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AchieveNJ: Educator Evaluation
and Support in New Jersey
Background
In schools, teachers and leaders have the greatest influence on student learning. Since 2010, the New Jersey
Department of Education has been working to improve educator evaluation and supports. These efforts have included a
two-year pilot that has involved more than 15,000 teachers and principals. Building on this work, New Jersey’s historic
2012 TEACHNJ Act — unanimously approved by the state Legislature and signed into law by Governor Christie —
mandates many requirements for the new statewide educator evaluation system and links tenure decisions to
evaluation ratings. On March 6, 2013, the state Department of Education proposed regulations outlining specific
evaluation policies for 2013–14 — the first year of full statewide implementation of this new system, AchieveNJ.
Why Change?
Current evaluations are often perfunctory, subjective, and do not result in better teaching and learning — our students
and educators deserve more. Teaching our students and leading our schools is essential and challenging work, and our
educators should have an evaluation system that recognizes and rewards them as professionals. Over the past two
years we have worked collaboratively with teachers and principals from across the state to develop the new AchieveNJ
evaluation system, which will honor their achievements and ensure that they have the tools they need as they
continuously develop their craft and help all of our students succeed.
AchieveNJ Guiding Principles
Our new AchieveNJ evaluation and support system is structured around several guiding principles:
1. 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.
2. Evaluations should always be based on multiple measures that include both learning outcomes and effective
practice. No teacher or principal should ever be assessed based on 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.
3. 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.
4. Evaluation and support systems should be developed with significant input from educators. We have been
working every step of the way over the past two years with those most affected: teachers and principals.
5. 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.
New Jersey Educators Leading the Way
Based on the timeline established in the TEACHNJ law, AchieveNJ is being implemented statewide in the 2013–14
school year. The system builds on the findings of the 2010–11 Educator Effectiveness Task Force, as well as local
innovation and lessons learned from the pilot programs underway since 2011. In response to New Jersey educators,
the Department expanded the pilots in SY12–13 to a total of 30 districts and incorporated principal evaluations.
Feedback from the pilots and the state Evaluation Pilot Advisory Committee helped shape the draft regulations that the
Department proposed on March 6, 2013.
Engaging educators directly in developing and implementing new evaluations is equally critical at the local level. In
SY12–13, all districts were required to form a District Evaluation Advisory Committee and a School Improvement Panel
with specified membership (including teachers and principals) to help guide and oversee evaluations at the district and
school levels.
New Jersey Department of Education
1
Multiple Measures for Evaluating Teachers
AchieveNJ relies on multiple measures of performance to evaluate teachers. These measures include components of
both student achievement and teacher practice. While all New Jersey teachers will receive an annual summative
evaluation rating of Highly Effective, Effective, Partially Effective, or Ineffective, the components used to determine
these ratings vary, depending on the grades and subjects that educators teach.
Weighting of Teacher Evaluation Components
The following weights are set for SY13–14; the state may adjust them in future school years to reflect lessons learned
from new data and feedback from educators.
Teachers in Tested Grades and Subjects
To whom does this apply?
4th–8th grade English language arts and mathematics
teachers with students that have baseline and end-of-year NJ
ASK scores available.
Because 3rd grade is the first testing year of the NJ ASK, there
is no baseline data to create an SGP for students and
teachers in that grade.
In order for teachers to have an SGP score, they must have 20
student SGP scores, and students must be enrolled in a
teacher’s class for at least 60 percent of the year.
If two or three years of data are available, the Department will
choose the best available score for the teacher — either the
teacher’s median score of their current roster of students or
the median of all student scores over the available years.
How will these teachers be measured?
35 percent of a teacher’s overall evaluation rating is based on
Student Growth Percentile (SGP) data from NJ ASK scores.
15 percent is based on Student Growth Objective (SGO) data
from one to two measures that teachers set with the approval
of their principals.
50 percent is based on classroom observations.
Teachers of Non-Tested Grades and Subjects
To whom does this apply?
All teachers who are not considered teachers of tested grades
and subjects.
How will these teachers be measured?
85 percent of a teacher’s overall evaluation rating is based on
classroom observations.
15 percent is based on SGO data from two measures that
teachers set with the approval of their principals.
New Jersey Department of Education
2
Description of Teacher Evaluation Components
Teacher Practice is measured by performance on a teacher practice instrument, which is used to gather evidence
primarily through classroom observations. Districts have the flexibility to choose from a growing list of state-approved
instruments, such as Charlotte Danielson’s Framework for Teaching.
Tenured and non-tenured teachers will have three required observations each year. Any teachers who end the
school year with an Ineffective or Partially Effective rating have four observations the following year as part of
their corrective action plan.
The same numbers and types of observations are required for teachers of tested and non-tested grades and
subjects:
Observation Requirements Summary
Teacher Tracks
Years 1–2
Non-Tenured
Years 3–4
Tenured
Total Minimum # of
Observations
3
(2 long, 1 short)
3
(1 long, 2 short)
3
(0 long, 3 short)
Multiple Observers
Required
Recommended
Additional notes on observations:
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.
Short observations: 20 minutes, with a post-conference
Long observations: 40 minutes, with a post-conference; Long observations for non-tenured teachers must have a preconference. Long observations, beyond the minimum requirements, do not require pre-conferences.
Announced vs. Unannounced: Within the minimum requirements, all teachers must have at least one unannounced and one
announced observation.
All observers must:
Be trained on the instrument before observing for the purpose of evaluation;
Participate in two “co-observations” (also known as double-scored observations); and
Participate in annual "refresher" training.
Additionally, superintendents or chief
school administrators (CSAs) must certify
each year that all observers have been
trained.
Student Growth Objectives (SGOs) are
academic goals for groups of students
that each teacher sets with his or her
principal or supervisor at the start of the
year. They should be developed using
available student data and created to be
ambitious but achievable. Assessments
used to measure SGOs can include
national standardized tests; statewide
assessments; or locally-developed
measures such as tests, portfolios, etc.
The tables following provide an example
of a literacy-related SGO for a 2nd grade
teacher:
Student Growth Percentile (SGP) data represent the growth an individual student makes on the NJ ASK from one year
to the next and consider how that growth compares to gains made by that student’s “academic peers” across the state.
Academic peers are defined as students with similar academic history in previous years. This approach is more
equitable than simply setting a proficiency target, since students start and end the year at different places. For an
individual teacher, the SGPs for all qualifying students are compiled in an ascending list to identify the median SGP. The
median SGP is a percentage between one and 99, which will be translated to a four level scale of effectiveness.
New Jersey Department of Education
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Multiple Measures for Evaluating Principals, Vice Principals, and Assistant Principals
Because strong school leadership is essential to teacher and student success, principal evaluation and support
systems also are improving. Addressing school leadership and classroom instruction simultaneously ensures that New
Jersey schools are taking a comprehensive approach to raising achievement levels and that schools are accountable
for student learning.
Weighting of Principal Evaluation Components
Under AchieveNJ, all principals, vice principals (VPs), and assistant principals (APs) are rated Highly Effective, Effective,
Partially Effective, or Ineffective based on the following multiple measures. The following weights apply to principals for
SY13–14.
Principal Practice: 30 percent of a principal’s overall evaluation rating is based on the observations of a
principal’s on-the-job performance by the superintendent.
Leadership: 20 percent is based on a state-developed Evaluation Leadership rubric measuring how well a
principal implements the new teacher evaluation system.
Student Achievement: 50 percent is based on various measures of student achievement, which depend on the
type of school the principal leads and the availability of SGP data:
o SGO Average: 10 percent is calculated by taking the average of teacher SGOs.
o Administrator Goals and School SGP: 40 percent is a combination of the school SGP score and the
Administrator Goal score. The balance of these weights depends on whether a school leader is identified
as a Multi-Grade SGP Principal, a Single-Grade SGP Principal, or a Non-SGP Principal.
New Jersey Department of Education
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Description of Principal Evaluation Components
Observations of a principal’s practice are performed by his or her superintendent using a state-approved principal
practice instrument selected by the district. Evidence for practice might be gathered by, for example, a school walkthrough, observations of staff or parent meetings, or assemblies.
Non-tenured principals are required to have at least three observations a year.
Tenured principals are required to have at least two observations per year.
After the first year, principals who receive an Ineffective or Partially Effective rating are placed on a Corrective
Action Plan. These principals must have one additional observation per year.
The Evaluation Leadership rubric measures how well the principal implements the new AchieveNJ teacher evaluation
system in his or her school. In SY13–14, the rubric includes the following domains and components:
Domain 1: Building Knowledge and
Collaboration
Component 1a: Preparing teachers for success
Component 1b: Building collaboration
Domain 2: Executing the Evaluation System Successfully
Component 2a: Fulfilling requirements of the evaluation system
Component 2b: Providing feedback, coaching, and planning for growth
Component 2c: Ensuring reliable, valid observation results
Component 2d: Ensuring high-quality SGOs
Average SGO ratings are based on the average of all the teachers’ SGO scores in the principal’s building.
Administrator Goals are student growth and achievement goals — such as student scores on Advanced Placement
tests, college acceptance rates, graduation rates (in schools under 80 percent) — that the principal sets with his or her
superintendent.
School SGP data are state-calculated scores that measure a principal’s ability to help increase student achievement on
the NJ ASK. To calculate this score, the SGPs for all qualifying students in a school are compiled in an ascending list to
identify the median school SGP.
2013–14 Implementation Timeline
To build capacity leading up to statewide implementation in 2013–14, districts were required to form District
Evaluation Advisory Committees and School Improvement Panels, select evaluation instruments, and begin training
during SY12–13. The following timeline depicts additional implementation deadlines for SY13–14:
Train teachers
on teacher
practice
instrument
By July 1
Make
adjustments to
SGOs with
approval from a
principal and CSA
All teachers hired
Train principals
after May 1, 2013, and evaluators on
must be trained on principal practice
instrument
instrument
By Aug. 31
By Oct. 31
Districts report to
state Department
on progress of
implementation
New Jersey Department of Education
By Nov. 15
Teachers
participate in goalsetting conference
with their
supervisor, finalize
SGO(s)
By Feb. 15
By April 30
Complete
required
observations for
non-tenured
teachers
Complete all
observations for
teachers
By end of
school year
Have annual
summary
conference to review
available component
scores
5
Professional Development and Support
Throughout the AchieveNJ initiative, multiple structures support and develop educators.
Improved Evaluation: The most significant impact on professional development will come directly from the new
evaluation system.
Educator feedback: An increased number of conferences (goal-setting, pre-/post-observation) will provide
educators with an increased number of opportunities to engage in high-quality professional conversations.
More objective and nuanced observation feedback will allow educators to reflect on their professional practice
with more depth and clarity.
Data and information: Student achievement scores based on student growth will give teachers a more
accurate idea of their impact and will let them work with administrators to improve results. Ultimately, all
information and data that are gathered through the new system at both the educator and student levels will
help teachers and leaders tailor professional development to better meet staff needs.
School Improvement Panel (ScIP): This panel will ensure the effectiveness of the school’s teachers by overseeing
mentoring activities, conducting evaluations, identifying professional development opportunities, and conducting a midyear evaluation of any teacher rated Ineffective or Partially Effective in the most recent annual summative evaluation.
The ScIP must include at least the school principal or designee, an AP or VP, and a teacher. The principal will have final
responsibility for ScIP membership but must consult with the majority representative (local teacher association
representative) in determining a suitable teacher to participate. The principal may appoint additional members as long
as all members meet the criteria outlined in TEACHNJ and the teacher(s) on panel represent at least 1/3 total
membership. Any teacher(s) on the panel will not participate in evaluation activities except with approval of the
majority representative.
Mentoring: During their first year of teaching, all novice teachers will be paired with an experienced teacher to serve as
a mentor. Mentors are expected to share feedback, model strong practice, and provide confidential support and
guidance. During this first year of mentoring, novice teachers will receive an evaluation, but evaluation results will not
be linked to tenure decisions.
As much as possible, mentoring activities should be developed in consultation with the ScIP. Such activities should be
responsive to the unique needs of different teachers in different instructional settings.
Ongoing Professional Development/Individual Professional Development Plans: Beyond the targeted feedback received
through the new evaluation system, all teaching staff members* will receive ongoing professional development and an
individual professional development plan to support student achievement. Like mentoring, professional development
activities should, where possible, be developed in consultation with the ScIP to ensure that the results of evaluation
inform instructional improvement.
Corrective Action Plan (CAP): Any teaching staff member who is rated Ineffective or Partially Effective on his or her
evaluation will receive additional support through a CAP. The teaching staff member will work with his or her supervisor
to create a plan of professional development that is designed to correct the needs identified in the evaluation. The CAP
will include timelines for professional improvement and growth and clearly delineate responsibilities of the teaching
staff member versus the district in implementing the plan.
*Teaching
staff members include teachers, principals, VPs and APs, assistant superintendents, all school nurses, school athletic
trainers, and other certificated employees who were hired (Board approved) by their district Board of Education after August 6, 2012.
New Jersey Department of Education
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Evaluation and Tenure
In addition to calling for new evaluations, the TEACHNJ Act also changed how tenure is awarded to all teaching staff
members. Educators are eligible to earn tenure after four years — one year longer than it took under the previous law.
In addition, for teachers, principals, APs and VPs, TEACHNJ links the earning and keeping of tenure to the results of the
employee’s annual summative evaluation. The charts below depict the new four-year timelines.
Teacher Tenure Acquisition Timeline
Year 1
Participate in district mentoring program.
Receive evaluation, but summative rating
does not count toward tenure acquisition.
Year 2
Year 3
Year 4
To earn tenure, a teacher must receive an Effective or Highly
Effective rating on the annual summative rating in at least two of
these three years.
Tenure
Granted
The teacher must be employed in the district for four years.
Principal/AP/VP Tenure Acquisition Timeline
Year 1
Receive evaluation, but
summative rating does not
count toward tenure
acquisition.
Year 2
Year 3
To earn tenure, a principal, AP, or VP must
receive an Effective or Highly Effective rating in
both of these two years.
Year 4
The principal, AP, or VP
must also be employed
in the district for four
years.
Tenure
Granted
To maintain tenure, all teachers, principals, APs, and VPs (regardless of hire date) have to continue to earn a rating of
Effective or Highly Effective. As required in the TEACHNJ Act, the chart below outlines a superintendent’s discretion to
file a charge of inefficiency (tenure charge) against any tenured teaching staff member who is rated Ineffective or
Partially Effective in two consecutive years.
Year A Rating
Ineffective
Year B (Consecutive) Rating
Ineffective
Partially Effective
Ineffective
Ineffective
Partially Effective
Partially Effective
Partially Effective
Action
The superintendent shall file a charge of inefficiency.
The superintendent may file a charge of inefficiency or may
defer the filing until next year; in the following year (i.e., the
third consecutive year), the superintendent shall file a charge
of inefficiency if the annual rating is Ineffective or Partially
Effective.
Under the TEACHNJ Act, tenure revocation decisions are made through an expedited arbitration process. The
Commissioner maintains a panel of arbitrators who are designated by the New Jersey School Boards Association, the
New Jersey Education Association, the New Jersey Principals and Supervisors Association, and the American Federation
of Teachers.
For all New Jersey educators, individual evaluation records are exempt from open records laws, and personally
identifiable data are not made available for public release.
For more information on the TEACHNJ Act, see the guide posted on our website www.nj.gov/education/AchieveNJ/
New Jersey Department of Education
7
Going Forward
The state Department of Education is committed to ongoing data collection, research, and analysis so that we continue
to make our AchieveNJ evaluation and support system even better. The Department is exploring opportunities to honor
Highly Effective educators in the following ways:
Differentiated observation protocols;
Expanded career pathways and leadership opportunities; and
Future awards and recognition initiatives.
As during the pilot phase, we will continue to listen closely to educators and make necessary changes. This effort will
evolve to ensure that New Jersey educators are among the best in the nation and that New Jersey’s children get the
world-class education they need to succeed.
Additional Resources and Contact Information
The AchieveNJ website www.nj.gov/education/AchieveNJ includes several resources about the new evaluation system,
including a comprehensive presentation; overviews for teachers, principals, and FAQs. We are continuing to add new
resources and appreciate your feedback. Please contact the Office of Evaluation directly at 609-777-3788 or
[email protected].
New Jersey Department of Education
8
AchieveNJ: Student Growth Objectives in 2013-14
What Are Student Growth Objectives (SGOs)?
Student Growth Objectives (SGOs) are academic goals for groups of students that are aligned to state standards and can
be tracked using objective measures. As part of the student achievement component of evaluation under AchieveNJ, each
teacher sets SGOs with input and approval from his or her principal or supervisor at the start of the year. Specifically,
teachers and principals/supervisors are expected to collaborate around the instructional content that will be covered and
the skills and knowledge that will be measured. Principals are held accountable in their own evaluations for how well they
help teachers with this process and for the degree to which SGOs are met by the teachers in their school. SGOs should be
developed using available student data and created to be ambitious but achievable.
SGO Requirements
Teachers may set goals for all of their students or for specific subgroups of students, such as students with disabilities,
English language learners, or those performing below proficiency. The goals may be based on a comprehensive set of
academic standards or one or more specific standards.
The number of required SGOs varies depending upon the grade(s) and subject area(s) taught:
Teachers of grades and subjects that are tested on the NJ ASK must create one or two SGOs.
Teachers of non-tested grades and subjects must create two SGOs.
The use of SGOs ensures that teachers are held accountable for more than one objective measure of student progress,
rather than a single measure. In 2013–14, SGO scores will account for 15 percent of every teacher’s evaluation.
Percentages may change in future years as the system evolves and educators share feedback.
Key Steps and Timeline for Teachers
In setting SGOs, teachers should take the following steps:
1. Choose or develop a quality measurement tool (examples below) that is aligned to applicable standards in September.
2. Determine students’ starting points in September - October.
3. With supervisor input and approval, set ambitious yet achieveable student learning goals by Nov. 15, 2013; by Oct. 15
in all subsequent years.
4. Track progress, refine instruction accordingly, make adjustments to SGOs with your supervisor approval’s by Feb. 15.
5. Review results and SGO scores and discuss them with your supervisor by the end of the school year.
New Jersey Department of Education
Types and Examples of SGOs
The following chart depicts various kinds of SGOs and provides definitions and examples:
Type of SGO
Definition
Examples
General
Focused on the teacher’s entire student
population for a given course. Includes large
proportion of curriculum.
Covers all of the students in a teacher’s Algebra I
classes and most of the Algebra I course.
Specific — student
group
Focused on a subgroup of students that need
specific support.
Covers a group of students that scored below 45
percent on the pre-test.
Focused on specific skills or content that
students must master.
Students will all master 80 percent of the New Jersey
Common Core State Standards related to Quadratic
Functions and Modeling.
Specific —
content/skill
Measurement Tools and SGO Scores
Assessments used to track progress on SGOs can include national standardized tests; statewide assessments; or locallydeveloped measures such as tests, portfolios, etc. By zeroing in on desired student outcomes, educators can work in a
focused way toward raising student achievement levels in New Jersey schools. The following chart shows examples of
assessments that could be used for SGO purposes:
Traditional Assessments
•
•
•
National norm-referenced tests (e.g., Advanced
Placement exams, DIBELS)
State-developed tests (e.g., biology end-of-course
exam)
District-developed tests (e.g., final exams,
benchmark tests)
Portfolio Assessments
•
•
•
•
•
•
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.)
Log/comparison of workouts (physical education)
SGO scores are assigned based on the results of these assessments, and are translated to a four-point scale as depicted
in the examples below:
The Opportunity
After years of research and piloting, we are moving as a state from compliance-based, low-impact, and mostly perfunctory
evaluations to focus on educators as career professionals who receive meaningful feedback and opportunities for growth.
You can learn more about the new system and share your feedback by:
Contacting your school and district administration to ask about your School Improvement Panel and District Evaluation
Advisory Committee, which include teachers.
Visiting the AchieveNJ website at www.nj.gov/education/AchieveNJ.
E-mailing [email protected], or calling the AchieveNJ Help Line at 609-777-3788.
New Jersey Department of Education
AchieveNJ: Student Growth Percentiles in 2013–14
A More Complete Picture of Student Progress
Under AchieveNJ, the new evaluation and support system proposed on March 6, 2013, Student Growth Percentiles
(SGPs) will be one of the multiple measures used to assess teachers and principals whose students are in grades 4–
8 and take the New Jersey Assessment of Skills and Knowledge “NJ ASK” test. An SGP score compares a student’s
academic growth on the NJ ASK from one year to the next to the growth made by that student’s academic peers
(students from around the state with similar test score histories).
By using SGPs, we can answer the critical question: “How much academic progress did a child make during a given
school year?” For example, a student with an SGP of 70 in 6th-grade Language Arts Literacy (LAL) grew as much or
more than 70 percent of his academic peers in that subject. Proficiency rates show whether students are performing
on grade level, but student growth provides a much more complete picture of achievement and progress. In
particular, SGP is able to distinguish high growth from low growth at any scale score on the NJ ASK. A student may be
below proficiency in math or LAL, but he or she could earn a high SGP score, which, combined with other evidence
gathered as part of AchieveNJ, signals that the teacher’s instruction and/or principal’s leadership are helping that
child catch up. Students at the highest end of proficiency can also show growth – so no educator is ever “penalized”
for teaching students of any achievement level.
Assigning SGP Scores to Teachers
Under AchieveNJ, qualifying teachers of tested grades and subjects (4 th-8th-grade LAL and math) are assigned an
SGP score, which represents the median SGP score of all of that teacher’s qualifying students. This process is
depicted in the graphic on the following page.
New Jersey Department of Education
SGPs are one of several measures used to examine the work
of educators under AchieveNJ, and will account for 35
percent of a teacher’s overall rating. The rest will be based
on classroom observations and goals teachers set for their
students at the start of the year.
SGP data are available only for those who teach LAL or math
in grades 4–8 because their students typically have baseline
and end-of-year NJ ASK scores.
Because 3rd grade is the first testing year of the NJ ASK,
there is no baseline data to create an SGP for that grade.
For SGP to be part of a teacher’s evaluation, a teacher must
have 20 student SGP scores, and students must be enrolled
in the teacher’s class for at least 60 percent of the school
year.
If two or three years of data are available, a teacher will be
evaluated on the best available score for the teacher —
either the teacher’s median score from his or her current
roster of students or the median of all student scores over
the available years. This means that in future years, more
teachers will receive SGP scores.
Assigning SGP Scores to Principals
Under AchieveNJ, principals will be held accountable for
schoolwide SGP data if enough tested grades and subjects are
taught in their school. These scores represent the median of all
qualifying SGP scores in a principal’s school.
For principals who lead schools with two or more tested
grades or subjects, 30 percent of their evaluation will be
based on schoolwide SGP data.
For principals with only one SGP grade or subject, 20
percent of their evaluation will be based on schoolwide SGP
data.
A Growing Movement
Many other states, including Massachusetts, Indiana, and Rhode Island, are using SGPs to assess the effectiveness
of educational programs and policies and educator practices. Educators nationwide say it is a fairer way of evaluating
their effectiveness than simply looking at a snapshot of student achievement at one period in time. Parents say
looking at student growth gives them a more complete picture of how their children are doing in school. This measure
of student achievement also has been included in many state applications, including New Jersey’s, for the federal
Race to the Top grant program and for waivers to the federal No Child Left Behind law.
Resources and Contact Information
To learn more about SGPs, please see this video on the state Department of Education website:
http://survey.pcgus.com/njgrowth/player.html or access additional research and information at:
http://www.state.nj.us/education/njsmart/performance/.
You can learn more about Achieve NJ and share your feedback by:
Contacting your school and district administration to ask about your School Improvement Panel and District
Evaluation Advisory Committee, which include teachers and principals.
Visiting the AchieveNJ website at www.nj.gov/education/AchieveNJ.
E-mailing [email protected], or calling the AchieveNJ Help Line at 609-777-3788.
New Jersey Department of Education
AchieveNJ: Teacher Practice in 2013–14
What is New?
A key strength of AchieveNJ, the new educator evaluation and support system proposed on March 6, 2013, is
its reliance on high-quality classroom observations of teacher practice. Under the old evaluation system, nontenured teachers were observed three times a year – and tenured teachers were not required to have
observations. With AchieveNJ, all teachers are observed by well-trained principals or certified supervisors at
least three times every year using a state-approved instrument, and a post-conference between the teacher and
observer is required after each observation. Through post-conferences and other sources of feedback on their
practice, all teachers can connect professional growth opportunities directly to what’s happening in their
classrooms.
How is Teacher Practice Measured?
Under AchieveNJ for 2013-14, teacher practice counts for 50 to 85 percent of the overall evaluation depending
upon the grade(s) and subject area(s) taught by the teacher:
For all teachers, trained observers –including principals, supervisors, and other school leaders – monitor
classroom practices using a teacher practice instrument (also referred to as an observation framework) such as
Charlotte Danielson’s Framework for Teaching or The Marzano Casual Teacher Evaluation Model. These
instruments help guide observers as they identify key components of effective teaching during classroom visits.
They also help ensure that a teacher’s practice is evaluated consistently and that teachers are receiving
meaningful feedback. This feedback is then used to tailor professional development to a teacher’s individual
needs. Through this observation and feedback cycle, districts will create a common language of instruction to
foster collaboration between staff and enhance professional learning communities.
The state has approved more than two-dozen teacher practice instruments. Districts have been given the
flexiblity to choose which of these research-based frameworks they want to use, or to create their own
instruments and submit them for approval.
Training and Observation Requirements
All teachers must be trained on new evaluation procedures, including observation instruments, prior to the
beginning of the school year.
Before observing a teacher’s practice for the purpose of an evaluation, all observers must be thoroughly
trained on the instrument.
Observations may only be conducted by an appropriately certificated staff member employed in a
supervisory role and capacity.
New Jersey Department of Education
All observers must participate in yearly refresher training, and superintendents or chief school
administrators must certify each year that all observers have been trained.
Once the school year has started all observers must participate in two co-observations, which will help
ensure that there is consistency in observations and that the instrument is being used as intended.
At least one observation must occur in each semester.
Observation Requirements Summary
Teacher Tracks
Years 1–2
Non-Tenured
Years 3–4
Tenured
Total Minimum # of
Observations
3
(2 Long, 1 Short)
3
(1 Long, 2 Short)
3
(0 Long, 3 Short)
Multiple Observers
Required
Recommended
Additional notes on observations:
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.
Short Observations: 20 minutes, with a post-conference
Long observations: 40 minutes, with a post-conference; Long Observations conducted as part of the minimum required
observations for non-tenured teachers must have a pre-conference.
Announced and Unannounced Observations: Within the minimum requirements, all teachers must have at least one
Unannounced and one Announced Observation; An Announced Observation has a pre-conference whereas an Unannounced
Observation does not.
The Opportunity
Educators from New Jersey districts that have piloted new evaluation systems recognize the benefits from new
teacher practice procedures; some examples are shown below:
 “I believe that making teachers aware of the expectations and providing opportunities to communicate with
observers regarding the observation allows teachers to benefit and further develop their skills within the
classroom.” — Michelle Mazzella, 8th-grade Social Studies Teacher, Red Bank Middle School
 “The professional development associated with the new evaluation tool has encouraged faculty members to
have interesting conversations about effective teaching and learning.” — Rosario Cabanilla, 10-12th-grade
U.S. History Lead Teacher, Bergen County Technical High School, Teterboro
 “The evaluation system supports the growth of educators through specific feedback on the lesson observed
based on the rubrics. Educators know exactly what is needed to advance their practice, which can be
accomplished through professional development and other constructive tools to further develop their
skills.” — Franc Lacinski, 8th-grade LAL Teacher, Terence C. Reilly School No. 7, Elizabeth
You can learn more about the new system and share your feedback by:
Contacting your school and district administration to ask about your School Improvement Panel and District
Evaluation Advisory Committee, which include teachers.
Visiting the AchieveNJ website at www.nj.gov/education/AchieveNJ.
E-mailing [email protected], or calling the AchieveNJ Help Line at 609-777-3788.
New Jersey Department of Education
AchieveNJ: Evaluating Educational Services Staff,
Counselors, and Other Specialists
While a number of educators in public schools are not classroom teachers, they still play very important roles in the
overall educational development of students. These educators provide academic and personal counseling, serve on
Child Study Teams, and support athletic programs. Their roles include library/media specialists, school nurses,
school psychologists, school social workers, occupational therapists, in addition to many other positions important to
our state’s schoolchildren. Together, these roles constitute nearly 20% of certificated educators. All New Jersey
students deserve to attend schools with high-quality professionals serving in these positions, and all of these
professionals deserve meaningful opportunities for growth.
Impact of TEACHNJ Act
On August 6, 2012, Governor Christie signed into law the TEACHNJ Act, which requires implementation of new
educator evaluation systems beginning in 2013-14. Districts must comply with elements of TEACHNJ – as well as
other statutory requirements – that apply to this group, including:
• Four-year timeline to tenure;
• Three observations for non-tenured staff members in these roles;
• Four rating categories: Highly Effective, Effective, Partially Effective, Ineffective;
• Individualized professional development planning;
• Corrective Action Plans for teaching staff members rated Partially Effective or Ineffective; and
• Efficient and fair arbitration process for tenure revocation.
In fulfilling its responsibility to implement the TEACHNJ Act, the New Jersey Department of Education introduced
proposed regulations framing the new evaluation system on March 6, 2013. The new state evaluation program –
AchieveNJ – is designed to recognize those who excel, identify those who need additional support, and provide
meaningful feedback and professional development to help every educational professional grow in their position.
Evaluation in 2013-14
In reviewing evaluation policy options for educational services staff, counselors, and other specialists, the
Department considered the following:
• Roles such as these have varied job descriptions in districts across the state, which makes it difficult to
create common evaluation practice instruments. Such differences in responsibilities might even require
different components in evaluation frameworks.
• While a tremendous amount of research has been devoted to teacher and principal effectiveness, studies
concerning educational services staff and other specialists are not as substantial.
After weighing these considerations, the Department has adopted the following positions regarding evaluation of
these varied educational roles:
• 2013-14: Districts will be granted considerable latitude in evaluating staff members in these roles. Districts
can choose to continue existing practice, adopt or adapt their selected teaching or principal practice
instruments, or create their own instrument – but will need to meet the statutory requirements listed above.
• Moving forward, the Department pledges to:
• Identify informal pilots in 2013-14, provide support, and share lessons learned;
• Identify and share best practices from other states and large districts;
• Partner with stakeholder organizations such as the New Jersey School Counselor Association and the
New Jersey Speech-Language-Hearing Association in the development of evaluation recommendations;
• Make resources available through web site links, broadcast memos, and other communications; and
• Consider possible additions to regulations for 2014-15 or future years.
Recommendation: Multiple Measures
Though the Department is providing wide latitude to districts in this area of evaluation, we offer one approach to
districts that mirrors the evaluation of classroom teachers in its use of multiple measures of performance. These
measures would include components of both professional practice and growth objectives as depicted below:
Practice Score
A practice score would be determined by utilizing a district-adopted rubric. Links to a variety of rubrics for
educational services staff and other positions are posted on the Department’s evaluation web site. Below, for
example, is a component of the Hillsborough (FL) County rubric for library media specialists:
Performance Level: Lowest to Highest
Component:
Demonstrating
Knowledge of
Skills and
Responsibilities
of the Library
The library media The library media
The library media
The library media
specialist
specialist
specialist
specialist regularly
demonstrates
demonstrates a basic
demonstrates an
demonstrates
limited
understanding of some
understanding of
knowledge of multiple
understanding of best practice elements
best practice
best practices, trends in
best practice
including a research
elements including a research, digital literacy,
elements
model, digital literacy,
research model,
and knowledge of
including a
and/or knowledge of
digital literacy, and
population-appropriate
research
population-appropriate
knowledge of
literature.
model, digital
literature.
population
LMS applies best
literacy, and/or
LMS may have a
appropriate
practice knowledge when
knowledge of
rudimentary
literature.
developing programs,
population
understanding of how
LMS understands
ordering materials,
appropriate
to connect patrons with how to connect
and providing
literature.
appropriate materials.
patrons with
stakeholder assistance
LMS may not
LMS may attend
appropriate
in the media center.
effectively
mandatory meetings
materials. LMS
LMS actively seeks to
connect patrons
and trainings to stay
actively seeks to
stay current in multiple
with appropriate
current in best practice
stay current in areas areas of best practice
materials.
elements.
of best practice
elements.
LMS may not stay
elements.
current in best
practice
elements.
Example approach: Library Media Specialist / Hillsborough County (FL) Schools
http://communication.sdhc.k12.fl.us/EETHome/Rubrics/MediaRubricfinal_8_2012.pdf
Growth Objectives
Staff members serving in educational services and other specialist positions might also create growth objectives,
such as the example below, for a library/media specialist:
Sixth grade students will demonstrate proficiency on a district-developed, age-appropriate assessment of
knowledge in utilizing the school’s media center and other information resources.
Target
Score
Number of students demonstrating significant growth in utilizing media center
and other information resources as measured by locally-developed assessments
administered at start and end of school year.
#
%
Highly Effective
Effective
Partially Effective
Ineffective
64 of 80
80
80-71 students
70-60
59-50
<50
Summative Rating:
This overall evaluation score, under this suggested approach, would combine the multiple measures of educator
practice and student growth, earning a summative rating of Highly Effective, Effective, Partially Effective, or
Ineffective. Staff members in these roles who are rated Ineffective or Partially Effective work with their principals
to create a Corrective Action Plan with targeted professional development for the subsequent year.
The Opportunity
After years of research, piloting, and policy development, we are moving as a state from compliance-based, lowimpact, and mostly perfunctory evaluations to focus on educators as career professionals who receive meaningful
feedback and opportunities for growth. The Department looks forward to learning from districts as you develop
innovative ways to evaluate your Educational Services Staff, Counselors, and Other Specialists.
You can learn more about the new system and share your feedback by:
•
•
•
•
Contacting your school or district leadership or District Evaluation Advisory Committee,
Visiting the AchieveNJ website at www.nj.gov/education/AchieveNJ,
E-mailing [email protected],
Or calling the AchieveNJ Help Line at 609-777-3788.