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TEACHER EVALUATION IN NEW JERSEY: PREVIEW OF FINAL REPORT . RUTGERS GRADUATE SCHOOL OF EDUCATION. EDUCATIONAL ADMINISTRATION PROGRAM: RUTGERS GRADUATE SCHOOL OF EDUCATION. Major Purpose: Introduce ourselves and potential to be of assistance. Specific Purpose: Talk about teacher evaluation:

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Educational administration program rutgers graduate school of education

EDUCATIONAL ADMINISTRATION PROGRAM: RUTGERS GRADUATE SCHOOL OF EDUCATION

Major Purpose: Introduce ourselves and potential to be of assistance.

Specific Purpose: Talk about teacher evaluation:

Bill Firestone: Preview of assessment of Teacher Evaluation Pilot (EE4NJ)

Bruce Baker: How to understand value-added and growth data for teacher evaluation

Melinda Mangin: Using teacher evaluation to improve teaching


Overview
OVERVIEW OF EDUCATION

  • 2-Year Assessment of Teacher Evaluation Process

  • Sample:

    • 10 districts in 1st year.

    • 25 districts in 2nd year.

    • Diverse with respect to size, wealth, and location.

  • Mix of surveys (of teachers and administrators) and site visits.

  • Focused more on local use of teacher practice measures than student growth measures.

  • Asked about:

    • Perceptions of implementation

    • Orientations toward program.

    • Perceived facilitators & barriers


Implementation
Implementation OF EDUCATION

  • Ability to get complete set of observations of all teachers.

    • Year 1:

      • Based on analysis of teacher practice data submitted by 10 districts to NJDOE

      • Final summary evaluation provided for between 60% and 91% of teachers per district

    • Year 2:

      • Based on administrator survey in 25 districts

      • Number of project directors that expected to complete all required observations for each teacher:

        • 2nd year districts 8 of 11

        • 1st year districts: 3 of 13

    • In sum: Completing all observations is problematic. May be easier since fewer are required than in Year 2 of pilot.


Factors affecting perceived accuracy fairness
Factors Affecting Perceived Accuracy & Fairness OF EDUCATION

  • Consistency of raters in districts.

    • In 4 districts, focus group teachers noted that observers would disagree in rating same teacher.

    • In 3 districts, teachers noted that observers were consistent.

  • Distance from classroom.

    • Measurement experts say observers with less contact = fewer incentives to raise ratings.

    • Focus group teachers noted that observers with less contact would not know unusual contextual factors that might affect their practice.

    • 80% of surveyed teachers said important to “know my classroom well.”

  • Observer’s content knowledge:

    • 86% of surveyed teachers said it was important to have “content knowledge in your content area.”


Orientations ii purpose tenure
ORIENTATIONS II: Purpose & Tenure OF EDUCATION

  • Equal proportions of teachers think a major purpose of teacher evaluation is to:

    • Make tenure and promotion decisions: 57%

    • Provide information to help teachers improve practice: 58%

  • Most tenured teachers think they are unlikely to lose tenure under the new system: 68%

  • More new teachers think the new system will increase their chances of getting tenure--26% than decrease their chances--7%.

  • Less than half teachers think evaluation data helped their teaching:

    • 40-41% think observation data is helpful.

    • 46-49% think student growth data is helpful


Facilitators barriers training on observations
FACILITATORS/BARRIERS: Training on Observations OF EDUCATION

  • Administrators more satisfied with their training than teachers.

  • Percent getting 25 or more hours:

    • 2ndyr administrators: 37

    • 1styr administrators 58

    • 2nd year teachers 03

    • 1st year teachers 07

  • Training formats:

    • Important to continue training after initial orientation.

    • Issue may not be face-to-face v. online or media-based training.

    • Challenge is to provide opportunities for active learning:

      • Practice scoring (for administrators AND teachers)

      • Peer discussions

      • Model what teacher practice instruments say is good practice.


Facilitators barriers time
FACILITATORS/BARRIERS: Time OF EDUCATION

  • From 86% to 96% of administrators said they were spending more time doing observations or entering data, depending on cohort & year.

  • Things affected by time crunch (from interviews):

    • Getting all observations done

    • Providing good documentation

    • Providing teachers with helpful feedback

    • Other work, including handling discipline issues, meetings with parents, being visible in building.

  • Things that helped get observations done:

    • An effective district-wide schedule for observations

    • Clear central administration focus on and support for doing observations

    • Sufficient staff or capacity to hire or reconfigure to create special observer cadre.


Facilitators barriers data management tool
FACILITATORS/BARRIERS: Data management tool OF EDUCATION

  • Can’t work with teacher practice data without data management tool: Teachscape, iObservation etc.

  • Learning data management tools = a substantial 1st year challenge.

  • The tools continue to raise problems. Percent finding data management tool easy to use for:

    • Purposes related to providing feedback to teachers: 31-36%

    • Purposes related to analyzing data and sharing reports: 14-17%

  • Reasons:

    • Lack of practice

    • Design flaws like excessive attention to individual confidentiality v. capacity to analyze.


Final note district variation
FINAL NOTE: DISTRICT VARIATION OF EDUCATION

  • Almost everything we looked at, substantial variation among districts.

  • Appeared to be some districts that consistently got more observations done & were perceived to be more accurate, fair, and helpful to teachers.

  • Have not yet been able to analyze what those districts did, but two hypotheses:

    • Pattern of integrating teacher evaluation into overall district improvement strategy.

    • Sufficient human capacity: numbers and knowledge of administrators in particular.


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