Teacher Evaluation Guidebook

Revised: Summer 2019

Teacher Evaluation Guidebook Eileen Shafer

Superintendent of Schools

Staff Member Name: _____________________________________________

ii

Dear Teachers:

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

a greater focus on instructional feedback and enhancing opportunities for professional growth. We have also witnessed that the continued standards and expectations for

teaching and learning shifted to a rigorous instructional model that is required to be implemented in every classroom.

Quality instruction is at the heart of our school district. Our goal is to ensure each student meet high levels of success in a nurturing environment. As I visit schools and

classrooms, I see evidence of your commitment to the students of the Paterson Public Schools.

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 instructional leader will review this document with you along with the required annual evaluation process refresher. If you are new to our school District or taking on a new role, congratulations and welcome! Please know there are specific training sessions that are required and are available to you. Communicate with your instructional leader on how to register. Please sign the acknowledgment of receipt below. Maintain a copy for your record and share a copy with your instructional leader.

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

Sincerely,

Eileen F. Shafer, M. Ed.

Superintendent of Schools

I acknowledge receipt of the Teacher Evaluation Guidebook for use throughout the school year.

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

Purpose and Intention of Evaluation Process .....................................................................................................................................................................................................................4

Components of Evaluation Process ...................................................................................................................................................................................................................................5

Pre-Conference ............................................................................................................................................................................................................................................................. 6-7

Observation ................................................................................................................................................................................................................................................................. 8-11

Evaluation Component Weights ......................................................................................................................................................................................................................................12

Evaluation Process: Year 1-2 Non-Tenured Teacher ................................................................................................................................................................................................ 13-16

Evaluation Process: Year 3-4 Non-Tenured Teacher ................................................................................................................................................................................................ 17-20

Evaluation Process: Tenured Teacher ...................................................................................................................................................................................................................... 21-24

Corrective Action Plan (CAP) .................................................................................................................................................................................................................................... 25-30

Time to Think and Reflect ...............................................................................................................................................................................................................................................31

Evaluation Process: Snapshot of Teacher Practice and Student Performance Expectations .........................................................................................................................................32

Evaluation Process: Classroom Visit ...............................................................................................................................................................................................................................33

Evaluation Process: Growth Objective ...................................................................................................................................................................................................................... 34-36

Student/Program Growth Objective Timelines ..................................................................................................................................................................................................37

Characteristics of an Excellent Student Growth Objective .................................................................................................................................................................................38

Characteristics of an Excellent Program Growth Objective ................................................................................................................................................................................39

Student Growth Objective Quality Scoring Rubric with Checklist ................................................................................................................................................................. 40-42

Evaluation Process: Median Student Growth Percentile ..................................................................................................................................................................................................43

Evaluation Process: Roster Verification ...........................................................................................................................................................................................................................44

Time to Think and Reflect ......................................................................................................................................................................................................................................... 45-46

Evaluation Process: Post Conference ........................................................................................................................................................................................................................ 47-48

Quality Evidence and Support for Continued Improvement ......................................................................................................................................................................... 49-49


Evaluation Process: Summative Evaluation Conference .................................................................................................................................................................................................52

Summative Cut Score Rating Scale ................................................................................................................................................................................................................................53

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Table of Contents

School Improvement Panel (ScIP) ..................................................................................................................................................................................................................................54

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

Corrective Action Plan Template ................................................................................................................................................................................................................................ 56-57

Teacher Tenure Acquisition ............................................................................................................................................................................................................................................58

Revocation of Tenure ......................................................................................................................................................................................................................................................59

Instructional Improvement Plan ........................................................................................................................................................................................................................................60

Instructional Improvement Template .......................................................................................................................................................................................................................... 61-62


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

Paterson Board of Education Policy 3152 .........................................................................................................................................................................................................65


Non-Renewal ....................................................................................................................................................................................................................................................................67


Summative Scoring Process for Teacher Practice ..................................................................................................................................................................................................... 69-73

Concluding the Summative Evaluation for the School Year .............................................................................................................................................................................................74

Celebrations and Challenges ..........................................................................................................................................................................................................................................75


Professional Educator Performance Standards ......................................................................................................................................................................................................... 77-78

Digging Deeper to Unpack Professional Educator Standards ...................................................................................................................................................................... 79-82

Performance Standard #1: Preparation for Instruction ................................................................................................................................................................................. 83-89

Performance Standard #2: Use of Data to Inform Instruction ...................................................................................................................................................................... 90-96

Performance Standard #3: Delivers Quality Instruction ............................................................................................................................................................................. 97-107

Performance Standard #4: Interventions to Meet Diverse Needs ............................................................................................................................................................ 108-114

Performance Standard #5: Classroom Environment ................................................................................................................................................................................ 115-123

Performance Standard #6: Leadership .................................................................................................................................................................................................... 124-130

Performance Standard #7: Professional Responsibilities ........................................................................................................................................................................ 131-137 Promoting Common Language .............................................................................................................................................................................................................................. 138-142 Helpful Links/Resources ................................................................................................................................................................................................................................................. 143

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Table of Contents

Forms Used to Support Evaluation System .................................................................................................................................................................................................................... 145 Classroom Visitation and Support Form........................................................................................................................................................................................................... 146 Teacher Pre-Conference Form ........................................................................................................................................................................................................................ 147

Teacher Post-Conference Form ....................................................................................................................................................................................................................... 148

Teacher Observation Form .............................................................................................................................................................................................................................. 149

Annual Summary Conference Form (mSGP) .................................................................................................................................................................................................. 150

Annual Summary Conference Form (Non-SGP) ............................................................................................................................................................................................ 151

Annual Summary Conference Form (No Summative Rating) .......................................................................................................................................................................... 152

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1 Revised: Summer 2019

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


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 Jersey 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.


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.


Our Purpose Our Intention

Our core business

is teaching and

learning

Quality

Assurance

Demonstrated

Ability to

Teach

Enhanced

Professional

Practice

Consistent and

Well-versed

Skillsets

Concrete and

Tangible Feedback

Willful and

Reflective

Growth


What are the components of the evaluation process?

Observation

Classroom Visit

Student Achievement Growth Objective

mSGP

Post Conference

Pre-Conference

Summative

Conference


Pre-conference Pre-conference- complete a series of questions to invite reflection and provide specific areas of the Professional Educator Standards that will be addressed during the actual observation. Upon participation in the required training session and receipt of the District Teacher Evaluation Guidebook, the staff member may complete

the pre-conference form A pre-conference, when required, shall occur at least one work day but not more than seven teaching staff member working days prior

to the observation. In the case of staff member being absent, the pre-conference will be used on the return date of the staff member. For all teachers, at least one of the required observations shall be announced and preceded by a pre-conference.

Provides an opportunity for success and focused professional growth Teachers present for less than 40% of the total school days in an academic year must receive at least two (2) observations:

What is the evaluation process…Pre-conference?

Observers:

Must be trained on all observation rubric within purview of

service and job description (~NJAC 6A:10-2.2).

Must be employed in the district

Must serve in a supervisory role in the district

Must possess an administrative certificate (supervisor,

principal, or administrator endorsement)


Best Practice: Pre-Conference Roles and Responsibilities

For the Staff Member Being Observed For the Staff Member Conducting the Observation 1. Access and complete respective Pre-Conference Form within Media-X.

Check the pacing guide/expected standards; ensure that instruction is in on schedule Rehearse and verbally describe the upcoming lesson/unit sequence: learning goals/objectives instructional episodes/parts of the lesson how learning will be assessed appropriate activities/instructional strategies to be used and why Demonstration of Learning (DOL)

1. Access and review the completed Pre-Conference Form within Media-X. Understand the staff member’s goals and the design for the lesson/unit. Use probing and clarification questions to ensure that learning goals, assessments, and activities are clearly articulated and aligned with one another.

2. Identify the part of the lesson/unit sequence that the administrator will observe (where applicable).

2. Note the part of the lesson/unit sequence that you’ll be observing (where applicable). Decide which observation form(s) you’ll use to collect evidence.

3. Picture how the lesson will go. Share any concerns, challenges, or problems that you might have related to the content, specific students, or the class as a whole. Gather feedback and support from the administrator and options to support specific need/areas of focus.

3. Encourage the staff member to use prior knowledge and experiences to address specific challenges. (“Can you think of a time when more students completed their homework? Why might that have been? What can you learn from that experience?”) Address any remaining concerns by problem solving as a team.

4. Tell the observer what you’d like him/her to focus on within the designated standards (e.g., how many students are actively participating). Think about the kind of data/high quality evidence that would help you evaluate the success of your lesson.

4. Help the staff member decide what he/she wants you to look for during the lesson and what kinds of data would be most useful to collect.

5. Think of your lesson as a professional learning opportunity, not as a performance to be judged.

5. Reinforce the ultimate purpose of the observation process— to initiate a focused, collaborative, and productive dialogue about how to improve teaching and learning.

Long-term substitutes under contract in the district who are currently working toward earning tenure or may soon be working toward earning tenure in the district should be evaluated in the same way all contract teachers are evaluated in that district.

Source: Thoughtful Classroom


Conducting an Observation

Observation- means a method of collecting data on the performance of a teaching staff member's assigned duties and responsibilities (a given staff member’s schedule would specify the given block of time, content/subject matter, etc.). 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. Types: "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.

"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.

"Co-observers" shall use the co-observation to promote accuracy in scoring, and to continually train themselves (observers) 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;

Key Consideration: Multiple observers are required for all non-tenured teachers and those on CAPs. Multiple observers are highly recommended for tenured teachers. A co-observation may not fulfill the requirement of multiple observers. The co-observations are for training administrators and

multiple observers are for enhancing the observation process for teachers. Teachers present for less than 40% of the total school days in an academic year must receive at least two (2) observations.

What is the evaluation process…Observation?


Explanation of Rubric Levels for Evaluation System

The development of the explanation for the rubric levels was in response to requested clarification on the Focal Point Evaluation System scoring scale. The

explanation of the rubric levels for the Focal Point Evaluation System was facilitated by the feedback and input of District Evaluation Advisory Committee

(DEAC) members and colleagues within the District.

Unsatisfactory

Unacceptable Practice and Outcomes Evidence of little or no knowledge and minimal implementation of performance standards. Does not meet minimal performance standards and needs substantial improvement.

Progressing

Inconsistent Practice and Outcomes Evidence of basic knowledge and implementation of performance standards. Integration of performance standards are not evident. Teacher is making progress towards proficiency.

Proficient

Consistent Practice and Outcomes Evidence of sound knowledge, implementation and integration of performance standards. Evidence of a clear proficiency and skill in the performance area.

Exemplary

Exceptional Practice and Outcomes

Evidence of high levels of knowledge, implementation and integration of performance standards. There is evidence of leadership initiative and willingness to model and serve as a mentor for colleagues.

Unsatisfactory (1)

Progressing I (2)

Progressing II (3)

Proficient I (4)

Proficient II (5)

Proficient III (6)

Exemplary (7)

To what extent is my practice consistent in this category:

Unsatisfactory: Consistently unacceptable practice and outcomes with little or no knowledge and minimal implementation of performance standards.


Progressing I: Inconsistent practice and outcomes of basic knowledge and implementation of performance standards.

Progressing II: Progress towards consistency in practice and outcomes of basic knowledge and implementation of performance standards.


Proficient I: Inconsistent practice and outcomes of sound knowledge, implementation and integration of performance standards.

Proficient II: Consistent practice and outcomes of sound knowledge, implementation and integration of performance standards.


Proficient III: Consistent practice and outcomes of high levels of knowledge, implementation and integration of performance standards.

Exemplary: Exceptional practice and outcomes of high levels of knowledge, implementation and integration of performance standards.

Unsatisfactory,

Progressing, Proficient,

and Exemplary

represents the four (4)

possible described

categories a staff

member can earn

during an observation.

Expanded the four

(4) existing

categories to include

seven (7) possible

point options for the

staff to earn.

Provides specific

description on how to

earn one of the option

for points within a

given category. The

higher of each point

within most of a given

category of points,

reflect a greater level

of demonstrated

practice and

performance for the

staff member.


Best Practice: Conducting Observations (Part I)

For the Staff Member Being Observed For the Staff Member Conducting the Observation

1. Long-term substitutes under contract in the District who are currently working toward earning tenure or may soon be working toward earning tenure in the District should be evaluated in the same way all contract teachers are evaluated in that district.

1. All administrators conducting evaluations must receive annual training on each component of the evaluation rubric including SGOs

2. Teach the lesson to the class. Pay attention to decisions that you make while teaching and the thinking processes behind those decisions.

2. Before the observation begins, review the objective, Demonstration of Learning (DOL) essential questions, teaching behaviors, and student behaviors for whatever instructional episode(s)/part of the lesson you’ll be observing. The staff member’s schedule would specify the given block of time, content/subject matter, etc. to be observed.

3. Pay attention to student learning and engagement: Are all students learning? Or just some? Are all students engaged? Or just some? Look for evidence to support your conclusions. Think: What adjustments can I make? What modifications do I need to make and why?

3. Observe (don’t judge!) staff member demonstrated performance. Look for evidence relevant to the indicators being addressed. Examine the effect of the staff member’s behaviors on student learning, engagement, and achievement.

4. Reflect on the lesson as a whole. Think about the lessons structure, the decisions you made while teaching, students’ level of engagement and achievement, etc.

4. Indicate whether individual indicators/behaviors are evident, not evident, or a “missed opportunity.”

Source: Thoughtful Classroom


Best Practice: Conducting Observations (Part II)

For the Staff Member Being Observed For the Staff Member Conducting the Observation 1. Observations are performed by trained staff. All observers and those being observed must be trained on the instrument before evaluating or being evaluated.

Annual Refresher is conducted by the immediate supervisor each year for returning staff. Newly hired staff members are trained via central office in a comprehensive manner on the evaluation system.

2. Collect quantitative and qualitative evidence that captures the observed behavior and speech of the teacher and students. Gather authentic quotes from students and teacher that reflect the teaching and learning being observed.

3. All observers and those being observed must participate in yearly "refresher" training. Maintain record of such annual “refresher” training. Annual refresher training does not replace the comprehensive training session for all newly hired staff members.

4. Teachers hired after February 1st are required to have one long observation, with a pre and post-conference and one short observation with a post-conference conducted by April 15th. These teachers will not receive a final summative score.

5. Teachers hired after March 15th are required to have one long observation with a pre and post-conference conducted by April 15th. These teachers will not receive a final summative score.

6. Teachers in the classroom for less than 40% of the school year will be observed two (2) times.

7. Tenured teachers returning from leaves and/or sabbaticals will follow the dates and guidelines outlined above and will not receive a summative score.

8. Sign finalized observations/summative conference form after post conferences by both the immediate supervisor and the staff member. Applying signatures does not represent agreement with the observation.

Source: AchieveNJ


Evaluation Component Weights

Non-Tested Grade and Subject/Non-Median Student

Growth Percentile (mSGP)

Tested Grade and Subject/Median Student Growth

Percentile (mSGP)

mSGP Staff Non-mSGP Staff

Evaluation System


Non-Tenured Year 1-2


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

Table 1: Observations for Non-Tenured: (Years 1 and 2) starting prior to February 1st

Type of Support

Required Number

Duration/Minutes Pre-Conference Post Conference Observation Standard Per Round

Summative Evaluation Conference

Long Observations

1 40/class period Required Required Round #1: 1,3,5

Round #2: 1,2,3,4

Round #3: 4,5,6,7

Summative Evaluation Conference would be completed based on two growth objective using either: “For Teachers Not Receiving mSGP Score” (Non-

tested/grade and subject) “For Teachers Receiving mSGP Score” (Tested/grade and

subject)

1 40/class period Required Required

Short observation

1 20 Not Required Required

Classroom/Site Visits

3 10 Not Required Emailed via Media X Not used in the calculation of Summative Evaluation Conference

Checklist:

At least 24 hours prior to the post-conference the observer forwards (electronically) the teacher/staff member a copy of the observation report review.

Post conference has taken place within 7-10 work days.

Post conference included the review of artifacts/evidence for professional practice to support the respective observation

Multiple observers are required

All signatures are applied to each observation

All areas of the conference form are addressed as provided on the form during pre and post-conferences

Summative Evaluation Conference is required and addressed as provided on the form

October 1st will be used as a cutoff date to determine if a staff member will be observed using Year 1-2 or Year 3-4 guidelines

Review the Annual Memorandum: Timelines for Observations/Evaluations, Non-renewal and Withholding of Increment sent to all staff

Teachers in the classroom for less than 40% of the school year will be observed two (2) times.

Teachers hired after February 1st are required to have one long observation, with a pre and post-conference and one short observation with a post-conference

conducted prior to April 15th. These teachers will not receive a final summative score.

Teachers hired after March 15th are required to have one long observation with a pre and post-conference conducted by April 15th. These teachers will not

receive a final summative score.

What does the observation process look like for a Year1-2 non-tenured teacher/long term substitute

starting prior to February 1st?



Table 2: Observations for Non-Tenured: (Years 1 and 2) starting after February 1st or within District less than 40% of the school year

Type of Support Required Number Duration/Minutes Pre-Conference Post Conference Observation Standard Per Round


Long Observation 1 40/class period Required Required Round #2: 1,2,3,4

Round #3: 4,5,6,7

Summative Evaluation Conference would be completed using: For Teachers Not Receiving Summative

Rating These teachers will not receive a final

summative score

Short observation 1 20 Not Required Required

Classroom/Site Visits 3 10 Not Required Emailed via Media X Not used in the calculation of Summative Evaluation Conference

Checklist:










Teachers in the classroom for less than 40% of the school year will be observed two (2) times. These teachers will not receive a final summative score.



What does the observation process look like for a Year1-2 non-tenured teacher/long term substitute starting

after February 1st or within District less than 40% of the school year?



Table 3: Observations for Non-Tenured: (Years 1 and 2) starting after 3/15



Long Observation 1 40/class period Required Required

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



summative score


Checklist:














after 3/15?


Non-Tenured Year 3-4



Table 4: Observations for Non-Tenured: (Years 3 and 4) starting prior to February 1st




Round #1: 1,3,5

Round #2: 1,2,3,4

Round #3: 4,5,6,7

Summative Evaluation Conference would be completed based on two growth objective using either: “For Teachers Not Receiving mSGP

Score” (Non-tested/grade and subject) “For Teachers Receiving mSGP Score”

(Tested/grade and subject)


1 20 Not Required Required


Checklist:













What does the observation process look like for a Year 3-4 non-tenured teacher/long term substitute

starting prior to February 1st?



Table 5: Observations for Non-Tenured: (Years 3 and 4) starting after February 1st or within District less than 40% of the school year




Round #2: 1,2,3,4

Round #3: 4,5,6,7



summative score



Checklist:














after February 1st or within District less than 40% of the school year?



Table 6: Observations for Non-Tenured: (Years 3 and 4) starting after 3/15




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



summative score/rated year


Checklist:













What does the observation process look like for a Year 3-4 non-tenured teacher/long term substitute

starting after 3/15?

?


Tenured Year



Table 7: Observations for Tenured Staff Members




Round #1: 1,2,3,4,5

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






Checklist:




Multiple observers are “highly recommended”




Review the Annual Memorandum: Timelines for Observations/Evaluations, Non-renewal and Withholding of Increment sent to all

staff


Attendance verification is required through Human Resources for staff members returning from Leave of Absence/LOA in order to determine eligibility for a rated

year.

What does the observation process look like for a tenured teacher?



Table 8: Observations for Tenured Staff Members (Staff who only receives one (1) observation)

Type of Support Required Number Duration/Minutes Pre-Conference Post Conference Observation Standard Per Round Summative Evaluation Conference


Round #1: ALL Standards must be completed within the one observation.

This is inclusive of Highly Effective

Summative Evaluation Conference would be completed based on two growth objective using: “For Teachers Not Receiving mSGP

Score” (Non-tested/grade and subject)


Checklist:








Review the Annual Memorandum: Timelines for Observations/Evaluations, Non-renewal and Withholding of Increment sent to all

staff



year.

What does the observation process look like for a tenured teacher?

(Staff members who only receive one (1) observation)



Table 9: Observations for Tenured Staff Members: Highly Effective



Short observation 1 20 Required Required

Round #1: 1,2,3,4,5

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






Checklist:












year.

What does the observation process look like for a tenured highly effective teacher?


Corrective Action Plan (CAP)


Conducting an Observation for Corrective Action Plan (where applicable) Observations for Teachers on a CAP- Corrective Action Plan (CAP) any teaching staff member who is rated Ineffective or Partially Effective (summative score of 2.64 or below) on their evaluation will receive additional support through a Corrective Action Plan (CAP).

At least one extra observation for a minimum of 20 minutes with a post-conference (N.J.A.C. 6A:10-2.5)

At least two observers throughout the year, with the exception of districts that employ only one administrator

Observations may not occur between receipt of summative score and implementation of a CAP Key Consideration: Observations may not occur between receipt of summative score and implementation of a CAP. Clarifies that an evaluative observation

may not occur until after the supports associated with a CAP are put into place.

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

What is the evaluation process…CAP Observation?


Best Practice: Supporting the Corrective Action Plan Process

For the Staff Member Being Observed For the Staff Member Conducting the Observation Staff members required to develop a CAP must work with their immediate supervisor/s 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 Delineate the responsibilities of both teachers and administrators in implementing the plan.

1. Professional Development requirements stipulated in statute or regulation must be fulfilled.

1. The CAP does not preclude any other plans for improvement determined to be necessary by the supervisor.

2. The CAP remains effective until the next annual performance review. 2. The progress of each teacher in meeting the goals of the CAP must be discussed during each post-observation conference.

3. One report required per observation, signed (electronically or on paper) by the supervisor who conducted the observation/post-observation and the observed teacher The teacher may attach a written objection within 7-10 work days (Personnel File)

3. Conference to develop and discuss CAP may be combined with the teaching staff member’s annual summary conference that occurs at the end of the year of evaluation.

The corrective action plan must be developed and the teaching staff member and his or her designated supervisor must meet to discuss the corrective action plan by

October 31st of the school year following the year of evaluation, except: If the ineffective or partially effective summative evaluation rating is received after October 1st of the school year following the year of evaluation, a corrective action plan must be developed within 25 staff member working days following the school district's

receipt of the teaching staff member's summative rating. The staff member and supervisor may elect to develop the CAP as part of the annual evaluation conference at the end of the year. Note: CAPs from the prior year that were submitted as NE (Not Evaluated) will resume/ start for this school year.

Teachers with a CAP must receive a mid-year evaluation. The progress of each staff member in meeting the goals of the CAP must be discussed during each post-

observation conference and documented. Further, the staff member’s progress in meeting the goals of the CAP, together with data and evidence about that progress collected by the supervisor and teacher, must be documented in the teacher’s personnel file. The data and evidence are reviewed during the annual summary evaluation conference and the mid-year evaluation.

Sign finalized observations/summative conference form after post conferences by both the immediate supervisor and the staff member. Applying signatures does not represent agreement with the observation.

Source: AchieveNJ


Use the following tables for specific expectations on the observation and evaluation of teachers: Table 10: Observations for Non-Tenured: (Years 1 and 2/Years 3 and 4)



Long Observation 1 40/class period Required Required Round #1: 1,3,5 Round #2: 1,2,3,4 Round #3: 4,5,6,7 Round #4: 4,5,6,7




Long Observation 1 (Mid-Year Review) 40/class period Required Required




Checklist:





Mid-Year Review is required









What does the observation process look like for a non-tenured Corrective Action Plan (CAP)teacher?


Use the following tables for specific expectations on the observation and evaluation of teachers: Table 11: Observations for Tenured Staff Member



Long Observation 1 40/class period Required Required Round #1: 1,3,5

Round #2: 1,2,3,4

Round #3: 4,5,6,7




Long Observation 1 (Mid-Year Review) 40/class period Required Required



Checklist:














What does the observation process look like for a tenured Corrective Action Plan (CAP)teacher?



Table 12: Observations for Tenured Staff Member: Tenured staff who only received one (1) observation



Long Observation 1 (Mid-Year Review) 40/class period Required Required Round #1: 1,2,3,4,5,6,7

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






Checklist:












Teachers hired after February 1st are required to have one long observation, with a pre and post-conference and one short observation with a post-conference conducted prior

to April 15th. These teachers will not receive a final summative score.

What does the observation process look like for a tenured Corrective Action Plan (CAP)teacher? (Tenured staff who only receives one (1) observation)


Time to Think and Reflect

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?

GUIDING QUESTION:

What are the requirements

for the “teacher practice” of

the evaluation system?


Snapshot of Rubric and Student Performance Expectations

Table 13: Snapshot of Rubric and Student Performance Expectations

Rubric Aligned to Required Certification Required Observation Non-Tenured

Required Observation Tenured

Measure: SGO, PGO, SGP Total Standard

1. Art Teacher Rubric 3 2 PGOs 7

2. Associate Chief/Executive Director/Director Rubric 3 1 PGOs 4

3. Athletic Supervisor Rubric 3 2 Averaged S/PGOs for school/s 5

4. Athletic Trainer Rubric 3 1 PGOs 7

5. Behavioral Disability (BD) Counselor Rubric 3 1 PGOs 7

6. Behaviorist Rubric 3 1 PGOs 7

7. Cabinet Members 3 3 Averaged School S/PGOs, Administrative Goals, etc. 5

8. Deputy Director of Professional Development 3 1 PGOs 5

9. Early Childhood PIRT Rubric 3 1 PGOs 7

10. Guidance Counselor Rubric 3 1 PGOs 7

11. In-School Suspension Teacher Rubric 3 1 PGOs 6

12. Instructional Mentor Rubric 3 1 PGOs 4

13. Instructional Supervisor Rubric (school-based) 3 2 Averaged S/PGOs for school/s 5

14. Itinerant Teacher Rubric 3 1 PGOs 7

15. LDT-C Rubric 3 1 PGOs 7

16. Librarian/Media Specialist Rubric 3 1 PGOs 7

17. Master Teacher Rubric 3 1 PGOs 7

18. Non-Instructional Supervisor Rubric 3 2 PGOs 5

19. Nurse Rubric 3 1 PGOs 7

20. Occupational Therapist/ Physical Therapist Rubric 3 1 PGOs 7

21. Physical Education and Health Teacher Rubric 3 2 SGOs 7

22. Principal Rubric 3 2 Averaged School S/PGOs, mSGP (tested grades/subjects ONLY), Administrative Goals

5

23. Principal of Operations Rubric 3 2 Averaged School S/PGOs, mSGP (tested grades/subjects ONLY), Administrative Goals

5

24. Psychologist Rubric 3 1 PGOs 7

25. Reading Specialist Rubric 3 1 PGOs 7

26. Resource Special Education Teacher Rubric 3 2 SGOs 7

27. Social Worker Rubric 3 1 PGOs 7

28. Speech Therapist Rubric 3 1 PGOs 7

29. Self-Contained Special Education Teacher Rubric 3 2 SGOs 7

30. Student Assistance Coordinator (SAC) Rubric 3 1 PGOs 7

31. Teacher Coordinator Rubric 3 1 PGOs 7

32. Teacher Mentor of Climate and Culture Rubric 3 1 PGOs 5

33. Teacher Mentor of Data Rubric 3 1 PGOs 4

34. Teacher Rubric 3 2 SGOs mSGP (tested grades/subjects)

7

35. Teacher Intervention Referral Specialist Rubric (Behaviorist Rubric) 3 1 PGOs 7

36. Vice/Assistant Principal Rubric 3 2 Averaged School S/PGOs, mSGP (tested grades/subjects ONLY),Administrative Goals

5


Classroom/Site Visits a virtual approach

Classroom/Site Visits- a professional development strategy to facilitate discussions amongst the immediate supervisor and teacher about classroom/site practice. It is brief, structured, and a non-evaluative observation of what is taking place that is then followed by a conversation about what was observed. A way to initiate dialogue about improvement in professional practice Snapshot of teaching, learning, and provision of services 10 minutes of focused observation Minimum of three (3) for the school year Feedback is provided

Best Practice: Classroom/Site Visits

For the Staff Member Being Observed (via Classroom Visit) For the Staff Member Conducting the Classroom Visit

1. Improve teaching strategies and professional practices 1. Become more familiar with curricula and instructional practices to build capacity

2. Strengthen the link with instructional planning based on feedback/reflection

2. Confirm and establish progress monitoring data and practices reflected in lesson planning

3. Build professional development and/or growth plans for PLCs, one-on-one support sessions

3. Gauge the climate of the school/classroom even in remote environs

4. Model the value of teaching and learning as a means to increase visibility throughout the school/remote environs

5. Establish leadership in a professional learning community

Source: Ginsberg & Murphy, 2002

What is the evaluation process…Classroom Visit?


Growth Objectives

Growth Objectives: "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. Student growth objective means an academic goal that teachers and evaluators set for groups of students. 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. Tested grades/subjects: 4-7 mathematics and 4-8 ELA in areas such as ELL, SPED, General Education, push-in, pull-put, etc.

Long-term or leave replacement substitutes under contract in the district who are currently working toward earning tenure or may soon be

working toward earning tenure in the district should be evaluated in the same manner all contracted teachers are evaluated in the District.

All teachers are required to develop two (2) growth objectives.

What is the evaluation process…Growth Objectives?


Timeline for Growth Objectives

During September-October 6th Collaborate with the principal/supervisor to identify baseline using multiple measures Get approval to administer assessments from your principal/supervisor Administer assessments Analyze student data Determine starting points for students and create

On or before October 23rd Meet with your principal or supervisor to finalize, approve, apply signatures/date and

submit your SGO

During October 23rd -March 5th

Ongoing monitoring of student data (i.e. attendance, grades for instructional modifications, etc.) Track progress and refine instruction At the close of each marking period and/or post conference review and share progress

By February 8th

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. February 15th the final cutoff date for adjustment of SGO/PGO

During March 8th -April 1st Administer post-assessments and identify end points using multiple measures

April 1st 16th

Score SGO in consultation with your principal or supervisor. Sign and submit your SGO Finalized SGO staff and building: April 15th – 16th


Best Practice: Growth Objectives (Part I)

For the Staff Member Growth Objective For the Staff Member Growth Objective

All teacher develops with his or her principal/supervisor at the start of the year two (2) SGOs, regardless of whether or not they receive an SGP score.

Any teacher hired after October 1st has 20 working days to develop two (2) SGOs.

Growth objectives are aligned to standards; ambitious and achievable based on available prior student learning data

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

Teachers hired after February 1st must set a SGO to encompass the instructional period between February 1st and March 14th.

“It is recommended that teachers are present for a continuous 9-week period. In cases where this is not possible, the teacher should set two (2) 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 two (2) SGOs as soon as possible after returning to the classroom and use an assessment (District-approved) that makes sense for the learning goals they set for their students in this timeframe.” (AchieveNJ)

Teachers hired after March 15th will not be required to set SGOs for the remainder of 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


Reminder-Timelines Impacting Student/Program Growth Objectives

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

March 14th

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:

o “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 written SGOs and take a leave of absence, upon return will continue with those SGOs

Any teacher hired after October 1st has 20 working days to develop two (2) SGOs

What is the evaluation process…Growth Objective?


Characteristics of Excellent Student Growth Objectives (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



Characteristics of Excellent Program Growth Objectives (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 has at least 2-3 credible data source to verify need and focus

Highly connected to Cabinet level goals for the School Year



Table 14: SGO Quality Rating Rubric

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

What is the evaluation process…SGO Quality Scoring Rubric?


What is the evaluation process…SGO Quality Scoring Rubric?

Tab 14 continued: SGO Quality Rating Rubric continued

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

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



Median Student Growth Percentile (mSGP)

Student Growth Percentiles (SGPs): Measures achievement gains for “tested grades and subjects”:

4th-8th-grade Language Arts

4th-7th-grade Math

SGP counts for 5% 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”).

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. Tested grades/subjects: 4-7 mathematics and 4-8 ELA in areas such as ELL, SPED,

General Education, push-in, pull-put, etc. are included within the SGP process.

Best Practice: Median Student Growth Percentile (mSGP)

For the Staff Member Growth Objective For the Staff Member Growth Objective

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.

The Department calculates mSGP using each school district’s course roster submitted through

NJ SMART Subject areas coded 51, 52, or 73 in the course roster submission through NJ SMART meet the criteria for mSGP

Students must be enrolled for 70% or more of the course duration prior to the administration of the test. Teacher must have scheduled as “Teacher of Record” assigned to a 4th-8th-grade Language Arts or 4th-7th grade Math course with an updated and accurate roster of taught students at least 60% of the time before the state assessment.

Teachers are scheduled appropriately as “teacher of record”

Teachers participate in the roster verification process offered throughout the District Teachers participate in the verification of rosters at the end of each post conference

Student growth from one year to the next is compared to students who participate in State assessment to their “academic peers” with a range from 1 to 99.

Long-term substitutes under contract in the district who are currently working toward earning tenure or may soon be working toward earning tenure in the district should be evaluated in the same way all contract teachers are evaluated in that district.

Teachers are identified within Infinite Campus as the “Teacher of Record” for their given courses

What is the evaluation process…Median Student Growth Percentile (mSGP)?

Note: Grade three (3) is considered a baseline year for PARCC because 3rd

grade is the first testing year. As a result, there is no baseline data to create

an SGP for that grade.



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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My reflection:

1. What is the purpose of linking student achievement data with teacher performance? How does the roster and teacher of record impact the process?

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

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

4. 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?

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

6. What are the requirements for SGOs and PGOs?

Student Achievement



Conducting a Post Conference

Post-observation conference- means a meeting, either in-person or remotely (in extreme circumstances), between the supervisor who conducted the observation and the teaching staff member for the purpose of evaluation to discuss the data collected during the observation. This is an opportunity for the teacher and observer to discuss the lesson. The observer will provide the teacher with feedback regarding the teacher’s rating for the standards observed. The observer and teacher share insights into the events that occurred during the observation and work toward agreement regarding teacher’s rating for the elements observed. The observer should provide additional resources to support the teacher in the improvement of instructional practices. At the conclusion of the process, the observer reviews the rating decision and records/updates the result on the respective rubric. Post- conferences are required for all short and long observations. In cases where co-observations are used as a formal observation, one of the observer will be determined to input the “actual” observation within Media X and indicate who was the co-observer. The post conference may be conducted by both observers. This ensures the perspectives of the observers are commonly shared and understood by all involved in the observation process. The post-observation conference must be held prior to further evaluative observations Focus the conference on the purposes of observation/evaluation: to promote professional excellence, improve the skills of teaching staff members,

improve student learning and growth and provide a basis for the review of performance Observation conference must occur within 7-10 working days of the observation Teachers present for less than 40% of the total school days in an academic year must receive at least 2 observations.

What is the evaluation process…Post Conference?

Observers:

Must be trained on all observation rubric within

purview of service and job description (~NJAC

6A:10-2.2).


Must serve in a supervisory role in the district

Must possess an administrative certificate

(supervisor, principal, or administrator

endorsement)


Best Practice: Post Conference


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 review.

All staff members being observed must receive annual training on each component of the evaluation rubric including SGOs

All administrators conducting evaluations must receive annual training on each component of the evaluation rubric including SGOs

For reference, bring to the conference any material which corresponds to specific observations being discussed.

Focus the conference on the purposes of observation/evaluation: to promote professional excellence, improve the skills of teaching staff members, improve student learning and growth and provide a basis for the review of performance.

One report required per observation, signed (electronically or on paper) by the supervisor who

conducted the observation/post-observation and the observed teacher The teacher may attach a written objection within 7-10 work days (Personnel File)

Final post-observation conference may be combined with a summary conference

Both parties to the conference shall sign the written or electronic evaluation report and retain a copy for his or her records. Observation Signatures: Observers/building administrators should ensure they have the proper documentation for each required observation in the teacher's personnel

file by the time of the summary conference – including observer and teacher signatures. Districts using electronic records for observation reports keep "signature

page" in the teacher's file, listing the sign-off’ s after each observation. (Source: AchieveNJ)

Teaching staff member’s supervisor and teaching staff member on a CAP must discuss teaching staff member’s progress towards CAP goals during each required post-observation conference.

The summative evaluation conference shall occur on or before June 30 of each year.

Review the evidence collected in the classroom, as well as other related data, including student learning data, and prior observations.

Source: AchieveNJ


Quality Evidence and Support for Continued Improvement

Table 15: Observation Report Quality

What is the evaluation process…Post Conference?


Table 15 continued: Observation Report Quality (continued)


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? What is the impact of using multiple observers?

Post Conference



Best Practice: Summative Conference


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

Practice: Using specific documentation (observation reports, teacher reflection, etc.) and citing specific evidence, identify and discuss: 1-3 areas of strength 1-3 areas for improvement

Two Student/Program Growth Objectives (S/PGOs): Using completed SGO forms and supporting documentation (assessment results, etc.), discuss: Successes and challenges of SGO process Lessons from SGOs about teaching and student learning Steps to improve SGOs for next year

Median Student Growth Percentile (nothing pending for 2019-2020SY) Use mSGP scores to discuss implications on summative evaluation and future professional goals: Relationship between mSGP scores and other components of evaluation Impact of score for current observation scores and student achievement

measures Implications of these data and summative evaluation for current PDP

Professional Development Plan (PDP): Using the current PDP, discuss strategies for improving performance next year, such as: Successes and challenges on this year’s PDP Areas of professional development linked to information from evaluation Components and implementation of a Corrective Action Plan if warranted

Observation Signatures: Observers/building administrators should ensure they have the proper documentation for each required observation in the teacher's personnel file by the time of the summary conference – including observer and teacher signatures. Districts using electronic records for observation reports keep "signature page" in the teacher's file, listing the sign-off after each observation. (Source: AchieveNJ)


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

What is the evaluation process…Summative Evaluation

Conference? Observers:

Must be trained on all observation

rubric within purview of service and

job description (~NJAC 6A:10-2.2).


Must serve in a supervisory role in

the district

Must possess an administrative

certificate (supervisor, principal, or

administrator endorsement)


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

What is the summative Cut Score

Rating scale?

Staff members earning a summative evaluation score of 2.64 and below will result in the development

of a corrective action plan.


Novice (Year 1)

Will be in provisional teacher programand will be paired with a mentor for oneyear

Mentors will receive training from thedistrict

Must be trained by the district on policiesand procedures as well as teacherevaluation processes prior to beingobserved

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

New teachers to the district will receivetailored supports from school and district

resources according to the teacher’sindividual professional development plan

Professional development will bemonitored by the administration inconjunction with the School ImprovementPanel (ScIP)

Tenured

Tenured teachers will create an individualprofessional development plan that is tailoredto their needs and strengths as determined bytheir final summative evaluation

Professional development will be monitored bythe administration in conjunction with SchoolImprovement 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. NOTE: ScIP must be in place by August 31st

School Improvement Panel (ScIP)

What are some professional development supports… School Improvement Panel (ScIP)?


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.

What are some guidelines for…Corrective Action Plan?

(CAP)

?


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: __________ 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: ______________


Table 17: Teacher Tenure Acquisition Timeline

What are some guidelines for…Tenure Acquisition?

(CAP)

?


Table 18: Revocation of Tenure

What are some guidelines for…Revocation of Tenure?

(CAP)

?


The District reserves the right to provide staff members (instructional, non-instructional, certificated and non-

certificated) requiring professional development supports to engage in the development of an Instructional Improvement

Plan/ Improvement Plan.

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.

What are some guidelines for…Instructional Improvement Plan (IIP)?

?

(CAP)

?


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 Instructional/ Improvement Plan (IIP) and that I understand and contributed to its contents.

Staff Member’s Signature: ___________________________________ Date: ______________ Supervisor’s Signature: ______________________________________ Title: ________________________________ Date: __________


III. Instructional/ Improvement Plan (IIP) Progress Summary

Interim Review of Instructional/ Improvement Plan (IIP) 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 Instructional/ Improvement Plan (IIP) Progress and that I understand its contents:


Summative Review of Instructional/ Improvement Plan (IIP) 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 Instructional/ Improvement Plan (IIP) Progress and that I understand its contents:



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?

Corrective Action Plan Instructional Improvement Plan Improvement Plan

Instructional

Improvement Plan



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

What are some guidelines for… Withholding of Increment?

?

(CAP)

?



My reflection:

How does the withholding of increment impact my professional practice?

Withholding of

Increment



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.

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. Development of a written statement of reasons for non-renewal. Appearance before Board at a Donaldson Hearing.

What are some guidelines for…Non-Renewal?

?

(CAP)

?


My reflection:

How does non-renewal impact my professional practice?

What are some steps and resources available to avoid non-renewal?

Non-Renewal



Step Description

Step #1 The overall rating for each indicator is the average of all categories in that section (1a, 1b, etc.).

Step #2 The overall ratings for the indicators are averaged to produce a rating for each Standard (Preparation for Instruction, The Use of Data, etc.).

What are some guidelines for…Summative Evaluation Scoring?

(CAP)

?


Step #3 The ratings for each standard for all observations are averaged to produce an overall practice score for each Standard.

Step #4 The weight for each Standard is applied.


Step #5 The overall practice scores for each Standard are totaled, and the total is converted to a single digit, using the chart below. This single digit is the Teacher Practice Score.


Step #5a

(SGP teachers ONLY)

The mSGP score is provided for teachers within tested grades and subjects through the New Jersey Department of Education.

Step #6 The overall practice scores and the overall SGO scores are weighted by the designated percentage to provide the sum of weighted scores. The weighted scores are totaled based on the summative evaluation cut scores.


A teacher scoring a 2.64

or below will be placed

on a Corrective Action Plan.


Concluding the Summative Evaluation for the School Year

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

account for all staff members) with appropriate electronic signatures

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, resignation, transferred and/or on leave of absence) are

accounted within the observation process

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

6. All observations are completed on the correct tool for each of my staff member with appropriate signatures

7. All non-tenured CAPs are observed four times within the correct round with appropriate signatures

8. All tenured CAPs are observed three times within the correct round with appropriate signatures

9. All my observations within my school/department received a post conference and pre-conference where designated

10. All observations are signed by both the staff and administrator within Media X system



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 avoided?

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

Annual Summative

Conference



Professional Educator Performance Standards


Table 20: Professional Educator Performance Standards

Professional Educator Performance Standards Standard Indicator and Subcategories Weight

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

Standard# 1:

Weighted 2x


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

Standard# 2:

Weighted 2x


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

Standard# 3:

Weighted 2x


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

Standard# 4:

Weighted 2x


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

Standard# 5:

Weighted 2x


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

Standard# 6:

Weighted 2x


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

Standard# 7:

Weighted 2x


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


Professional Educator Performance Standards

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.


UNPACKING EVIDENCE

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

research” -- (ESEA, 2002).

“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


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.


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


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

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?


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.

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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.


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.

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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.


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

Use this portion of the rubric to record critical elements of

each strand to ensure quality understanding of your professional practice.

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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


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.


Summary of “Look-fors”:

Teacher Evidence Student Evidence


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)




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?


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.

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SS


Use

of

Ele

ctr

on

ic D

ata

Man

ag

em

en

t T

oo

ls

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.


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

Evidence:



IND

ICA

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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.


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



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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.

Standard #2 Overall Score

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary




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, and 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.






“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)




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

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 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 discipline to support

the retention of

skills/concepts?

How will I relate the learning to familiar

events and interests of my students?





PERFORMANCE STANDARD #3: DELIVERS QUALITY INSTRUCTION

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

3a. Instruct bell to bell.

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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.


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.


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.


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


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.


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.


3e. Deliver rigorous and relevant content. Evidence:



IND

ICA

TO

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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.


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



IND

ICA

TO

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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,


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.


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

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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.

Standard #3

Overall Score

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary



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.






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)




Interventions to Meet Diverse Needs



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

Interventions to Meet Diverse

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?





PERFORMANCE STANDARD #4: INTERVENTIONS TO MEET DIVERSE NEEDS

Professional educators increase the probability of advancing individual student achievement.



IND

ICA

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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., tiered 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.



Evidence:



IND

ICA

TO

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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.


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


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




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 Learners,

Gifted and 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

(e.g., English Language

Learners, Gifted and

Talented, Special Education

and 504 students) when

students are in the general

education classroom.

Uses individual student plans

(e.g., English Language

Learners, Gifted and

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.

Standard #4

Overall Score

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary




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.






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).




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

Classroom

Environment

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?



Use this portion of the rubric to record critical

elements of each strand to ensure quality


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

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OF

EF

FE

CT

IVE

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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,

technology, learning

stations) contributes to all

students being able to access

learning opportunities.

Uses physical resources (e.g., furniture

arrangement, technology, learning

stations) 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.


5b. Use effective classroom management procedures. Evidence:



IND

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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.


5c. Effectively manage student behavior. 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

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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


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


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.


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



IND

ICA

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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.


5e. Promote positive and respectful rapport. Evidence:



IND

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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.

Standard #5

Overall Score

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary




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.






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




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

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?





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

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SS

UNSATISFACTOR

Y PROGRESSING PROFICIENT EXEMPLARY

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 I

nst

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.


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

Evidence:



IND

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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

PLC’s/professional forums

(i.e. vertical and horizontal

articulation, data meetings).

Actively participates in a

culture of professional

inquiry with colleagues to

improve best practices in

PLC’s/professional forums

(i.e. vertical and horizontal

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.


6c. Continue professional growth. Evidence:



IND

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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 #6

Overall Score

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary




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.






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




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

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?



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

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EF

FE

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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.


7b. Demonstrate professionalism Evidence:



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OF

EF

FE

CT

IVE

NE

SS

UNSATISFACTOR

Y PROGRESSING PROFICIENT EXEMPLARY

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

workplace behaviors.

Consistently models respect

for others when interacting

with students, parents, staff

and the community. Models

respectful workplace

behaviors.

Promotes a culture focused on

exemplifying respect for

others. Adheres to high

standards of professionalism

characteristic of respectful

workplace behaviors.

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.


7c. Effectively communicates and solves problems. Evidence:



IND

ICA

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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.

Standard #7

Overall Score

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary




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.






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).


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.

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. “Praise feedback” means a statement about the observed process or performance of the staff member or the artifact of evidence for the

professional standard. It is stated in a manner to support the continued process or strategy.

18. "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.

19. “Polish feedback” means a statement about the observed performance, process, or strategy of the staff member or the artifact of evidence

for the performance standard. It is stated in a manner for professional improvement and refinement.

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

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

22. "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.

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


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

25. "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.

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

27. "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.

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

Effective”, “Effective”, or “Highly Effective”

29. "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.

30. "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.

31. “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).

32. "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.

33. 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

34. 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.

35. 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.

36. "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.


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


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/


Forms Used to Support the Evaluation System


Classroom Visitation and Support Form

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


Teacher Pre-Conference Form



Teacher Post-Conference Form



Teacher Observation Form



Annual Summary Conference Form

For Teachers Receiving a Median Student Growth percentile

(mSGP) Score

(Access via your Media-X account)



For Teachers NOT Receiving mSGP Score




For Teachers NOT Receiving Summative Rating



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Teacher Evaluation Guidebook

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