 Element 6.4
3.d. iv Student self assessment and monitoring
4.2 The teacher involves students in setting learning goals and monitoring their own progress
4.H. Teachers use a variety of materials to assess what each student learned
D. e. Self-assessment D. h. Support
Element 5.5
3.e Demonstrating Flexibility and Responsiveness: i. Lesson adjustment
2.5 The teacher develops appropriate long- and short-range plans, and adapts plans when needed
2.D. Teachers adapt their teaching for the benefit of students with special needs
C. i. Nimbleness (Element 4.11)
3.e.ii Response to students 2.5 The teacher develops appropriate long- and short-range plans, and adapts plans when needed
2.D. Teachers adapt their teaching for the benefit of students with special needs
1.30. Using Friendly Controversy
C. i. Nimbleness Element 4.12
3.e.iii. Persistence C. b. Mindset D. g. Tenacity
4.a Reflecting on Teaching: i. Accuracy
7.2 The teacher documents the progress of each student throughout the year
5.A. Teachers analyze student learning
3.50. Identifying Areas of Pedagogical Strength and Weakness
3.52. Evaluating the Effectiveness of Specific Pedagogical Strategies and Behaviors
D. i. Analysis Element 5.6 Elements 10.1-10.3 Element 10.5 Element 7.4 and 7.5
4.a.ii Use in future teaching 2.1 The teacher uses 5.A. Teachers analyze 1.20. Revising Knowledge
D. j. Reflection Element 2.3
student learning data to guide planning
4.1 The teacher uses pre-assessment data to develop expectations for students, to differentiate instruction, and to document learning
student learning 3.51. Evaluating the Effectiveness of Individual Lessons and Units
Element 5.4
Element 7.4 and 7.5 Elements 10.1-10.3
4.b Maintaining Accurate Records: i. Student completion of assignments
7.2 The teacher documents the progress of each student throughout the year
5.A. Teachers analyze student learning
1.2. Tracking Student Progress
D. i. Analysis Element 4.11 Elements 5.1 - 5.7 Element 7.5
4.b.ii Student progress in learning
7.2 The teacher documents the progress of each student throughout the year
7.3 The teacher provides evidence that achievement goals have been met, including the state-provided growth measure when available as well as other multiple measures of
7.4 The teacher uses available performance outcome data to continually document and communicate student academic progress and develop interim learning targets student growth
5.A. Teachers analyze student learning
1.13. Reflecting on Learning
D. j. Reflection D. i. Analysis
Element 4.11
4.b.iii Non instructional records 7.3 The teacher provides evidence that achievement goals have been met, including the state-provided growth measure when available as well as other multiple measures of student growth
1.2. Tracking Student Progress
Element 4.11 Elements 5.1 - 5.7 Element 7.5
4.c Communicating With Families: i. About instructional program
6.6 The teacher works in a collegial and collaborative manner with administrators, other
2.E. Teachers work collaboratively with the families and significant adults in
4.56. Promoting Positive Interactions about Students and Parents
E. a. Respect E. b. Belief E. c. Expectations E. d. Communication
Elements 3.5-3.8 Elements 9.4-9.6
school personnel, and the community
the lives of their students
4.c.ii About individual students 6.7 The teacher builds positive and professional relationships with parents/guardians through frequent and effective communication concerning students’ progress
2.E. Teachers work collaboratively with the families and significant adults in the lives of their students
4.56. Promoting Positive Interactions about Students and Parents
E. d. Communication E. e. Involving E. f. Homework E. h. Responsiveness
Elements 3.5-3.8 Elements 9.4-9.6
4.c.iii Engagement of families in instructional program
6.7 The teacher builds positive and professional relationships with parents/guardians through frequent and effective communication concerning students’ progress
2.E. Teachers work collaboratively with the families and significant adults in the lives of their students
4.56. Promoting Positive Interactions about Students and Parents
E. h. Reporting E. i. Outreach E. j. Resources
Elements 3.5-3.8 Elements 9.6-9.9
4.d Participating in a Professional Community: i. Relationships with colleagues
6.1 The teacher collaborates and communicates effectively within the school community to promote students’ well-being and success
5.C. Teachers function effectively in a complex, dynamic environment
4.55. Promoting Positive Interactions with Colleagues
4.57. Seeking Mentorship for Areas of Need or Interest
F. i. Collaboration Elements 10.1-10.4 Element 10.6
4.d.ii Participation in school projects
6.6 The teacher works in a collegial and collaborative manner with administrators, other school personnel, and the community
5.C. Teachers function effectively in a complex, dynamic environment
4.60. Participating in District and School Initiatives
F. f. Above and beyond Element 9.2 Element 10.2 Element 10.7
4.d.iii Involvement in culture of professional inquiry
6.4 Teacher sets goals for improvement of knowledge and skills
5.B. Teachers link professional growth to their professional goals
4.58. Mentoring Other Teachers and Sharing Ideas and Strategies
F. i. Collaboration Elements 10.1-10.4
4.d.iv Service to school 6.8 The teacher serves as a contributing member of the school’s professional learning community through collaboration with teaching colleagues
1.B. Teachers demonstrate leadership in the school
4.60. Participating in District and School Initiatives
F. f. Above and beyond Element 9.2 Element 10.2 Element 10.7
4.e Growing and Developing Professionally: i. Enhancement of content knowledge/pedagogical skill
6.3 The teacher incorporates learning from professional growth opportunities into
5.B. Teachers link professional growth to their professional goals
3.53. Developing a Written Growth and Development Plan
F. j. Growth Element 10.1 Element 10.3 Elements 10.5 -10.6
instructional practice
4.e.ii Receptivity to feedback from colleagues
6.3 The teacher incorporates learning from professional growth opportunities into instructional practice
5.C. Teachers function effectively in a complex, dynamic environment
3.54. Monitoring Progress Relative to the Professional Growth and Development Plan
F. h. Openness Element 10.1 Element 10.3 Elements 10.5 -10.6
4.e.iii Service to the profession 6.5 The teacher engages in activities outside the classroom intended for school and student enhancement
1.C. Teachers lead the teaching profession
4.58. Mentoring Other Teachers and Sharing Ideas and Strategies
F. f. Above and beyond Elements 10.1-10.4
4.f Showing Professionalism: i. Integrity/ethical conduct
6.6 The teacher works in a collegial and collaborative manner with administrators, other school personnel, and the community
1.E. Teachers demonstrate high ethical standards
4.59. Adhering to District and School Rule and Procedures
F. e. Judgment Element 7.1
4.f.ii Service to students 6.1 The teacher collaborates and communicates effectively within the school community to promote students’ well-being and success
1.D. Teachers advocate for schools and students
F. c. Reliability (Element 9.1)
4.f.iii Advocacy 6.1 The teacher collaborates and communicates effectively within the school community to promote students’ well-being and success
1.D. Teachers advocate for schools and students
4.58. Mentoring Other Teachers and Sharing Ideas and Strategies
F. g. Leadership Elements 10.1-10.4
4.f.iv Decision-making 1.B. Teachers demonstrate leadership in the school
F. g. Leadership Element 10.5
4.f.v Compliance with school/district regulation
6.2 The teacher adheres to federal and state laws, school policies and ethical guidelines
1.E. Teachers demonstrate high ethical standards
4.59. Adhering to District and School Rule and Procedures
F. a. Attendance F. b. Language F. c. Reliability
Element 7.1
Resources
NJ.gov - List of NJ Approved Models: http://www.nj.gov/education/AchieveNJ/teacher/approvedlist.pdf
NJ Spotlight (2013) List of most popular models: http://www.njspotlight.com/stories/13/02/21/majority-of-nj-schools-opt-for-widely-used-teacher-evaluation-method/
Marzano Alignment to New Jersey Professional Standards for Teachers (and list of NJPST Standards): http://www.marzanoevaluation.com/alignment/new_jersey/ Paper: http://www.marzanoevaluation.com/files/Marzano_Alignment_to_New_Jersey_Teaching_Standards.pdf Other resources - Models:
Danielson Framework for Teaching: Danielson, C. Enhancing Professional Practice: A Framework for Teaching (2nd. Ed.) Alexandria, VA: ASCD
