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North Bergen School District Evaluation In-
service
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Increase Student Achievement Accurately Assess the Effectiveness of
Teachers Improve the Effectiveness of Educators Facilitate School-wide Collaborative Cultures
focused on Continuous Improvement
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• Measure the performance of individual teachers.• Guide teachers as they reflect upon their
effectiveness.• Serve as the basis for instructional improvement• Focus the goals and objectives of school and
district as they support, monitor, and evaluate their teacher.
• Guide school and district professional development.
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Specific Purposes of the McREL Teacher Evaluation System are to:
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Standards-basedTransparentFocusedGrowth OrientatedFlexibleValidated
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Principles of the McREL Evaluation System
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McREL’s Teacher Evaluation System
12
1. Training2. Orientation
8. Professional Development
Plans
7. Summary Evaluation
Conference &Teacher Summary
Rating Form
6. Post-Observation Conference
3. Teacher Self-Assessment
4. Pre-Observation Conference
5. Observations
Components
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Know and understand the Professional Teaching Standards.
Understand McREL’s Teacher Evaluation System.
Prepare for and fully participate in each component of McREL’s Teacher Evaluation System.
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Teacher Responsibilities
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Gather data, artifacts, and/or evidence to demonstrate performance in relation to standards and progress in attaining goals.
Develop and implement strategies to improve personal performance/attain goals in areas individually or collaboratively identified.
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Teacher Responsibilities
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Know and understand the Professional Teaching Standards.
Participate in training to understand and implement McREL’s Teacher Evaluation System.
Supervise the process and ensure that all steps are conducted according to McREL’s Teacher Evaluation System.
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Principal/Evaluator Responsibilities
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Identify the teacher’s strengths and areas for improvement and make recommendations for improving performance.
Ensure the teacher’s Summary Evaluation Rating Form contains accurate information and accurately reflects the teacher’s performance.
Assist in the development of and supervise the implementation of professional development plans.
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Principal/Evaluator Responsibilities
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Developing: Teacher demonstrated adequate growth toward achieving standard(s) during the period of performance, but did not demonstrate competence on standard(s) of performance.
Proficient: Teacher demonstrated basic competence on standard(s) of performance.
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Performance Rating Scale
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Accomplished: Teacher exceeded basic competence on standard(s) of performance most of the time.
Distinguished: Teacher consistently and significantly exceeded basic competence on standard(s) of performance.
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Performance Rating Scale
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Not Demonstrated: Teacher did not demonstrate the competence on or failed to demonstrate adequate growth toward achieving standard(s) of performance.
NOTE: If the Not Demonstrated rating is used, the principal/evaluator must comment about why it was used.
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Performance Rating Scale
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Scoring the Rubric
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STANDARD I Teachers demonstrate leadership
STANDARD II Teachers establish a respectful environment for a diverse population of students
STANDARD III Teachers know the content they teach
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McRel Professional Teacher Standards
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STANDARD IV Teachers facilitate learning for their students
STANDARD V Teachers reflect on their practice
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Professional Teacher Standards
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McREL Teacher Evaluation System
Conducting a Self-AssessmentProfessional Development Plan
1.Training2.Orientation
8. Professional Development
Plans
7. Summary Evaluation
Conference & Teacher
Summary Rating Form
6. Post-Observation Conference
3. Teacher Self-
Assessment
4. Pre-Observation Conference
5. Observations
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Using the rubrics, carefully reflect on your performance of last year or to this point in the school year.
Fill out the rubrics and how you perceive your fulfillment of the practices.
At the end of each rubric consider:1. Artifacts or evidence to support your ratings.2. Fulfillment of the leadership responsibilities
relating to your attainment of your school accountability goals.
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On-line Self-assessment
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McREL Teacher Evaluation System Pre-Observation
Conference
1.Training2.Orientation
8. Professional Development
Plans
7. Summary Evaluation
Conference & Teacher
Summary Rating Form
6. Post-Observation Conference
3. Teacher Self-
Assessment
4. Pre-Observation Conference
5. Observatio
ns
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The pre-observation conference is a collaborative meeting between the teacher and his/her supervisor to…• Discuss the teacher’s self-assessment based on
the Teacher Evaluation Rubric, the teacher’s most recent professional development plan, and the lesson(s) to be observed;
• Provide the principal/evaluator with a written description of the lesson(s) and
• Prepare the principal/evaluator for the observation.
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Pre-observation Conference
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McREL Teacher Evaluation
System
Classroom Observations
1.Training2.Orientatio
n8. Professional Developmen
t Plans
7. Summary Evaluation
Conference & Teacher
Summary Rating Form
6. Post-Observation Conference
3. Teacher Self-
Assessment
4. Pre-Observation Conference
5. Observation
s
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Formal observations should be done for tenured and non-tenured teachers in accordance with district policy.
During observations, the administrator should note the teacher’s performance in relationship to the applicable standards on the Teacher Evaluation Rubric.
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ObservationsMcREL Recommendations(policy may drive these procedural expectations)
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McREL Teacher Evaluation
System
Post-observation Conference
1.Training2.Orientation
8. Professional Development
Plans
7. Summary Evaluation
Conference & Teacher
Summary Rating Form
6. Post-Observation Conference
3. Teacher Self-
Assessment
4. Pre-Observation Conference
5. Observation
s
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The evaluator should conduct a post-observation conference no later than ten school days after each formal observation.
During the post-observation conference, the
administrator and teacher discuss and document on the Rubric the strengths and weaknesses of the teacher’s performance during the observed lesson.
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Post-Observation Conference
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McREL Teacher Evaluation System
Summary evaluation conferenceSummary evaluation rating form
Professional development plan
1.Training2.Orientat
ion
8. Professional Developme
nt Plans
7. Summary Evaluation
Conference & Teacher
Summary Rating Form
6. Post-Observati
on Conferenc
e
3. Teacher
Self-Assessme
nt
4. Pre-Observati
on Conferenc
e
5. Observat
ions
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Teacher and evaluator discuss:
Teacher’s self-assessment
Evaluator’s rating of the teacher on the Teacher
Evaluation Rubrics
Artifacts and/or other documentation required
by the evaluator
Professional Development Plan for the next
school year
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Summary Evaluation Conference
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Principal/Evaluator will:
Give a rating for each element in the Teacher Evaluation Rubric;
Make a written comment on any element marked Not Demonstrated;
Give an overall rating of each standard; and
Provide the teacher with an opportunity to make comments on the form.
Scoring the Teacher Summary Rating Form
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Review the completed Teacher Summary Rating Form with the teacher; and
Secure the teacher’s signature on the Record of Teacher Evaluation Activities and Teacher Summary Rating From
Scoring the Teacher Summary Rating Form continued..
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Individual Professional Development Plans
• For teachers who are rated at least proficient on all standards
• Designed to improve performance on specifically identified standards and elements
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Professional Development Plans
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Monitored Professional Development Plans
• For teachers rated as Developing on one or more standards and is not recommended for dismissal, demotion, or renewal
• At a minimum this plan identifies the standards and elements to be improved, goals to be accomplished, and activities the teacher should undertake to achieve Proficiency
• Includes a timeline allowing one school year to achieve Proficiency.
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Professional Development Plans
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Directed Professional Development Plans
• For teachers rated as Not Demonstrated on any standard or as Developing on more than one standard and not recommended for dismissal,
• At a minimum this plan identifies the standards and elements to be improved, goals to be accomplished, and activities the teacher should undertake to achieve Proficiency
• Includes a timeline allowing one school year or less to achieve Proficiency.
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Professional Development Plans
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McREL TEACHER EVALUATION RUBRIC
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McREL TEACHER EVALUATION RUBRIC with SAMPLE EVIDENCE
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Sample Evidence created by the District Evaluation Advisory Committee (DEAC) is used as a guide for teachers and administrators to understand the rubric
The DEAC is comprised of Administrators and Pre-K to 12 teachers
Sample evidence is tailored to the NB School District
The DEAC discussed the sample evidence in numerous meetings
McREL TEACHER EVALUATION RUBRIC with SAMPLE EVIDENCE
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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 on learning.
Grow: Foster an environment of continual growth for all students and educators in New Jersey.
What is AchieveNJ?AchieveNJ is a comprehensive educator evaluation and support system
Introduction to AchieveNJ
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Evaluations Use Multiple Measures• The TEACHNJ Act requires evaluations to include
multiple measures of student progress and multiple data sources.
TeacherPractice
Based on classroom
observations
Student Growth
Percentile (SGP)
Based onNJ ASK
performance
Student Growth
Objective(SGO)
Set by teacher and principal
Summative Rating
Overall evaluation score
All teachers and
principals
Less than 20 percent of teachers
TEACHERS
Practice Student Achievement
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Long: 40 minutes, with post-conference Short: 20 minutes, with post-conference
Teacher Observations Vary
Teacher Categories Total # of Observations Observers
Non-Tenured
Years 1–2 3(2 long, 1 short) Multiple Observers
RequiredYears 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
SGPSGO Summative
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Observers Will Be Well-Trained
Staff Member Training
All teaching staff members
Must be trained on all components of the evaluation rubric
All observers
Must be trained in the practice instrument before observing for the purpose of evaluation
Must participate in two “co-observations” (double-scored observations)
Must participate in yearly refresher training
Superintendents/Chief school
administrators (CSAs)
Must certify every year that observers have been trained
TEACHERS: PRACTICE
Practice
SGPSGO Summative
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Student Growth Percentile SGP Overview
TeacherPractice
Based on classroom
observations
Student Growth
Percentile (SGP)
Based onNJ ASK
performance
Student Growth
Objective(SGO)
Set by teacher and principal
Summative Rating
Overall evaluation score
All teachers and
principals
Less than 20 percent of teachers
Practice Student Achievement
TEACHERS
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• Student Growth Percentiles (SGPs) measure how much a student has learned from one year to the next compared to peers with similar academic history from across the state.
Growth baseline information is established by a student’s prior learning as measured by all of student’s NJ ASK results.
Calculating SGP Student Growth Percentiles
All students can show growth.
TEACHERS: SGP
Practice
SGPSGO Summative
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Why Student Growth?
Proficiency does not tell the whole story. Under our current system, a school or teacher might only notice that Maria is
“Proficient” and that Albert is “Partially Proficient.”
Partially Proficient
Gr. 3 Gr. 4 Gr. 5
100
200
250
150160 165
NJ Ask Scale Score by Grade
NJ A
SK
Sca
le
Proficient
Advanced Proficient
230205
220
Albert
Maria
Practice
SGPSGOSummativ
e
TEACHERS: SGP
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Example: Calculating an SGP
Albert’s NJ Ask Scale Score by Grade
NJ A
SK
Sca
le
Albert is a 5th Grade student in Ms. Jones’ Math Class. He has scored “Partially Proficient” in 3rd, 4th, and 5th grade, but each year his scale score has improved.
Ms. Jones notices that he scored a 165 scale score this year, but doesn’t quite
know what that means about
Albert’s growth.
Partially Proficient
Gr. 3 Gr. 4 Gr. 5
100
200
250
150160 165
Proficient
Advanced Proficient
TEACHERS: SGP
Practice
SGPSGO Summative
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Example: Identifying Academic Peers
Albert’s Prior Scores
Academic Peers’ Prior Scores
In order to figure out what that growth means, we first identify
Albert’s “Academic Peers”; these are students who
performed similarly to Albert in the past.
3rd Gr. 150
4th Gr. 160
3rd Gr. ≈150
4th Gr. ≈160
These “Academic Peers” are represented by students from
across the state in many different school districts.
TEACHERS: SGP
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29%70%
Example: Assigning an SGP
1%
99%
70th%
This comparison helps us put Albert’s growth into context,
and assign him a Student Growth Percentile on a scale
from 1 to 99.
Albert’s Current Score
Academic Peers’ Current Scores
5th Gr. 165 5th Gr.
Scores ranged from 130 - 185
Albert’s SGP score is 70, which conveys that his 5th grade score is higher than 70% of his academic
peer group.
Albert’s academic peers scored between 130 and 185 on the 5th grade
NJ ASK, with the majority of them scoring below Albert’s score of 165.
Partially Proficient
Gr. 3 Gr. 4 Gr. 5
100
200
250
150160
Proficient
Advanced Proficient
TEACHERS: SGP
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Teachers Receive Median SGP Score on Roster
45
Ms. Jones would then receive an
effectiveness rating by taking the median
SGP score on her roster.
In this scenario, Ms. Jones would receive a
rating of 51.
Student SGP Score
Hugh 12Eve 16Clarence 22Clayton 24Earnestine 25Helen 31Clinton 35Tim 39Jennifer 44Jaquelyn 46Lance 51Roxie 53Laura 57Julio 61Selena 65Ashlee 66Albert 70Mathew 72Maria 85Charles 89Milton 97
Albert’s SGP score is then placed on Ms. Jones’ course
roster so that we can see how she did with all of her
students.
Median SGP Score
TEACHERS: SGP
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She has at least 20 student scores on her roster;◦ If she does not have 20 students in
year 1, she may receive an SGP score if she accrues 20 student scores over a period of up to 3 years.
Students are enrolled in class at least 70 percent of the time before the test; and
She has worked for at least 60 percent of the time before the test.
SGP Technical RulesMs. Jones can only receive a median SGP score if the following is true:
TEACHERS: SGP
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SGP Technical Rules
In future years, Ms. Jones should know that:
• If two or three years of data are available, the Department will use the best available score — either the teacher’s median score of their current roster or the median of all student scores over the years available.
Student SGP Score
Hugh 12Eve 16Clarence 22Clayton 24Earnestine 25Helen 31Clinton 35Tim 39Jennifer 44Jaquelyn 46Lance 51Roxie 53Laura 57Julio 61Selena 65Ashlee 66Albert 70Mathew 72Maria 85Charles 89Milton 97
Mel 56Laura 57Regina 58Marissa 60Julio 61Faye 63Selena 65Ashlee 66Jackie 67Courtney 68Albert 70Matthew 72Laura 77Jack 78Jared 80Rick 84Maria 85Charles 89Michelle 92Molly 95Milton 97
Student SGP Score
Hugh 12Eve 16John 16Charles 20Annie 20Clarence 22Clayton 24Earnestine 25Jake 27Helen 31Rachel 33Clinton 35Tim 39George 41Amber 42Jennifer 44Jaquelyn 46Bobby 50Lance 51Roxie 53Mike 55
Median over 2 years = 56Median this Year = 51
Her SGP score will then be placed on a 1-4 scale.* *Guidance is forthcoming on
how SGP will be converted from a score on 1-99 scale to 1-4 scale.
TEACHERS: SGP
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Understanding SGO Student Growth Objectives
TeacherPractice
Based on classroom
observations
Student Growth
Percentile (SGP)
Based onNJ ASK
performance
Student Growth
Objective(SGO)
Set by teacher and principal
Summative Rating
Overall evaluation score
All teachers and
principals
Less than 20 percent of teachers
Practice Student Achievement
All teachers will set academic goals for their students at the beginning of each school year – called Student Growth
Objectives (SGOs).TEACHERS
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All Teachers Set Student Growth Objectives
• SGOs: Annual, specific, and measureable academic goals for groups of students that are locally developed and assessed
• 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
Teachers with an SGP score1 - 2 SGOs
Teachers without an SGP score 2 SGOs
TEACHERS: SG0
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Basic Steps for Creating an SGOIn setting SGOs, teachers should take the following steps:
1. Choose or develop a quality measurement tool (examples follow) 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 instruction accordingly.
5. Review results and discuss score with supervisor.
TEACHERS: SG0
Practice
SGPSGO Summative
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September By Nov. 15* By Feb. 15 By end of school year
TEACHERS
The SGO ProcessTeachers,
supervisors meet to discuss and set SGO w/ principal’s
approval
Adjustments to SGOs can be
made with approval
*For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15.
Step 1: Choose or develop a
quality assessment
aligned to state standards
Step 2: Determine
students’ starting points
Step 3: Set ambitious and
feasible student growth objectives
Step 4: Track progress, refine instruction
Step 5: Review results and score
Teachers, supervisors meet to discuss SGOs and other measures
Recommended steps for setting a good SGO
Official SGO process in regulations
KEY
TEACHERS: SG0
Practice
SGPSGO Summative
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SGOs: Some Possible Assessment Types
TEACHERS: SG0
Traditional Assessments
Portfolio Assessments Performance Assessment
• National/State tests (e.g., Advanced Placement exams, DIBELS, EOC Biology)
• District, school and departmental tests (e.g., final exams, benchmark tests)
• Gold® (pre-K, K)• Writing and
reflection samples (ELA)
• Laboratory research notebook (sciences)
• Student project-based assessments (all subjects)
• Portfolio of student work (art, photography, graphic design, etc.)
• Lab Practicum (sciences)
• Sight reading performance (music)
• Dramatic performance (drama)
• Skills demonstration (physical education)
• Persuasive speech (public speaking)
*Note: The use of the New Jersey Assessment of Skills and Knowledge (NJ ASK) for SGOs is prohibited for teachers who will also receive SGP scores based on those tests.
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55%15%
30%
2013–14
Component Weighting: Tested Grades
45% Student
Achievement
55%Teacher Practice
Student Growth PercentileStudent Growth Objectives
Teacher Practice
TEACHERS
Tested Grades and Subjects (Currently grades 4-8, LAL and math): • 55% teacher practice• 45% student achievement
The Department will look toincorporate other measureswhere possible and
percentages may change as system evolves.
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Component Weighting: Non-Tested Grades
TEACHERS
85%
15%
2013–14
Teacher PracticeStudent Growth Objectives
50%50%
Future Target*
Teacher PracticeStudent 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
SGPSGO Summative
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Teachers’ Summative Ratings
ComponentRaw Score Weight
Weighted Score
Teacher Practice 3.0 x 55% 1.65
Student Growth Percentile 2.2 x 30% .66
Student Growth Objective 3.0 x 15% .45
Sum of the Weighted Scores 2.76
TEACHERS
This is a sample scale. The NJDOE will determine the actual scale prior to September 2013.
Practice
SGPSGO Summative
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www.nj.gov/education/achievenj/
http://www.mcrel.org/
http://www.eirc.org/website/mcrel/mcrel-tea
cher-evaluation-system/
More Information