Teacher evaluation in NJ: 2013 PRESENTERS’ NAMES REBUTTAL WRITING TRAINING.
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Transcript of Teacher evaluation in NJ: 2013 PRESENTERS’ NAMES REBUTTAL WRITING TRAINING.
• 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.
OBSERVATIONS
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 Total # of Observations Observers
Non-TenuredYears 1–2 3
(2 long, 1 short) Multiple Observers Required
Years 3–4 3(1 long, 2 short)
Tenured 3(0 long, 3 short)
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.
TEACHERS: PRACTICE
Practice SGPSGO 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 Baseline Data
Page 11-18 Observation Log
WWW.NJEA.ORG 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 dayso shall be attached to each party's copy
CRITICAL CONVERSATIONSBasic steps1. Identify and clarify
2. Establish a mutual purpose
3. Establish respect
4. STATE your courseo Share your facts: least controversial & most persuasive firsto Tell your storyo Ask for others facts and storieso Talk about what is fact and what is assumptiono Encourage differing views
5. Actively listen
CRITICAL CONVERSATIONSPreparation
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 CONVERSATIONSPreparation
Practice your key sentence.
Understand you have a good chance to resolve an issue rather quickly with a conversation.
Take a deep breath.
CRITICAL CONVERSATIONSBuilding rapport
Be sincere. Be present in the conversation. Be confident, but not arrogant. Be empathic. Be honest.
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 RESPONSE
● 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?
ANALYZE – Ask the right questions
● Provide evidence to support your disagreement
● Give data to neutralize what has been criticized
● Answer “labeled” items
● Use language that is not emotionally charged
NEUTRALIZE all negative items
● 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
EQUALIZE the results
● 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
MAKE YOUR REBUTTAL EFFECTIVE
● 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?
AT YOUR TABLES
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.