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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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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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