Teacher evaluation in NJ: 2013

Report
Teacher evaluation in NJ:
2013
REBUTTAL WRITING TRAINING
PRESENTERS’ NAMES
OBSERVATIONS
• Shall be used as one form of evidence for measurement of
teacher performance
• Will be included in the determination of the annual
summative evaluation rating
• Shall be conducted by an individual
– employed in the school district in a supervisory role
and capacity
– possessing a school administrator certificate, principal
certificate, or supervisor certificate.
OBSERVATION TYPES
● “Long observation”
o Minimum duration of 40 minutes or one class period,
whichever is shorter
● “Short observation”
o At least 20 minutes
OBSERVATION TYPES
● “Announced observation”
– notified of the date and the class period that the
observation will be conducted
● “Unannounced observation”
– not notified of the date or time that the observation will be
conducted.
● “Co-observation”
– two or more supervisors observe simultaneously, or at
alternate times, the same lesson or portion of a lesson for
the purpose of training
TEACHER OBSERVATIONS VARY
● Long: 40 minutes, with post-conference
● Short: 20 minutes, with post-conference
Teacher Categories
Years 1–2
Non-Tenured
Years 3–4
Total # of
Observations
3
(2 long, 1 short)
3
(1 long, 2 short)
3
(0 long, 3 short)
Tenured
Observers
Multiple Observers
Required
Multiple Observers
Recommended
Notes:
● Corrective Action Plans: After the first year, teachers who receive an “Ineffective”or “Partially
Effective” rating are required to have one additional observation. Multiple observers are required.
● Announced vs. Unannounced: Within the minimum requirements, all teachers must have at least
one unannounced and one announced observation.
Practice
SGO
SGP
TEACHERS: PRACTICE
Summative
PRE-OBSERVATION CONFERENCE
Pre-conference shall occur within seven teaching days prior
to the observation, not including the day of the observation.
At least one observation shall be announced and preceded
by a pre-conference.
Proposed-N.J.A.C. 6A:10-4.4
WHEN THE OBSERVER ENTERS
Show Evidence of Good Practice
• Slow down
• Capture teachable moments
• Provide copies of handouts to Administration
WHEN THE OBSERVER ENTERS
Show Evidence of Good Practice
• Closure
–
–
–
–
Exit Tickets
Ask questions
On a scale of 1-5-using your fingers-rate todays lesson
As you leave today, I’ll be at the door. Please share with me one
word or concept you learned today.
SELF REFLECTION
NJEA Resource Guide
on Evaluation for Teachers
Page 5-10
Page 11-18
WWW.NJEA.ORG
Baseline Data
Observation Log
Issues & Actions
Evaluations
POST-OBSERVATION CONFERENCE
● A meeting, either in-person or remotely between a
supervisor and the teaching staff member to discuss the
data collected in the observation
● Be followed by both parties to such a conference signing
the written evaluation report and each retaining a copy for
his or her records
● Allow the teaching staff member to submit his or her
written objection(s) / (rebuttal)
o within 10 teaching-staff-member working days
o shall be attached to each party's copy
CRITICAL CONVERSATIONS
Basic steps
1.
2.
3.
4.
Identify and clarify
Establish a mutual purpose
Establish respect
STATE your course
o Share your facts: least controversial & most persuasive first
o Tell your story
o Ask for others facts and stories
o Talk about what is fact and what is assumption
o Encourage differing views
5. Actively listen
CRITICAL CONVERSATIONS
Preparation
 Make sure you and your supervisor have sufficient time
to see the conversation through to the end.
 Be realistic about what you can and cannot achieve.
 Make sure the conversation is focused on facts and why
the facts are important, not just opinion.
CRITICAL CONVERSATIONS
Preparation
 Practice your key sentence.
 Understand you have a good chance to resolve
an issue rather quickly with a conversation.
 Take a deep breath.
CRITICAL CONVERSATIONS
Building rapport





Be sincere.
Be present in the conversation.
Be confident, but not arrogant.
Be empathic.
Be honest.
WRITING A RESPONSE
Your turn to give feedback!
– Acknowledge positive findings
– Acknowledge challenges revealed
o Ask for support
– Share data
– Never submit your response without showing it to your
Building Rep or Association Rep
WRITING A REBUTTAL
 Analyze
 Neutralize
equalize
 Equalize
analyze
ANALYZE –
Ask the right questions
● What is the “tone” of the written report?
● Is the report designed to lead to professional learning?
● Is the report derogatory without being constructive?
● Are there positive facts that have been omitted?
● Is there a pattern?
● What needs correction by rebuttal?
NEUTRALIZE
all negative items
● Provide evidence to support your disagreement
● Give data to neutralize what has been criticized
● Answer “labeled” items
● Use language that is not emotionally charged
EQUALIZE
the results
● Stress preparation
● Focus on objectives, procedures, attainment
● Be clear
● Connect performance to job description/model
● Discuss, don’t reject, recommendations
● Identify needed support for recommendations
MAKE YOUR REBUTTAL EFFECTIVE
● Keep it short and simple
● Seek advice
● Utilize facts
● Get specifics
● Identify if assistance had been previously requested;
response
● Have an appropriately trained association representative
read the response before giving it to the administrator
AT YOUR TABLES
● Review Observation A & B with the attached Reflections
● Discuss your thoughts with your table.
– Does the reflection paint a big picture?
– What changes should be made to improve it?
GROUP WORK
● With a partner, pick an observation and write a reflection
for it.
CORRECTIVE ACTION PLAN
● Review corrective action plan with association
representative
● Make sure CAP expectations are achievable
● Identify roles and responsibilities:
– administration
– teaching staff member
● Review timelines
MID-YEAR EVALUATION
● Required if have a Corrective Action Plan
● Timing for the mid-year could vary depending if a
teachers gets an SGP or not.
SUMMATIVE EVALUATION
● Everyone gets an annual summative evaluation
● Can now be the same as the final evaluation.

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