Value-added Teacher

Evaluation Reforms
OUTCOME 4

FIORITA DI PALMA

WILLIAM PATERSON UNIVERSITY

 HISTORY OF VALUE-ADDED TEACHER
EVALUATION REFORM
President Barack Obama signs into law the American Recovery and Reinvestment Act to improve their education systems

Interest in teacher evaluations was spurred by:

compelling new data confirmed that teacher quality was the most important in-school factor affecting growth in student achievement

Most school districts ignored these important differences

phenomenon dubbed the widget effect, describes the tendency of school districts to assume classroom effectiveness is the same from
teacher to teacher
The American Recovery and Reinvestment Act (ARRA) allotted for competitive state grants through a new program, Race to
the Top (RTT).

RTT encouraged states and districts not only to revamp their teacher and principal evaluation policies but also to use
evaluation results to make personnel decisions.
It embedded improving teacher and principal effectiveness based on performance into its rubric for scoring applications. States and
participating districts were to evaluate teachers and principals using multiple measures, including student growth.
student growth was further defined to mean the change in student achievement as measured on statewide assessments and other
measures that were rigorous and comparable across classrooms.

McGuinn, Patrick. (2012). Retrieved from https://www.americanprogress.org/issues/education-k-

12/reports/2012/11/13/44494/thestate-of-teacher-evaluation-reform/
 Teacher Evaluation in 2017
Teacher evaluation consists of two primary components:
Teacher Practice - measured primarily by classroom observations
Student Achievement - measured by Student Growth Objectives and Student
Growth Percentiles.

AchieveNJ: 1996-2017. Retrieved from

http://www.state.nj.us/education/AchieveNJ/teacher

Teacher Practice + Student Achievement
Teacher Practice
Teacher practice is measured by
performance on a state-approved teacher
practice instrument (e.g., Danielson,
Marzano, et al.), which is used to gather
evidence primarily through classroom
observations.
Non-tenured teachers will have at least 3
required observations each year
conducted for a minimum of 20 minutes;
multiple observers are required.
Tenured teachers will have at least 2
required observations each year
conducted for a minimum of 20 minutes;
multiple observers are recommended.
Observations:
1. Performed by trained staff
2. All observers must be trained on the instrument
before evaluating educators; must participate in at
least two co-observations throughout the year.
3. All observers must participate in yearly "refresher"
training
4. Superintendents or chief school administrators must
certify each year that all observers have been trained.
Teacher Evaluation
Student Growth Objectives Student Growth Percentile
(SGO) (SGP)
SGOs are measures of student learning SGP is a measure of how much a student improves on his
included in the evaluations of all teachers, or her NJ ASK score from the previous year as compared to
students across the state with a similar academic history
principals, and assistant/vice principals in
New Jersey.
SGOs must be: Only 4th-8th grade Language Arts or Math teachers, with
Specific and measurable academic goals more than 20 qualifying students, will receive a median
that are aligned to state academic SGP score.
standards
Based on student growth and/or
In contrast, all teachers must set SGOs
achievement using available student
2 for teachers who do not receive an SGP score
learning data
locally-determined number of one or two for
Developed by a teacher in consultation
those who do receive an SGP score.
with his or her supervisor
Approved by a teachers supervisor.
The Department recommends that all teachers set 2 SGOs,
regardless of whether or not they receive a median Student
Growth Percentile (mSGP)score.
High quality SGOs should be:
1. Aligned to standards
AchieveNJ: 1996-2017. Retrieved from
2. Grounded in data
3. Driven by high expectations for students http://www.state.nj.us/education/AchieveNJ/teacher
 Teacher Evaluation
Summative Rating
Summative Rating

This overall evaluation score combines the multiple measures of teacher

practice and student growth.

All New Jersey teachers earn one of four ratings:

Highly Effective
Effective
Partially Effective
Ineffective

All teachers receive individual professional development plans based on their

ratings.
Teachers rated Ineffective or Partially Effective work with their principals to
create a Corrective Action Plan with targeted professional development for
the subsequent year.
To maintain tenure, all teachers (regardless of hire date) have to continue to earn a
rating of Effective or Highly Effective. AchieveNJ: 1996-2017. Retrieved from
http://www.state.nj.us/education/AchieveNJ/teacher
 Principal and VP evaluation
Principal evaluation consists of two primary components:
Principal Practice (measured using approved practice instruments)
Student Achievement (measured using teacher Student Growth Objectives,
Administrator Goals, and for qualifying leaders, a median Student Growth
Percentile).

AchieveNJ: 1996-2017. Retrieved from

http://www.state.nj.us/education/AchieveNJ/teacher
 Principal and VP Evaluation
Principle Practice Student Achievement
Based upon at least two observations using a state- approved, research- Student Growth Objective Average: This measure is an average of
based principal practice instrument (non-tenured principals receive 3 every teacher's SGO rating for the year.
observations). may use only the SGO ratings of a subset of teachers for whom they
are more directly responsible
Evidence of practice may be gathered through:
Conferencing following instructional rounds School-wide Student Growth Percentile (School-wide SGP): This
Observation of instruction leadership events including but not measure is the median score of all the SGPs scores in a school.
limited to: professional development activities; post observation
conference; data team meeting Administrator Goals: These aligned goals are set by principals in
Stakeholder engagement activities such as; Parent conference; PTO consultation with their Chief School Administrators each year.
meeting; Conferencing around selected artifacts or data Local districts have discretion to determine the total number of goals
(between one and four)
Optional Evaluation Leadership Instrument: Assistant and vice-principals may set the same goals as the principals
State Evaluation Leadership Instruments as an additional measure of or may set others that more closely reflect their responsibilities within
the practice of school leaders the school.
These instruments were required during the first few years of A wide variety of measures may be used for goals
AchieveNJ but are now optional
Measure how well principals, assistant principals, and vice
principals:
Prepare teachers for success (principals only)
Build collaboration (principals only)
Fulfill requirements of the evaluation system
Provide feedback, coaching, and planning for growth
Ensure reliable, valid observation results
Ensure high-quality SGOs
AchieveNJ: 1996-2017. Retrieved from
http://www.state.nj.us/education/AchieveNJ/teacher
 History of Tenure
The statutory concept of tenure has existed in New Jersey for over 100 years. The idea of tenure was
to aid in the establishment of a competent and efficient school system by affording to principals and
teachers a measure of security in the ranks they hold after years of service. Viemeister Board of Ed. of
the Borough of Prospect Park 5 N.J. Super. 215 (App. Div. 1949).
In recent years the politics of tenure has changed. There is more emphasis on improving student
performance through better classroom instruction with more rigorous educational standards and
greater accountability.
The result is the 2012 enactment of the Teacher Effectiveness and Accountability for the Children of New
Jersey Act, otherwise known as TEACHNJ.
The TEACHNJ Act outlines the process for filing inefficiency charges under the state evaluation system
(AchieveNJ). This guide outlines the actions required in law before bringing an inefficiency tenure charge
based on the new tenure revocation process

Schwartz, Robert M. Primer-The New Tenure Law. Retrieved from

http://njpsa.org/primer-the-new-tenure-law/
 Tenure in 2017
Conditions required for tenure to be achieved.
The case law says that for tenure to be achieved the precise conditions of the statute must be
met. Zimmerman v. Board of Ed. of the City of Newark, 38 N.J.65 (1962).
The law still requires teaching staff members to:
hold appropriate certificates in full force and effect issued by the State Board of Examiners;
hold a position delineated in the tenure statute or in an otherwise certificated position for the required
period, and
be a United States citizen
But, the new tenure law requires: teaching staff member must receive a rating of effective or highly effective
in two annual summative evaluations within the initial three years of employment after the probationary year of
employment (School Law: Chapter 26 Tenure Law. Retrieved from Chapter 26 Tenure Law.PDF)

Length of Service for tenure acquisition has changed.

In addition, teaching staff members employed on or after August 6, 2012, the effective date of the law, must
now serve in a certificated position for:
four consecutive calendar years-OR
four consecutive academic years, together with employment at the beginning of the next succeeding
academic year-OR
the equivalent of more than four academic years within a period of any five consecutive academic years.
(School Law: Title 18A tenure Law 8.6.12. Retrieved from Title 18A tenure Law 8.6.12.pdf)
 Tenure
Observations
A. Minimum Requirements to Ensure Compliance with Evaluation Procedures
Districts must ensure the following evaluation procedures are followed (at minimum) prior to filing an inefficiency
tenure charge. Failure to adhere to these requirements can result in the tenure charge being dismissed.

I. Observation Requirements for Tenured Teachers (N.J.A.C. 6A:10-4.4)

Minimum Observation Schedule:
Two per year for at least 20 minutes each
One unannounced observation and one announced observation preceded by pre-conference
must occur at least one but not more than seven work days prior to the observation
District has discretion to decide if additional observations (beyond the two required) will occur and if they will be
announced/unannounced, preceded by a pre-conference, and longer than 20 minutes
(School Law: Title 18A tenure Law 8.6.12. Retrieved from Title 18A tenure Law 8.6.12.pdf)

Post-conference:
Follows every observation within 15 teacher work days
The post-observation conference must be held prior to further evaluative observations
Teacher and supervisor/observer discuss data and evidence collected from observation, as well as additional evidence brought to the
conference related to the districts teacher practice instrument, the teachers Professional Development Plan (PDP) or progress on a
Corrective Action Plan (CAP).

Observation Report:
One report required per observation, signed (electronically or on paper) by the supervisor who conducted the observation/post-
observation and the observed teacher
The teacher may attach a written objection within 10 work days

AchieveNJ: 1996-2017. Retrieved from

http://www.state.nj.us/education/AchieveNJ/teacher/
Observers:
Must be employed in the district
Must serve in a supervisory role in the district
Must possess an administrative certificate (supervisor, principal, or administrator
endorsement)
A co-observation may count as a teachers observation. If used as an observation,
the final observation score is determined by the teachers designated supervisor

AchieveNJ: 1996-2017. Retrieved from

http://www.state.nj.us/education/AchieveNJ/teacher/
 Tenure
II.Student Achievement Requirements for Tenured Teachers (N.J.A.C. 6A:10-4.2)
Student Growth Percentiles (SGPs):
Teachers receiving a median SGP score (mSGP) must teach 4th-8th-grade Language Arts Literacy
(LAL) and/or 4th-7th-grade Math
Teachers who teach multiple SGP courses will receive a median of all SGP scores, which means if
a teacher is assigned to one student for both LAL and Math, he or she will receive two SGP
scores for that student (one for each subject)
To receive the mSGP, teachers must have a course roster of at least 20 different students enrolled
for at least 70% of the school year
must instruct the course at least 60% of the year prior to the assessment

Student Growth Objectives (SGOs):

All teachers must set one or two in consultation with their supervisor by October 31; if a teacher
does not agree with the SGO, the principal makes the final decision
Teachers who are not expected to receive a SGP score must set two SGOs
Districts determine the required number of SGOs for all SGP teachers in the district (one or two)
Modifications may be made prior to February 15 with the approval of the Superintendent/CSA
All administrators conducting evaluations must receive annual training on each component of
the evaluation rubric including SGOs AchieveNJ: 1996-2017. Retrieved from
http://www.state.nj.us/education/AchieveNJ/teacher/
 Tenure
III.Summative Evaluation Process (N.J.A.C. 6A:10-2.4)
Annual Performance Report:
Must be prepared by the teachers principal/designee and include summative rating or available data
Required by the end of the school year and must be updated with summative evaluation rating
Should include the teachers score on the teacher practice instrument and final SGO score, even if the mSGP score is not yet
available
Should include performance areas of strength and those needing improving based on job description and evaluation rubric
Should include the teachers PDP or CAP from the current evaluation year
Must be signed by the teacher and principal or designee within five working days of review

Summative Evaluation Rating: A numerical score based on all measures of a teachers evaluation rubric (practice, SGOs, and
mSGPs, where applicable) that correlates with one of four ratings:
Ineffective
Partially Effective
Effective
Highly Effective
(Note: progress on PDP or CAP is not a component of the rating)
District calculates the rating for all non-mSGP teachers
For mSGP teachers, the district must submit through NJ SMART the teacher practice score and SGO score; using district-
reported data, the Department will calculate the mSGP score and summative rating

IV. Corrective Action Plan (CAP) Requirements (N.J.A.C. 6A:10-2.5) Development:

Required for all staff members rated Ineffective or Partially Effective on the last annual summative evaluation

(School Law: Title 18A tenure Law 8.6.12. Retrieved from Title 18A tenure Law
8.6.12.pdf)
 References
AchieveNJ: 1996-2017. Retrieved from http://www.state.nj.us/education/AchieveNJ/teacher/
McGuinn, Patrick. (2012). The State of Teacher Evaluation Reform. Retrieved from
https://www.americanprogress.org/issues/education-k-12/reports/2012/11/13/44494/the-state-of-teacher
evaluation-reform/
School Law: Chapter 26 Tenure Law. Supplementing chapters 6 and 28 of Title 18A of the New Jersey Statutes. Retrieved
from Chapter 26 Tenure Law.PDF
School Law: Title 18A tenure Law 8.6.12. Teacher Effectiveness and Accountability for the Children of New Jersey Act.
Retrieved from Title 18A tenure Law 8.6.12.pdf (404.741 KB)
Schwartz, Robert M. Primer-The New Tenure Law. Retrieved from http://njpsa.org/primer-the-new-tenure-law/