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Excellent Educators for NJ

  • AchieveNJ


  • About
    DEAC

  • Participation
    Requirements:
    Teachers
  • Participation
    Requirements:

    Principals
  • Updates


  • Resources


  • Contact
    Us

AchieveNJ

 

For information about AchieveNJ, please visit the state website http://www.state.nj.us/education/AchieveNJ/

 

 

 

 

 

 

About DEAC (District Evaluation Advisory Committee)

The primary role of the DEAC is to oversee and guide the planning and implementation of the school district board of education’s evaluation policies and procedures (for both teachers and principals), whereas the School Improvement Panel (ScIP) provides leadership at the school level not only for the implementation of the district’s teacher evaluation policies and procedures, but also mentoring professional development supports for teachers. DEAC provides an opportunity for committee members to provide feedback on the performance rubrics, program development and implementation at the school and community level.

DEAC Members 2016-2017       

  • John McEntee - TEACHER UNION PRESIDENT
  • Marguerite Sullivan - DIRECTOR OF ACAD. PROG & NCLB
  • Irene DelRosso - SUPERVISOR OF NCLB
  • Philomena Adams - TEACHER GRADE 1
  • Burnie Bristow - VICE PRINCIPAL
  • Amod Field - VICE PRINCIPAL
  • Dawn Uttel - VICE PRINCIPAL
  • Sherri Brackett - INTERIM DEPUTY DIRECTOR
  • Lolita Vaughan - PRINCIPAL
  • Dennis Vroegindewey - DIRECTOR OF INSTRUCTIONAL TECH & LIBRARY MEDIA SERVICES
  • Jenna Goodreau - SUPERVISOR OF SCHOOL IMPROVEMENT
  • Kenrick Ramdath - SUPERVISOR
  • Charles Ferrer - TEACHER PEA
  • Marcella Simadiris - TEACHER PHYS ED/HEALTH
  • Gennaro Tortoriello - TEACHER SPECIAL ED LLD
  • Lakresha Hodge- TEACHER GRADE 3
  • Barry Davidson- TEACHER LDTC
  • Chrystal Cleaves- BOARD COMMISSIONER
  • William McDowell- DIRECTOR OF FAMILY AND COMMUNITY ENGAGEMENT
  • Edward Lesser- TEACHER SCIENCE
  • Nicole Payne-DIRECTOR OF ALTERNATIVE EDUCATION
  • Eric Crespo- EXECUTIVE DIRECTOR OF HUMANITIES

 

            

District Participation Requirements: Teachers

Teacher Evaluation Model:  Focal Point Teacher Evaluation Model

The Focal Point Teacher Evaluation Model is research-based and is aligned to the InTASC Standards.  The Focal Point Model is rigorous, systemic, aligns with district processes that impact the ability of principals and evaluators to improve instruction and raise student achievement.  It builds the capacity of teachers as instructional leaders to meet higher expectations and also builds the capacity of building administrators to access teacher effectiveness.  The performance rubrics are divided into 7 domains teacher effectiveness.

7 Domains

  • 1. Preparation for Instruction
  • 2. Use of Data to Inform Instruction
  • 3. Delivers Quality Instruction
  • 4. Interventions to Meet Diverse Needs
  • 5. Classroom Environment
  • 6. Leadership
  • 7. Professional Responsibilities

Each domain is comprised of several Domain Components which define a specific aspect of the domain.  The Domain Component is further broken down into Indicators of Effectiveness which are rubric driven levels of teacher performance.
The Focal Point Teacher Evaluation Model is based on four (4) levels of performance ratings:

  • Exemplary – Performance Rating Proficient III or Exemplary
  • Proficient – Performance Rating Proficient I or Proficient II
  • Progressing – Performance Rating Progressing I or Progressing II
  • Unsatisfactory – Performance Rating Unsatisfactory

Domain 1:  Preparation for Instruction

Component 1a 
Establish a culture of high expectations for learning and achievement

Indicators of Effectiveness

  • Expectations & Inclusion
  • Culture of Excellence
  • Communicating Expectations

Component 1b
Use district adopted curriculum maps and content knowledge to design coherent lessons

Indicators of Effectiveness

  • Curriculum and Assessment Alignment
  • Content Knowledge
  • Lesson and/or Unit Design

Component 1c
Post aligned lesson objectives and plan for demonstrations of learning

Indicators of Effectiveness

  • Posts Lesson Objectives
  • Student Understanding of Lesson Objectives
  • Plans for DOL”s

Domain 2:  Use of Data to Inform Instruction

Component 2a
Focus on improving instruction using data

Indicators of Effectiveness

  • Use of Electronic Data Management Tools
  • Uses Data to Inform Instruction
  • Uses Disaggregated Data to Refine Instruction

Component 2b
Use a variety of assessment methods when designing classroom assessments

Indicators of Effectiveness

  • Assessment Methods
  • Classroom Assessments
  • Common Assessments

Component 2c
Involve students in assessing their own learning

Indicators of Effectiveness

  • Scoring Criteria
  • Student Self-Monitoring
  • Student Goal Setting

Domain 3:  Delivers Quality Instruction

Component 3a
Instruct bell to bell

Indicators of Effectiveness

  • Engages Within 1 Minute
  • Transitions
  • Purposeful Closure

Component 3b
Use a variety of instructional strategies to focus instruction

Indicators of Effectiveness

  • Selection of Instructional Strategies
  • Instructional Delivery
  • Directions and Expectations

Component 3c
Engages students in learning

Indicators of Effectiveness

  • Active Engagement
  • Multiple Response Techniques
  • Class Discussions

Component 3d
Continually checks for understanding

Indicators of Effectiveness

  • Lesson Sequence and Pacing
  • Questioning Strategies
  • Implementation of DOL’s

Component 3e
Deliver rigorous and relevant content

Indicators of Effectiveness

  • Rigorous and Relevant Curriculum
  • Prior Knowledge and Making Connections
  • Relevance for Students

Component 3f
Integrate 21st Century Skills in instruction

Indicators of Effectiveness

  • Skills of a 21st Century Learner
  • Materials and Resources
  • Technology Integration

Component 3g
Provides feedback about student proficiency

Indicators of Effectiveness

  • Timely Feedback
  • Homework
  • Grading and Reporting Student Learning

Domain 4:  Interventions to Meet Diverse Needs

Component 4a
Differentiate instruction based on student needs and background

Indicators of Effectiveness

  • Differentiation Techniques
  • Differentiates for Learning Styles and Abilities
  • Student Backgrounds and Interests

Component 4b
Implements interventions with fidelity and adjusts interventions based on results

Indicators of Effectiveness

  • Response to Intervention
  • Intervention Implementation
  • Progress Monitoring

Component 4c
Adapt and modify instruction for the unique needs of learners

Indicators of Effectiveness

  • Plan for Special Learning Needs
  • Individual Student Plans
  • Interdependence

Domain 5:  Classroom Environment

Component 5a
Contribute to a safe and orderly learning environment

Indicators of Effectiveness

  • Rules and Regulations
  • Safe & Organized Environment
  • Physical Resources

Component 5b
Use effective classroom management procedures

Indicators of Effectiveness

  • Routines and Procedures
  • Learning Experiences and Activities
  • Independent and Cooperative Work

Component 5c
Effectively manage student behavior

Indicators of Effectiveness

  • Discipline Plan
  • Re-direction Techniques
  • Circulation During Instruction

Component 5d
Foster collaboration and self-regulation in students

Indicators of Effectiveness

  • Fosters Self-regulation in Students
  • Collaborative Decision Making
  • Student Leadership

Component 5e
Promote positive and respectful rapport

Indicators of Effectiveness

  • Student-to-Student Interactions
  • Teacher-to-Student Interactions
  • Tolerance and Respect for Diversity

Domain 6:  Leadership

Component 6a
Understand their role and responsibility in implementing the District and/or Building Action Plan

Indicators of Effectiveness

  • Leadership Skills
  • Collegial Partnerships
  • Focuses on Quality Instruction

Component 6b
Promote the concept of Professional Learning Communities through collaboration and purposeful involvement

Indicators of Effectiveness

  • PLC Participation
  • Professional Inquiry
  • Professional Learning

Component 6c
Continues professional growth

Indicators of Effectiveness

  • Life-Long Learner
  • Mentorship and Peer Feedback
  • Performance Goal Setting

Domain 7:  Professional Responsibilities

Component 7a
Adhere to federal laws, state statutes and regulations pertaining to education, the Board of Education (BOE) policies and school rules

Indicators of Effectiveness

  • Legal and Professional Responsibilities
  • Compliance
  • Confidentiality

Component 7b
Demonstrate professionalism

Indicators of Effectiveness

  • Respectful Workplace
  • Honesty and Integrity
  • Other Duties as Assigned

Component 7c
Effectively communicates and solves problems

Indicators of Effectiveness

  • Communication
  • Conflict Resolution and Decision Making
  • Professional Composure

 

District Participation Requirements: Principals

Principals are the key to reform. Without effective principals, “any large system will find it next to impossible to develop capacity and place a high-quality teacher in front of every child.”  Paterson Public Schools is focused on connecting standards, student learning, and professional learning to Principal/Teacher Effectiveness through an aligned Principal and Teacher Performance Evaluation System. 

The performance-based evaluation system for principals, includes five standard domains of principal leadership practices for evaluation.  These standards of professional practice are:

  • Leadership—school administrator establishes a shared vision of success, leads change, maximizes human potential, and demonstrates leadership skills
  • Instructional Program—school administrator maintains a comprehensive program of instruction, improves instructional quality, and provides for instructional assessment
  • Staff Development—school administrator provides effective professional development, facilitates individual growth, and hires quality staff
  • Effective Management—school administrator manages resources, time, and school climate effectively
  • Professional Responsibility—Maintains positive relations with district and community and shows professional growth

A principal’s annual evaluation rating consists of two parts:  1) performance, and 2) student achievement.  Each part is worth 50 points or half of the total 100 points.  The performance component will be measured using the following rubrics for each of the 5 domains:

Principal Evaluation Rubric

For a side-by-side comparison between the current and new evaluation systems, review the attached documents below:

Principal Evaluation Crosswalk

Vice Principal Observation Crosswalk

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.

 

 

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

 

 

 

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