Ac Achie ieveNJ eNJ for r Sc School ool Lib ibra rari rian - - PowerPoint PPT Presentation

Ac Achie ieveNJ eNJ for r Sc School

• ol Lib

ibra rari rian ans

October 2013

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Age genda nda

Introduction to AchieveNJ Evaluation and Support for School Librarians and Educators in Similar Roles

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What at is is Achie ieveNJ eNJ?

• Teach: Help educators better understand their

impact and ultimately improve student outcomes.

• Lead: Align leadership responsibilities with

practices that we know have the greatest influence

• n learning.
• Grow: Foster an environment of continual growth

for all students and educators in New Jersey.

AchieveNJ is a comprehensive educator evaluation and support system

Introduction to AchieveNJ

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Key y Pro rovisions isions of

• f TEA

EACHN HNJ J Act ct

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Support

• Required training on the evaluation system
• Targeted feedback to drive professional development
• School Improvement Panel conducts evaluations, leads

mentoring, and identifies professional development

• pportunities
• Corrective Action Plan for Ineffective/Partially Effective

rating Evaluation

• Implementation in 2013-2014
• Four levels of summative ratings
• Educator practice instruments used for multiple
• bservations
• Multiple objective measures of student learning for

classroom teachers, principals, VPs/APs Tenure

• Teachers earn tenure after 4 years based on effectiveness
• Effective ratings required to maintain tenure
• Dismissal decisions decided by arbitrators

Introduction to AchieveNJ

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Ap Applica cation ion of TEACH CHNJ J Act Act

4-yr Timeline for Earning Tenure* Earning Tenure Linked to Evaluation Rating* Rubric must have 4 Rating Categories* * Automatic Trigger for Tenure Charges*** ScIP conducts evaluation Individual PD Plan CAP Streamlined Arbitration Process “All Teaching Staff Members” Teacher

(holding and working under instructional certificate)

        Principal, VP/AP

(holding position & has administrative certificate)

       Director, Supervisor      School Librarian, Counselor, Therapist, School Psychologist      Secretarial & Custodial Staff  *If board-approved after 8/6/12 ** Highly Effective, Effective, Partially Effective, Ineffective *** i.e. after 2 ineffective ratings

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• TEACHNJ places a special focus on teachers, principals, assistant/vice principals.
• Districts have considerable discretion over methods of evaluating teaching staff members who are

not classroom teachers/principals/APs/VPs.

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Appli plication cation of the e TEA EACHNJ HNJ Act

• Four-year timeline for earning tenure
• Rubric must have four rating categories
• Individual PD plan
• Corrective action plans
• Streamlined arbitration process

Elements of TEACHNJ that apply to School Librarians

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NOW AchieveNJ Perfunctory In-depth One measure Multiple measures One observer Multiple observers No connection to student growth Student growth counts No evaluation training Comprehensive training required Disconnected from professional development Will provide for more targeted professional development Minimal educator involvement Educator-driven

Ev Evol

• lution

tion of

• f Ev

Eval aluat ation ion in in NJ

Previously Perfunctory Measured by observation only One observer No connection to student growth Training not required Disconnected from professional development Minimal educator involvement

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Introduction to AchieveNJ

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Careful, areful, Deli liberat berate e Pat ath Towar ards s New w Syst stem em

2010 2011 2012 2013

Educator Effectiveness Task Force formed Task Force releases recommendation s EPAC, Pilot 1 launched $38 million Race to the Top award for NJ Pilot 2 selected TEACHNJ Act passed 2nd round of evaluation regulations proposed All districts launch improved evaluations

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EPAC and external Rutgers reports issued 1st round of evaluation regulations proposed

Introduction to AchieveNJ

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Age genda nda

Introduction to AchieveNJ Overview of Evaluation for School Librarians and Educators in Similar Roles

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Ev Eval alua uatio tions ns Us Use e Mu Mult ltip iple le Me Meas asur ures es

Educator Practice

Based on classroom

• bservations

Student Growth Objective (SGO)

Set by educator and principal

Summative Rating

Overall evaluation score

Optional

TEACHERS

Practice Student Achievement

• TEACHNJ requires multiple measures to be used in the evaluation for all

classroom teachers, principals and APs/VPs.

• For school librarians, multiple measures are not required; however, the

Department encourages school districts to consider a “multiple measures” approach for the evaluation of all teaching staff members.

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Ob Obser serving ving Sc School

• ol Lib

ibra raria rians ns

• Non-tenured school librarians must be observed three times
• Districts establish the number of observations for tenured school

librarians

• Observations might include, but not be limited to, the following:

– Viewing a lesson – Assessing services provided by a library – Conducting walkthroughs – Analyzing a case study of a project involving teachers and students – Analyzing library data with the school librarian

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Lib ibra rarian rian-Specif Specific ic Rub ubrics rics

Component: Requires Action Progressing Accomplished Exemplary

Demonstrating Knowledge of Skills and Responsibilities

• f the Library

The library media specialist demonstrates limited understanding of best practice elements including a research model, digital literacy, and/or knowledge of population appropriate literature. LMS may not effectively connect patrons with appropriate materials. LMS may not stay current in best practice elements. The library media specialist demonstrates a basic understanding of some best practice elements including a research model, digital literacy, and/or knowledge

• f

population-appropriate literature. LMS may have a rudimentary understanding

• f how to connect patrons

with appropriate materials. LMS may attend mandatory meetings and trainings to stay current in best practice elements. The library media specialist demonstrates an understanding of best practice elements including a research model, digital literacy, and knowledge of population appropriate literature. LMS understands how to connect patrons with appropriate materials. LMS actively seeks to stay current in areas of best practice elements. The library media specialist regularly demonstrates knowledge of multiple best practices, trends in research, digital literacy, and knowledge of population- appropriate literature. LMS applies best practice knowledge when developing programs, ordering materials, and providing stakeholder assistance in the media center. LMS actively seeks to stay current in multiple areas of best practice elements.

Performance Level: Lowest to Highest

Example approach: Library Media Specialist / Hillsborough County (FL) Schools http://communication.sdhc.k12.fl.us/EETHome/Rubrics/MediaRubricfinal_8_2012.pdf

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Ev Eval alua uatio tions ns Us Use e Mu Mult ltip iple le Me Meas asur ures es

Teacher Practice

Based on classroom

• bservations

Student Growth Objective (SGO)

Set by teacher and principal

Summative Rating

Overall evaluation score Optional TEACHERS

Practice Student Achievement

• Student Growth Objectives (SGOs) are not required for Library/Media

Specialists

• The Department encourages those districts that have capacity to begin to

work with their library media specialists on setting growth objectives.

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St Stude dent nt Gro rowt wth Obj bjectiv ives (SGOs)

• SGOs: Annual, specific, and measureable academic goals

for groups of students that are locally developed and assessed

• SGOs are not required for school librarians
• Creating an SGO:

― Collaborative process between teacher and immediate supervisor ― Principal has final decision

• SGOs can be based on:

― Appropriate national, state or LEA-developed assessments ― Rubric-measured portfolios or performance assessments ― Other important outcomes for a school librarian

TEACHERS: SG0

Practice SGO Summativ e

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Ba Basi sic St Step eps s for r Cre reat ating ing an SG an SGO

• 1. Choose or develop a quality assessment that is aligned to

applicable standards.

• 2. Determine students’ starting points based in available data.
• 3. With supervisor input and approval, set ambitious yet

achievable student learning goals.

• 4. Track progress and refine strategies accordingly.
• 5. Review results and discuss score with supervisor.

TEACHERS: SG0

Practice SGO Summativ e

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Sa Samp mple le SG SGO: O: 9th

th Gra

rade

Student Growth Objective At the end of the semester, at least 70% or more of the students will create an annotated bibliography that scores in proficient range (8 or higher on the project rubric). Scoring Plan

Objective Attainment Level Based on Percent and Number of Students Achieving Target Score

Target Score Exceptional (4) Full (3) Partial (2) Insufficient (1) 80% will score an 8 on rubric >85% students will score an 8

• n rubric

>70% students will score an 8

• n rubric

>55% students will score an 8

• n rubric

<55% students will score an 8

• n rubric

9th Grade Research Project (In collaboration w/ Health)

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Sa Samp mple le SG SGO: O: 2nd

nd Gra

rade

Student Growth Objective At least 70 percent of second graders will attain a score of 3 or higher on the project- based rubric assessment. Scoring Plan

Objective Attainment Level Based on Percent and Number of Students Achieving Target Score

Target Score Exceptional (4) Full (3) Partial (2) Insufficient (1) 70% 85% or greater

• f students

70%-84% of students 56%-83% of students 0% - 55% of students 2nd Grade Use of Informational Text (In collaboration w/ ELA and Science)

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Sa Samp mple le SG SGO: O: 7th

th Gra

rade

Student Growth Objective Seventh grade students will demonstrate understanding of the definition of “authority” as it relates to the evaluation of information and knowledge of strategies to assess the level of an author's expertise. Scoring Plan

Preparedness Group Target Score

• n Final

Assessment

Objective Attainment Level Based on Percent and Number of Students Achieving Target Score

Exceptional (4) Full (3) Partial (2) Insufficient (1)

Low – Medium ≥3 ≥137 125-136 113-124 <113 Medium – High 4 ≥50 45-50 40-45 <40 7th Grade Research Performance Task (In collaboration w/ ELA )

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Ineffective Partially Effective Effective Highly Effective 1.0 Points 1.85 Points 2.65 3.5 Points Points 4.0 Points

Su Summ mmat ativ ive e Rat atings ings

Component Raw Score Weight Weighted Score Educator Practice 3.0 x 85% 2.55 Student Growth Objective 2.0 x 15% .30 Sum of the Weighted Scores 2.85

2.85 TEACHERS

This is a sample

• scale. The

NJDOE will provide the final scale in the coming weeks.

Practice SGO Summativ e

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Im Impli lications cations of Rat ating ings

• Educators rated Ineffective or Partially Ineffective receive support

through Corrective Action Plans

• Once the system is fully implemented, districts will be able to identify

Highly Effective teachers for recognition such as: – Differentiated observation protocols – Expanded career pathways and leadership opportunities – Awards and recognition initiatives

TEACHERS

Practice SGO Summativ e

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2013–14

Final pilot reports Support for statewide implementation Learning from implementation challenges Learning from implementation results Appropriate course adjustments Potential additional regulatory changes

2014–15 and Beyond

Cycle of continuous improvement Ongoing data collection and analysis Applying lessons learned and modifying practices as needed

Key y Mi Mile lest stones

• nes
• TEACH. LEAD. GROW.

FI FIND ND OU OUT MOR ORE:

www.nj.gov/education/AchieveNJ educatorevaluation@doe.state.nj.us 609-777-3788

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Tea eacher her Ob Obse servation ation Req equi uire rement ments* s*

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

Teacher her Categ egories es Tot

• tal # of
• f

Obser servations ations Obser server ers Non-Tenured Years 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, and multiple observers are required.

• Within the minimum requirements, all teachers must have at least one

unannounced and one announced observation.

TEACHERS: PRACTICE

Practice SGP SGO Summativ e

*NOT REQUIRED FOR SCHOOL LIBRARIANS

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Component mponent Wei eigh ghting: ting: No Non-Test ested ed Gra rades es

TEACHERS 85% 15%

2013–14

Teacher Practice Student Growth Objectives

50% 50%

Future Target*

Teacher Practice Student Growth Objectives/ Other Measures of Student Learning

Teacher in Non-Tested Grades and Subjects: Student Achievement will be 15% in SY13-14, Teacher Practice will be 85%.

50% Student Achievement 50% Teacher Practice 85% Teacher Practice 15% Student Achievement

*The Department will look to incorporate other measures where possible and percentages will change as system evolves.

Practice SGO Summativ e