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Department of Accountability


  • Welcome
  • Teacher
    Evaluation
  • Context of
    Evaluation System
  • Timeline
    and Context
  • Links and
    Resources
  • New Teacher
    Evaluation Training
  • Key
    Timelines
  • Roadmap to Successful
    Summative Evaluation Conference
  • Contact
    Us

Welcome

Core BeliefsAccountability

The evaluation process is collaborative and intended to promote excellence amongst teachers and administrators, thereby impacting positive outcomes for students.  
The evaluation process is focused on continual improvement based on clear expectations and objective data, in which competence is verified, strengths are assessed, and excellence is acknowledged.

 

Overview

This Paterson Public Schools District Teacher Evaluation Guidebook shares the expectations and resources for the teacher evaluation system and the accompanying Focal Point’s Teacher Performance Evaluation Rubric.  The Teacher Evaluation Guidebook is organized to support high outputs for teaching and facilitating a culture of professional feedback. Using the Teacher Evaluation Guidebook, staff members can benefit in furthering their knowledge in areas such as professional learning and evaluation components.  It will assist teachers in becoming more effective practitioners and support increased student achievement.  We encourage all users of this guidebook to use the reflective portion of this guidebook to verify, clarify and restate various components of the evaluation system to further reinforce new learning. 

This guidebook includes valuable information and explanations of:

  • Teacher Evaluation Process
  • Teacher Observation Process
  • Student Achievement Components of Evaluation Process
  • Latest New Department of Education Updates

 

 

Context of Evaluation System

The TEACHNJ Act (“TEACHNJ”) is the bipartisan tenure reform approved unanimously by the legislature and signed into law by Governor Christie on August 6, 2012. The goal of the law is to “raise student achievement by improving instruction through the adoption of evaluations that provide specific feedback to educators, inform the provision of aligned professional development, and inform personnel decisions.” At its core, TEACHNJ reforms the processes of earning and maintaining tenure by improving evaluations and opportunities for professional growth. Specifically:

  • Tenure decisions are now based on multiple measures of student achievement and teacher practice as measured by new evaluation procedures.
  • Lengthy and costly tenure hearings are shorter, focused on process only, and less expensive.
  • Educator feedback and development is more individualized and focused on students.

The TEACHNJ legislation applies to “teaching staff” who currently work in New Jersey public schools with the exception of charter schools, which are not addressed in the law. Teaching staff, as defined by the law, includes individuals in the positions of:

  • Teacher,
  • Principal (other than administrative principal),
  • Assistant principal (AP)/vice-principal (VP),
  • Assistant superintendent,
  • All school nurses including school nurse supervisors, head school nurses, chief school nurses, school nurse coordinators, and any other nurse performing school nursing services,
  • School athletic trainer, and
  • Other employees required to hold appropriate certificates issued by the board of examiners.

 

AchieveNJ provides the details and support structures necessary to allow districts to implement the law effectively.  The AchieveNJ evaluation and support system is structured around several guiding principles; each one describes improvements from previous state policies.

  • Educator effectiveness can and should be measured to ensure our students have the best teachers in the classroom. A three-year study by the Bill & Melinda Gates Foundation recently affirmed the impact of evaluations and showed that huge variations exist between the most and least effective teachers — in some cases, up to an 11-month difference in student learning.
  • Evaluations should always be based on multiple measures that include both learning outcomes and effective practice. No teacher or principal should ever be assessed by test scores alone, much less a single test. Therefore, AchieveNJ includes a combination of student growth on objective measures and observations of a teacher's classroom practices and a principal's leadership practices conducted by appropriately trained observers.
  • Timely feedback and high-quality professional development, tied to evaluations, are essential to help educators improve. Evaluations provide educators with more opportunities to engage in high-quality professional conversations and nuanced data that can be used to tailor professional development to staff needs. Evaluations that do not contribute to these types of growth and development offer limited value.
  • Evaluation and support systems should be developed with significant input from educators. We have been working every step of the way with those most affected: Teachers and principals.
  • Tenure and other forms of recognition should be based on effectiveness. As codified in the new tenure law passed in 2012, educators should be recognized and rewarded based on the outcome of meaningful evaluations rather than simply time served.

 

Timeline & Context

Historically

The same checklist structure was used for several decades to evaluate tenured and non-tenured teachers.
Tenured and non-tenured teachers had one observation per year.

Legislation

On August, 6, 2012, TEACH-NJ Act that mandated a new educator evaluation system and signed into law by Governor Christie

District Pilot

In January, 2012, as part of this process, the Paterson Public Schools proactively developed a cohort of Pilot schools that would test the teacher rubrics. The pilot schools inclusive of seven (7) elementary schools inclusive of two SIG schools and one kindergarten center:  1, 3, 4, 7, 10, 27, Early Learning Center; and four (4) secondary schools: Academy of Culinary Arts, Hospitality and Tourism, Academy of Government and Public Administration, Academy of Information Technology, and Rosa Parks High School.

Crosswalk

We developed a crosswalk between the current system and the rubric/performance based system.  The crosswalk allowed the principal to begin to build capacity as a teacher evaluator through the lens of the performance based system.  This also was the opportunity for the teachers to get acclimated to the performance based system that will measure their practice through the lens of 7 domains and 4 levels of proficiency. The crosswalk included the use of the Performance Rubrics with expected parallel performance behaviors.

Training
(Teachers)

Trained teachers on Performance Rubrics and practices aligned to rubrics

  • Strengthened teachers’ capacity to write thorough lesson objectives, and student demonstrations of learning 
  • Increased student engagement techniques via Multiple Response Strategies
  • Provide ongoing use and refinement of the teacher practice framework.

Trainings:  August 18-19 2011; August 25-27, 2011; September 19-21, 2011; October 8, 2011; August 21-30, 2012 (topics included: LAL Common Core, Instructional Strategies, Demonstrations of Learning), September 4-5, 2012, October 12, 2012, and February 15, 2013Teacher Performance Rubric Training.

 

Training
(Administrators)

Trained principals with on-going support on  Principal Performance Rubrics and opportunities for additional professional growth

Trainings: September 27, 2010; November 15, 2010; January 10-11, 2010; January 12, 13, February 23, 24, March 30, 31,2011; June 9, 2011; August 18-19, 2011; August 30-31, 2011;  October 6-7, 2011; November 14-15, 2011; December 12-13, 2011; January 17-21, 2012; February 14-15, 2012; February 27-28, 2012; July 26-28, 2012; August 20-24, 2012

 

Training
(Evaluators)

All principals have attended multiple training sessions 2010, 2011, 2012.  Continued trainings for all administrators were held June 26, 27, 28, August 20, 21, 22, 23 and 24, 2012.  Additionally, a year-long training for evaluators of principals(Assistant Superintendents and Executive Directors)

 

Approval Adoption

Focal Point’s Teacher Performance Evaluation Rubric was approved by NJDOE on September 7, 2012 and adopted by the Paterson Board of Education on December 19, 2013 
Focal Point’s Principal Performance Evaluation Rubric was approved by NJDOE on October 4, 2012 and adopted by the Paterson Board of Education on December 19, 2013

 

 

Teacher’s Role in Evaluation Process:

  • Know and understand the Professional Educator Performance Standards.
  • Understand the New Jersey Teacher Evaluation Process (TEACHNJ/AchieveNJ).
  • Prepare for and fully participate in each component of the evaluation process.
  • Gather data, artifacts, evidence to support performance in relation to Professional Educator Performance Standards and progress in attaining goals.
  • Develop and implement strategies to improve professional performance/attain goals in areas individually or collaboratively identified.

Administrator’s Role in Evaluation Process:

  • Know and understand the Professional Educator Performance Standards.
  • Participate in training to understand and implement the New Jersey Teacher Evaluation Process (TEACHNJ/AchieveNJ).
  • Supervise the New Jersey Teacher Evaluation Process and ensure that all steps are conducted according to the approved process.
  • Identify the teacher’s strengths and areas for improvement and make quality recommendations for improving performance.
  • Ensure the contents of the teacher observations and summative rating forms contain accurate information and accurately reflect all of your teacher’s performance.
  • Develop and supervise implementation of corrective action plans as jointly appropriate.

District Administrator’s Role in Evaluation Process:

  • Know and understand the Professional Educator Performance Standards.
  • Provide and structure consistent training models to support the understanding and implementation of the New Jersey Teacher Evaluation Process (TEACHNJ/AchieveNJ).
  • Monitor and guide the New Jersey Teacher Evaluation Process and ensure that all steps are conducted according to the approved process.
  • Reinforce and support expectations for identifying teacher’s strengths and areas for improvement and share exemplars on quality feedback for improving performance.
  • Monitor and verify teacher observations and summative rating forms contain accurate information and accurately reflect all of your teacher’s performance.
  • Provide oversight and guidance on the development and supervise implementation of corrective action plans as jointly appropriate.

 

Helpful Links and Resources

http://www.state.nj.us/education/AchieveNJ/teacher/
Provides an extensive overview of the teacher evaluation consists of two primary components: Teacher Practice (measured primarily by classroom observations) and Student Achievement (measured by Student Growth Objectives and, for a select group of teachers, Student Growth Percentiles).

http://www.state.nj.us/education/AchieveNJ/resources/scoring.shtml
Official summative ratings are calculated by an educator's district/the Department, but the simulation tools link can be used to help educators get a sense of how the various components of an evaluation can affect a summative score.
http://www.state.nj.us/education/AchieveNJ/other/
Locates evaluation rubrics for educators other than teachers and principals (e.g. nurses, librarians, supervisors, etc.) may differ based on their specific roles, all educators in certificated positions in New Jersey must be appropriately evaluated.
http://www.state.nj.us/education/AchieveNJ/teacher/objectives.shtml
Summarizes SGOs as long-term academic goals for groups of students set by teachers in consultation with their supervisors as part of the evaluation process.
http://www.state.nj.us/education/AchieveNJ/teacher/percentile.shtml
Provides context for SGP as a measure of how much a student improves his or her state test performance from one year to the next compared to students across the state with a similar score history.
http://www.state.nj.us/education/AchieveNJ/pd/
AchieveNJ can support educators' ongoing professional learning and growth in multiple ways, through both the learning that has to occur to implement the system and the learning that is informed by evaluation results

http://www.state.nj.us/education/AchieveNJ/teacher/iqt/
The Implementation Quality Framework (IQF) below conceptualizes the components of evaluation implementation and provides a graphic organizer for describing where quality can be improved.
http://www.state.nj.us/education/AchieveNJ/resources/
A conglomerate of resources that includes: General Information, Evaluation of Various Types of Employees, Measures of Student Achievement in Evaluations, Measures of Educator Practice in Evaluations, Professional Support Tied to Evaluations, Evaluation Scoring, Summative Conferences, and End of School Year Resources, TEACHNJ and Regulatory Resources, Committees (DEAC, ScIP, ANJAC), and Department Reports and Memos.

New Teacher Evaluation Training

I've invited you to fill out a form:

Registration Form: New Teacher Evaluation Training

Complete the Training and Meeting Dates Form found on the button to the right.

This is an opportunity for new teachers and those conducting observations of teachers to receive District support. We would like to ensure participants can identify and effectively use the Professional Educator Performance Standards for the evaluation tool. During our time together, we will also focus on the guiding regulation for the evaluation system, share helpful resources and provide an overview on quality Student/Performance Growth Objective. We look forward to this professional exchange.

NOTE: All sessions are held at 90 Delaware Avenue/2nd Floor Conference Room 3)
Session 8:30 am- 3:00pm

 

I've invited you to fill out a form:

Registration Form: New Administrator Training

Complete the Training and Meeting Dates Form found on the button to the right.

This is a professional development opportunity for new administrators and those conducting observations of administrators to receive District support. We would like to ensure participants can identify and effectively use the Professional Educator Performance Standards for the evaluation tool. During our time together, we will also focus on the guiding regulation for the evaluation system, share helpful resources and provide an overview on quality Student/Performance Growth Objective. We look forward to this professional exchange.

NOTE: All sessions are held at 90 Delaware Avenue/2nd Floor Conference Room 3)
AM Session 8:30 am- 11:30 am
PM Session 12:30 pm- 3:30pm

 

Key Timelines

 

pdfEvaluation System Key Timelines

pdfObservation Evaluation Memo to all Staff

 

 

 

 

 

 

 

 

 

 

 

Contact Us

Jeron T. Campbell, Ed. L. D.

Chief Data, Accountability, and Technology Officer
973-321-2244
jtcampbell@paterson.k12.nj.us

Annalesa Williams-Barker, Ed.D.

Executive Director of Accountability
973-321-0715
abarker@paterson.k12.nj.us

Tammy Williams

Technology Integration Program Supervisor
973-321-0614
twilliams@paterson.k12.nj.us

 

Michele Fiorillo

Coordinator of Information Management Systems
973-321-0870
mfiorillo@paterson.k12.nj.us

Felicia Gonzalez

Confidential Secretary
973-321-0813
gonzalezf@paterson.k12.nj.us

Nieara Brownlee

Coordinator of Performance Evaluation
973-321-0617
nbrownlee@paterson.k12.nj.us

 

 

 

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