Changes to NJ DOE Teacher Observations

Taken directly from : http://www.state.nj.us/education/news/2014/0714eval.htm

Christie Administration Provides Greater Flexibility
In Preliminary Years of Teacher Evaluation

For Immediate Release	Contact: Michael Yaple Rich Vespucci
Date: Wednesday, July 14, 2014	609-292-1126

Trenton, NJ – The Christie Administration today announced that the state Department of Education will provide greater flexibility to school districts in the two student achievement components of teacher evaluations, including the introduction of a review process for teachers' 2013-14 school year summative ratings.

"The Department of Education has slowly and methodically rolled out new standards and assessments.  Throughout the process we have continually and consistently listened to the voices of thousands of educators, and we continue to do so now that we have a full year of statewide implementation to learn from," said Acting Education Commissioner David Hespe. "By actively engaging all stakeholders, New Jersey is able to move forward with an educator assessment program that will help teachers improve their craft, and ultimately provide the high level of education that every New Jersey child deserves."

For school year 2014-15, the Department is modifying the weights of student growth components in teacher evaluations as measured by the Partnership for Assessment of Readiness of College and Careers (PARCC) assessments and as measured by a teacher's individualized student growth objectives.  

Teachers who teach 4th through 8th grade Language Arts and Mathematics – approximately 20 percent of all classroom teachers statewide – will continue to use two student growth measurements as part of their evaluation. For the 2014-15 school year, these teachers' evaluations will be comprised as follows: 10 percent will be based on student academic growth as measured by statewide assessments, 20 percent will be based on student academic growth as measured by individualized student growth objectives, and 70 percent will be based on observations. For the 2015-16 school year, their evaluations will be comprised as follows: up to 20 percent, to be determined by the Department, will be based on student academic growth as measured by statewide assessments, 20 percent will be based on student academic growth as measured by individualized student growth objectives, and 60 percent will be based on observations.

The previous system called for student academic growth to represent 30 percent of teacher evaluations, with 55 percent classroom observations and 15 percent student growth objectives (student growth objectives are specific student learning targets that are developed between teacher and principal, rather than based on a uniform statewide assessment).

The use of student growth as a factor in teacher evaluations was one of the requirements of the Teacher Effectiveness and Accountability for the Children of New Jersey Act, or TEACH-NJ, which the Legislature unanimously passed in 2012. The modifications announced today continue to adhere to the requirements of the law.

For teachers who do not receive a student growth measurement derived from a statewide assessment, their 2014-15 and 2015-16 school year evaluations will be comprised as follows:  20 percent will be based on student academic growth as measured by individualized student growth objectives and 80 percent will be based on observations. Previously, the classroom observations counted for 85 percent.

The Department will also offer flexibility to teachers in reviewing their evaluation ratings for the 2013-14 school year.  Specifically, any teacher who receives an evaluation rating of Ineffective or Partially Effective due to the outcome of the scoring of the student growth objectives will be eligible to ask for a review of their rating.  The Department plans to release additional details regarding this review process later this summer.  Further, the Department will continue to offer targeted training on the development of student growth objectives throughout the next school year. 
 
"Research has shown that the single most important in-school factor in improving a child's education is a high quality teacher, " Acting Commissioner Hespe said.  "The overarching goal – to ensure children in New Jersey have their education provided by a high quality teacher – remains unchanged."

Gov. Christie talks about a Task Force to review K-12 Student Assessments

Taken from here: http://www.state.nj.us/governor/news/news/552014/approved/20140714a.html

Executive Order Creates Nine Member Panel to Assess and Provide Recommendations

Trenton, NJ – Governor Chris Christie today signed Executive Order No. 159 instituting a study commission that will review the effectiveness of all K-12 student assessments administered in New Jersey.  The Commission is charged with reviewing and providing appropriate recommendations about the effectiveness of the volume, frequency, and impact of student testing occurring throughout New Jersey school districts, including those administered for college admission, college credit, and college pathways.  The creation of this Commission will also help ensure the effectiveness of the Core Curriculum Content Standards, including the Common Core State Standards, and the Partnership for Assessment of Readiness of College and Careers (PARCC) assessments.

“This Administration is committed to the educational success of every child, no matter the zip code,” said Governor Christie.  “Since 2010 we’ve enacted a series of measures that implement rigorous standards, develop excellent educators, and use high quality student assessments to gauge the progress of student learning and the effectiveness of classroom instruction. Establishing this commission is just another step in ensuring we’re providing the best quality education possible to our students .”

Governor Christie has repeatedly reaffirmed his commitment to providing a high-quality education to every New Jersey child through a focus on improving teacher quality while expanding choices for families in failing school districts:

• For the fourth year in a row, Governor Christie has set a historic high for State spending for education. Total direct State aid to schools is over $12.9 billion.

• In August 2012, the Governor signed into law the Teacher Effectiveness and Accountability for the Children of New Jersey (TEACHNJ) Act, marking the first extensive reform of New Jersey’s teacher tenure law in over 100 years. In November of that same year, the Administration worked with teachers to bring  the first performance-based pay system to Newark Schools. 

• The Christie Administration also has worked to increase the overall number of charter schools in New Jersey to 94, while focusing on quality and holding all schools accountable for results by closing 10 low-performing charter schools. Through measures such as the Urban Hope Act, Governor Christie has expanded educational options for children and their families by authorizing “renaissance schools” in Camden, Newark and Trenton to address failing schools in urban communities.

• The Interdistrict Public School Choice program  is increasing educational opportunities for students with the option of attending a public school outside the district of residence and without cost to parents.

• Governor Christie took decisive action to reform the Camden School District. The Christie Administration, through the new state-appointed superintendent and leadership team, and in coordination with local and community leaders, is taking direct oversight in implementing the necessary reforms of the school district to start delivering better results for Camden students and their families.

Membership of the Commission will be comprised of 9 appointees who have practical experience, knowledge, or expertise in the areas of education policy or administration and will serve without compensation.  The Commission will have the ability to consult with education stakeholders, practitioners, experts or other knowledgeable individuals in the public or private sector on any aspect of its mission. 

An initial report of recommendations will be presented to the Governor no later than December 31, 2014, with a final report to be issued  by July 31, 2015. 

The Commission will expire upon the Governor’s receipt of a report containing their final recommendations and a final report will be provided to the Legislature and made available to the public.

A copy of Executive Order No. 159 [pdf 25kB]

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Shifting Gears... and getting stuck in neutral. PART II

You got all that?

Common Core is about reforming standards, AchieveNJ is about reforming evaluations and tenure, and PARCC is about reforming test taking/assessments.

Wait, you don't? Well neither do a lot of other people. Their are many proponents and opponents To clear the air (and to better clarify why in the world they want to do all three of these at once), the NJ Department of Education held a seminar on all three of these. The crux of the meeting was devoted to how great all three of these things were and how they were all inter-related; and more specifically, how you couldn't have one without the other... and the other. 

They were, as Chris Cerf so aptly put it:

1. 
   

   Tim Charleston@MrCsays

   Cerf - parcc and common core are two sides of the coin. But the third side is educator evaluation tools. #shiftgears What??!!

   3 DAYS AGO
   

   REPLYRETWEETFAVORITE

To be clear. I am not against changing standards. I do like the fact that these are about mastery instead of coverage and I do like the fact that they are vertically aligned from K-12. As for changing assessments and test taking, I am in agreement with the folks who say that we need to test using online assessments. In the next decade or so, many tests will be online and it just makes common sense to change it. And as for the evaluation system, yes, it does need changing as well. Some teachers have only been visited once a year by administrators and that is not enough. What the DOE are proposing and have been are decent changes.

But let's be clear. It's not about doing these. It's about doing these NOW and all at ONCE! +Eric Sheninger had  many great tweets about this, but he summed it up best by stating:

1. 
   

   Eric Sheninger@NMHS_Principal

   NJDOE moving much too fast on numerous initiatives simultaneously; I am fearful that this is a recipe for disaster#shiftgears #njed

   3 DAYS AGO
   

   REPLYRETWEETFAVORITE

We need time. We need to focus. We need to understand what is coming at us. If we truly decide to do all three at once, our teachers, students, and admins are truly going to be stretched thin. We are racing to get all of these things in, like we are perpetually stuck in the month of June trying to cram things in at the end of the year. 

While worrying to get students to understand all new concepts and standards, teachers will also be worried new test assessments which are tied to their overall evaluations. 

There is still too much unknown. We don't push our students through to the next concept unless they have truly learned the one before. Shouldn't we get the same treatment? The DOE treated this seminar like a giant PEP rally for these three things. And that stuck out. I felt bad for educators. I felt bad for students. Where were their voices? Did anyone ask them what they wanted? While more and more businesses (and some schools) are moving to 80/20 time, why are we focused on THREE monumental pieces of legislation?


My good friend, +Jay Eitner, had spoken about all three of these things as a TIDAL wave crashing down on educators. 

We need to FOCUS. 

If we focus on one of these things a year, it would have a much better outcome. It would give everyone a chance to catch their breath, at least for a minute or two. 

I have faith in our teachers. I have even more faith in our students. The NJDOE should share in that faith and give us time to get it right. 

1. 
   

   Eric Sheninger@NMHS_Principal

   Cerf - "Change is hard" - yes, need 2 focus on 1 initiative at a time, get it right, then move 4ward if goal is sustainability #shiftgears

   3 DAYS AGO
   

   REPLYRETWEETFAVORITE

Let's focus on the most important thing here: helping students grow as individuals. Helping them reach their passions. Helping them through the formative years of their lives. 

WE ARE EDUCATORS. And we need to be there for them. So, let's shift the focus.

Shifting Gears... and getting stuck in neutral. PART I

This was originally intended to be one post. But as I wrote it, there was a clear break in what I was writing. Part II will be unveiled next week.

I am an educator. 

No matter what my job is now or what it may become in the future, my job is an educator. My passion is helping students grow up, learn and understand, and find their own passions in life, whatever they may be.

Since jumping to the "other side" of education, I have not been that intimately familiar with items such as the Common Core (though in our district, we have talking about it for years) and the new evaluation system in New Jersey, called AchieveNJ. I knew they were both coming, but as a former Social Studies teacher, we were usually one of the last involved. I have been very intimate with PARCC, though.

As a casual reader, or for those with their heads in the sand, most states around the USA are going through a paradigm shift in how the evaluate students and how they, therefore, evaluate teachers.

For a basic understanding, here is what all three are:

Common Core (taken from their website)

The Common Core State Standards Initiative is a state-led effort that established a single set of clear educational standards for kindergarten through 12th grade in English language arts and mathematics that states voluntarily adopt. The standards are designed to ensure that students graduating from high school are prepared to enter credit bearing entry courses in two or four year college programs or enter the workforce. The standards are clear and concise to ensure that parents, teachers, and students have a clear understanding of the expectations in reading, writing, speaking and listening, language and mathematics in school.


AchieveNJ (taken from their website)

There are many differences between AchieveNJ and the old evaluation system. After two years of piloting in 30 districts that contain over 14,000 educators, AchieveNJ has been created to better align educator evaluation with best practices that lead to improved student outcomes. Our new AchieveNJ evaluation and support system is structured around several guiding principles; each one describes improvements from the previous system.

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

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

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



PARCC (taken from their website)

The Partnership for Assessment of Readiness for College and Careers (PARCC) is a consortium of 22 states plus the U.S. Virgin Islands working together to develop a common set of K-12 assessments in English and math anchored in what it takes to be ready for college and careers. These new K-12 assessments will build a pathway to college and career readiness by the end of high school, mark students’ progress toward this goal from 3rd grade up, and provide teachers with timely information to inform instruction and provide student support. The PARCC assessments will be ready for states to administer during the 2014-15 school year.

The PARCC Vision
Builds a pathway to college and career readiness for all students,
Creates high-quality assessments that measure the full range of the Common Core State Standards,
Supports educators in the classroom,
Makes better use of technology in assessments, and
Advances accountability at all levels.

You have all that? 

All three about talking about college and career readiness and accountability  which on the surface, no one can really complain or go against. OF COURSE we want to prepare our students to become life long learners and leaders in this world by going off to college or into the work force. And of course, we want to make sure that our teachers help our students get there. 

So, how is the NJ DOE trying to rally us around? ... just wait for part II.