Nicole Haldeman
AchieveNJ
AchieveNJ came in
part due to the changes set forth by the Teacher Effectiveness and Accountability for the Children of New Jersey
(TEACHNJ) (Act, P.L. 2012, c. 26). TeachNJ explained in broad definitions how
the NJ educator evaluation system should look and how the tenure process will
change and be linked to educator evaluations. AchieveNJ, implemented in the
2013-2014 school year, actually provides the necessary details and structure to
allow TeachNJ to function effectively. AchieveNJ aims to promote student
achievement by focusing on the development of teachers through meaningful
feedback and support.
AchieveNJ’s evaluation and support system
has multiple principles that were utilized during its creation to ensure that
it functions as planned; 1. Educator effectiveness should be measured to make
sure students have great teachers, 2. Evaluations should be based on learning
outcomes and effective practice, 3. Timely feedback and high quality
professional development help educators to make improvements, 4. Input from
educators must guide the development of effective evaluation and support
systems, and 5. Tenure and other types of recognition need to be based on
effectiveness. These principles come together to form the details and support
structures that make up AchieveNJ.
When evaluating teachers, AchieveNJ focuses on
multiple measures that take into
account student achievement and teacher practice. For teachers of tested
grades/subjects,
30% of their evaluation comes from Student Growth Percentiles (SGP).
SGP’s measure 4th-8th grade student achievement in
Language Arts Literacy and Mathematics (these are “tested grades and
subjects”). These scores are compared to the individual student’s scores from
the previous year as well as the student’s academic peers throughout the state.
Student Growth Objectives (SGO) are set by teachers, pending approval from
their principals, at the beginning of each school year. Teachers must set at
least 1 SGO per student. They are assessed on whether the students meet their
SGO's by the end of the year. Teachers of non-tested grades and subjects are
required to set at least 2 SGO's per student and whether the student meets their
SGO’s counts for 15% of their evaluation.
The second area taken into account during
evaluations is teacher practice. This is assessed by how well teachers perform
on a teacher practice instrument, such as the Danielson, primarily during
classroom observations. Non-tenured teachers have three required classroom
observations. In their first two years these are composed of two long
observations (40 minutes in length) and one short observation (20 minutes in
length), and in their third and fourth year they will receive one long and two
short observations. Similarly, tenured teachers will also receive three
observations, although these are all short observations. All teachers
regardless of tenure status must have at least one announced observation with a
pre-conference and at least one unannounced observation. Whether or not the
third observation is announced in left up to the superintendent to decide.
In addition to teachers, principals are also
evaluated in the terms set forth in AchieveNJ. Principals are evaluated and
given a rating based on 5 components, or 4 if there school does not receive SGP
scores. These components and there weights in the principal evaluation are: 1.
Principal Practice (30%)- job-specific actions that are required to lead a
school, 2. Evaluation Leadership
(20%)- how successful one is at implementing the new evaluation system, 3.
Teacher Student Growth Objectives (10%)- the average score of all the SGO’s, 4.
School-wide Student Growth Percentile (Multi-Grade SGP-30%/Non-SGP-0%/Single
Grade SGP-20%)- median SGP score of the students within the principals
building, and 5. Principal Goals (Multi-Grade SGP-10%/Non-SGP-40%/Single Grade
SGP-20%)- SMART goals developed to address the specific needs of the school.
Teacher and principal tenure is affected by
the adoption of the new teacher evaluation system. For both teachers and
principals, four years must be completed before they become eligible for tenure.
For new teachers to earn tenure they must be rated as either effective or
highly effective in two of the three subsequent years. For new
principals/vice-principals/asst. principals, they must be rated as either
effective or highly effective in two annual summative evaluations within the
first three years of employment, with their first effective rating being on or
after the completion of the second year. For teachers and principals who are
already tenured, the ability to lose tenure relies on their evaluations. If
teachers or principals are rated as ineffective or partially ineffective for
two consecutive years they will be charged with inefficiency and may lose
tenure.
AchieveNJ aims to provide an evaluation
system that recognizes and rewards those teachers and principals who are
effective. By providing teachers and principals a tool to evaluate their
strengths and weaknesses they are better able to choose meaningful professional
development and to grow in their profession. The end goal of AchieveNJ and
TeachNJ is to provide a high-quality education to all of the students in NJ
schools by teachers and leaders being held to high and measurable standards. There
are many positives to AchieveNJ, however, despite this, there can also be
potential negatives.
Some of the drawbacks to Achieve NJ are starting to become evident during this school year. When tenure relies heavily on student performance on standardized testing teachers may be more opt to “teach to the test” in order to ensure that students receive adequate scores. Although this method of teaching is not inherently “bad”, it does not leave room for other meaningful and enjoyable subjects to be taught in class, nor do teachers have the time for students to do exploratory learning of other topics not covered in standardized tests. Tenure now also heavily relies on a teacher’s observations, which assess how well they are able to perform inside the classroom. The issue in this lies in that some observations may come down to a matter of opinion and could be subject to bias. Due to this, it is vital for a person to receive their observations from multiple people to lessen the chances of bias and opinion. In addition to this, there is little information in how support staff, CST members, and guidance will be observed and how they will create SGO's. As of now, there is little information regarding this group of people. The biggest drawback to AchieveNJ is simply the time that implementing SGO's requires. The time spent creating SGO's could be used for lesson planning and creating tiered learning, both of which are extremely beneficial to students. As time goes on, many of these issues may be sorted out, until then there are a lot of unanswered questions regarding the implementation and future of AchieveNJ.
Some of the drawbacks to Achieve NJ are starting to become evident during this school year. When tenure relies heavily on student performance on standardized testing teachers may be more opt to “teach to the test” in order to ensure that students receive adequate scores. Although this method of teaching is not inherently “bad”, it does not leave room for other meaningful and enjoyable subjects to be taught in class, nor do teachers have the time for students to do exploratory learning of other topics not covered in standardized tests. Tenure now also heavily relies on a teacher’s observations, which assess how well they are able to perform inside the classroom. The issue in this lies in that some observations may come down to a matter of opinion and could be subject to bias. Due to this, it is vital for a person to receive their observations from multiple people to lessen the chances of bias and opinion. In addition to this, there is little information in how support staff, CST members, and guidance will be observed and how they will create SGO's. As of now, there is little information regarding this group of people. The biggest drawback to AchieveNJ is simply the time that implementing SGO's requires. The time spent creating SGO's could be used for lesson planning and creating tiered learning, both of which are extremely beneficial to students. As time goes on, many of these issues may be sorted out, until then there are a lot of unanswered questions regarding the implementation and future of AchieveNJ.
References:
AchieveNJ: Teach. Lead.
Grow.. (n.d.). AchieveNJ: Teach. Lead. Grow.. Retrieved November 17,
2013, from http://www.state.nj.us/education/AchieveNJ/
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