Dr. Michael Kuchar, Superintendent of Bergenfield Public Schools Dr. - - PowerPoint PPT Presentation

Educator Effectiveness:: A New Jersey Perspective

• Dr. Michael Kuchar, Superintendent of Bergenfield Public Schools
• Dr. Frank Auriemma, Project Director of Bergenfield EE4NJ

Excellent Educators for New Jersey (EE4NJ)

Bergenfield Public School District

Our focus must not be on the one or two underperforming teachers, rather the wide range of mediocrity- not due to laziness or lack of effort on part of teacher, but rather a lack of support, direction, and technical skill.

About the EE4NJ Pilot Program

NJ is the 27th State to take on the teacher evaluation reform initiative.

Teacher Evaluation 100%

Student Achievement (outputs of learning) 50% of total evaluation Teacher Practice (inputs associated with learning) 50% of total evaluation Measures of Student Achievement include:

• Student achievement on state-

approved assessments or performance- based evaluations, representing 35%- 45% of the evaluation; and

• State-approved school-wide

performance measure, representing 5%

• f the evaluation.
• Districts have the option of also

including additional performance measures.

Measures of Teacher Practice include:

• Use of a state-approved teacher practice

evaluation framework and measurement tools to collect and review evidence of teacher practice, including classroom

• bservation as a major component,

representing 25%-47.5%; and

• At least one additional tool to assess

teacher practice, representing 2.5%-25%.

NJ J Teacher er Effec ectiv tivene eness ss Evalu luat ation ion Sy System em

50% Teacher Practice

• Use of a state-approved teacher practice

evaluation framework and measurement tools to collect and review evidence of teacher practice, including:

– Classroom observation as a major component. – At least one additional tool to assess teacher practice.

• Bergenfield chose the Charlotte Danielson

Framework for Teaching, while the District Evaluation Pilot Advisory Committee is working with NJDOE to select the additional tool.

Framework for Teaching

Domain 4: Professional Responsibilities

• Reflecting on Teaching
• Maintaining Accurate Records
• Communicating with Families
• Participating in a Professional

Community

• Growing and Developing Professionally
• Showing Professionalism

Domain 3: Instruction

• Communicating with Students
• Using Questioning and Discussion

Techniques

• Engaging Students in Learning
• Using Assessment in Instruction
• Demonstrating Flexibility and

Responsiveness Domain 1: Planning and Preparation

• Demonstrating Knowledge of Content

and Pedagogy

• Demonstrating Knowledge of Students
• Setting Instructional Outcomes
• Demonstrating Knowledge of Resources
• Designing Coherent Instruction
• Designing Student Assessments

Domain 2: The Classroom Environment

• Creating an Environment of Respect

and Rapport

• Establishing a Culture for Learning
• Managing Classroom Procedures
• Managing Student Behavior
• Organizing Physical Space

The Framework for Teaching Charlotte Danielson

“Value Added Solution”

Danielson lays out a four step training program to ensure all instructional leaders are prepared to utilize the model Step #1: Participants familiarize themselves with the structure of the framework for teaching; Step #2: Participants learn how to recognize the sources of evidence for each component and element; Step #3: Participants learn how to interpret the evidence against the rubrics for each component’s levels of performance; Step #4: Participants learn how to calibrate their judgments against those of their colleagues.

Training Evaluators and Teachers

• The district has implemented a rigorous training and certification

process in which evaluators will participate in face to face training, and online learning using master-scored videos.

– Evaluators will be expected to pass a performance-based assessment before being certified by the district as ready to evaluate teachers. – By ensuring a high bar for observer mastery, the district will build in fairness to teachers, who deserve to be evaluated by trained, highly skilled evaluators.

• This plan engages teachers, as well, through the use of face-to-face

professional development and online training resources.

• This combination of services and tools for training and certifying

raters, as well as training and resources for teachers, delivered by the Danielson Group and Teachscape will enhance what the district has already begun.

Administrator-Teacher Discourse

Of all the approaches available to educators to promote teacher learning, the most powerful is that of professional conversation.

Talk About Teaching!

Charlotte Danielson 2009, Corwin Press

Trained all Administrators on: Evaluator Bias Collecting Evidence of Learning Value Added Observation Shift Paradigm from expert to colleague

( Will know in June how effective we were based on inter-rater reliability study with pre and post 5D assessments)

Rater Reliability Data1

13

Rater Reliability Data2

14

50% Student Achievement

• Measures of student achievement include:

– Student growth on state-approved assessments or performance-based evaluations. – State-approved school-wide performance measure. – Districts have the option of also including additional performance measures.

• Bergenfield uses aggregated growth of

students that include SAT, ACT, AP, N.W.E.A, and Renaissance Learning Assessments.

Evaluation Data Collection and Management

• Data has never used more heavily in the history of

Bergenfield Public School District.

– Data is linked to teachers, allowing principals and department chairs to review the scores of different classrooms not once a year with summative data, rather utilizing a formative assessment a minimum of four times a year. This insures that all our students needs are being met on a continuous growth model. We therefore are not teaching to a test, rather we are skill building each child at multiple levels of rigor.

• The District is focused on Student Growth vs

Proficiency

Formative Assessments

• Elementary Benchmark Assessments
• NWEA Measures of Academic Progress

(MAP) Assessments in Math & Reading

• Renaissance Learning

• State-aligned

computerized adaptive assessments that provide accurate, useful information about student achievement and growth

• Tailored reports give

educators information to guide decisions

• NWEA/RenLearn

classroom resources help teachers directly apply asssessment results to instructional planning

NWEA

• BPSD has continuously used Northwestern Evaluation

Association (NWEA) assessments.

– Students take online intuitive interactive tests to produce a RIT score. – The RIT Scale is a curriculum scale that uses individual item difficulty values to estimate student achievement.

• NWEA has allowed the district to assess students 3

times per year in grades, 3, 4, and 5 in reading and math.

– Offers flexibility and enables teachers to intervene in the middle of the school year. – Scores allow teachers to tailor lessons to students who are grouped by identified need.

Renaissance Learning

• For 2011-2012, the district decided to gather

even more data, as the district will be expanding use of Renaissance Learning products to assess reading, math and early

• literacy. Grades 1-11 will all have formative

assessments by either NWEA or Ren Learn.

• These brief assessments have been proven

to be extremely accurate and will provide even more flexibility within the classroom.

Bergenfield’s Outcomes

Based on evidence our teacher

• bservations/evaluations have

become a treasure hunt as we utilize student assessment data to help teacher efficacy.

Utilize our own Human Capital to help each other

• One 5th grade teacher had 90% of her students Advanced

Proficient in Math for 3 years in a row when district average was 20%

• Best practices are identified and shared within building and within

district through a Best Practice Wiki

• Identify students by individual skill versus wide range of support
• Give parents access to Ren Learn and NWEA for skill support
• Involve all staff in process. It is not the programs that are effective, it

is the people who use the programs. Expansive Leadership. Utilize the experts in you buildings- the teachers.

• Administrators must be honest and committed to continuous growth
• f the teacher. If everything is always great, are we not really just

infantilizing the teacher? We all can and must keep growing.

Student Achievement Improves!

• Advanced Placement participation and

performance soars!

• High School dropouts reduce from 63 in

2005 to only 1 in 2011. This year we hit

• ur target on ZERO students!
• Acceptance rate at college is over 97%!
• In 2010, Bergenfield HS is ranked the #1

most improved high school in the state of NJ!

23

Total AP Courses

6 8 8 10 10 11 12 17 5 7 9 11 13 15 17 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012

% of Total AP Students with Score 3+

41.2 38.2 52.3 59.4 52.9 68.2 71.2 35 40 45 50 55 60 65 70 75 2005 2006 2007 2008 2009 2010 2011

High School Dropouts

4 Year College Attendance Rate

55 140 149 160 183 50 70 90 110 130 150 170 190 2007 2008 2009 2010 2011

4 Year College Attendance Rate

55 140 149 160 183 50 70 90 110 130 150 170 190 2007 2008 2009 2010 2011

Most Improved High School