Teacher evaluation in NJ:

2013PRESENTERS’ NAMES

REBUTTAL WRITING TRAINING

• Shall be used as one form of evidence for measurement of teacher performance

• Will be included in the determination of the annual summative evaluation rating

• Shall be conducted by an individual– employed in the school district in a supervisory role

and capacity– possessing a school administrator certificate, principal

certificate, or supervisor certificate.

OBSERVATIONS

OBSERVATION TYPES

● “Long observation”o Minimum duration of 40 minutes or one class period,

whichever is shorter● “Short observation”

o At least 20 minutes

OBSERVATION TYPES

● “Announced observation”– notified of the date and the class period that the

observation will be conducted● “Unannounced observation”– not notified of the date or time that the observation will be

conducted. ● “Co-observation”– two or more supervisors observe simultaneously, or at

alternate times, the same lesson or portion of a lesson for the purpose of training

TEACHER OBSERVATIONS VARY

● Long: 40 minutes, with post-conference● Short: 20 minutes, with post-conference

Teacher Categories Total # of Observations Observers

Non-TenuredYears 1–2 3

(2 long, 1 short) Multiple Observers Required

Years 3–4 3(1 long, 2 short)

Tenured 3(0 long, 3 short)

Multiple Observers Recommended

Notes:● Corrective Action Plans: After the first year, teachers who receive an “Ineffective”or “Partially

Effective” rating are required to have one additional observation. Multiple observers are required. ● Announced vs. Unannounced: Within the minimum requirements, all teachers must have at least

one unannounced and one announced observation.

TEACHERS: PRACTICE

Practice SGPSGO Summative

PRE-OBSERVATION CONFERENCE

Pre-conference shall occur within seven teaching days prior to the observation, not including the day of the observation.

At least one observation shall be announced and preceded by a pre-conference.

Proposed-N.J.A.C. 6A:10-4.4

WHEN THE OBSERVER ENTERS

Show Evidence of Good Practice

• Slow down

• Capture teachable moments

• Provide copies of handouts to Administration

WHEN THE OBSERVER ENTERS

Show Evidence of Good Practice

• Closure– Exit Tickets– Ask questions– On a scale of 1-5-using your fingers-rate todays lesson– As you leave today, I’ll be at the door. Please share with me one

word or concept you learned today.

SELF REFLECTION

NJEA Resource Guide on Evaluation for Teachers

Page 5-10 Baseline DataPage 11-18 Observation Log

WWW.NJEA.ORG Issues & Actions Evaluations

POST-OBSERVATION CONFERENCE

● A meeting, either in-person or remotely between a supervisor and the teaching staff member to discuss the data collected in the observation

● Be followed by both parties to such a conference signing the written evaluation report and each retaining a copy for his or her records

● Allow the teaching staff member to submit his or her written objection(s) / (rebuttal)o within 10 teaching-staff-member working dayso shall be attached to each party's copy

CRITICAL CONVERSATIONSBasic steps1. Identify and clarify2. Establish a mutual purpose3. Establish respect4. STATE your course

o Share your facts: least controversial & most persuasive firsto Tell your storyo Ask for others facts and storieso Talk about what is fact and what is assumptiono Encourage differing views

5. Actively listen

CRITICAL CONVERSATIONSPreparation

Make sure you and your supervisor have sufficient time to see the conversation through to the end.

Be realistic about what you can and cannot achieve. Make sure the conversation is focused on facts and why

the facts are important, not just opinion.

CRITICAL CONVERSATIONSPreparation

Practice your key sentence. Understand you have a good chance to resolve

an issue rather quickly with a conversation. Take a deep breath.

CRITICAL CONVERSATIONSBuilding rapport

Be sincere. Be present in the conversation. Be confident, but not arrogant. Be empathic. Be honest.

Your turn to give feedback!

– Acknowledge positive findings

– Acknowledge challenges revealed

o Ask for support

– Share data

– Never submit your response without showing it to your Building Rep or Association Rep

WRITING A RESPONSE

WRITING A REBUTTAL

Analyze

Neutralize

Equalize analyzeequalize

neut

raliz

e

● What is the “tone” of the written report?

● Is the report designed to lead to professional learning?

● Is the report derogatory without being constructive?

● Are there positive facts that have been omitted?

● Is there a pattern?

● What needs correction by rebuttal?

ANALYZE – Ask the right questions

● Provide evidence to support your disagreement

● Give data to neutralize what has been criticized

● Answer “labeled” items

● Use language that is not emotionally charged

NEUTRALIZE all negative items

● Stress preparation

● Focus on objectives, procedures, attainment

● Be clear

● Connect performance to job description/model

● Discuss, don’t reject, recommendations

● Identify needed support for recommendations

EQUALIZE the results

● Keep it short and simple● Seek advice● Utilize facts● Get specifics● Identify if assistance had been previously requested;

response● Have an appropriately trained association representative

read the response before giving it to the administrator

MAKE YOUR REBUTTAL EFFECTIVE

● Review Observation A & B with the attached Reflections

● Discuss your thoughts with your table.

– Does the reflection paint a big picture?

– What changes should be made to improve it?

AT YOUR TABLES

● With a partner, pick an observation and write a reflection for it.

GROUP WORK

CORRECTIVE ACTION PLAN

● Review corrective action plan with association

representative

● Make sure CAP expectations are achievable

● Identify roles and responsibilities:– administration – teaching staff member

● Review timelines

MID-YEAR EVALUATION

● Required if have a Corrective Action Plan

● Timing for the mid-year could vary depending if a teachers gets an SGP or not.

SUMMATIVE EVALUATION

● Everyone gets an annual summative evaluation● Can now be the same as the final evaluation.