2011-page
A new teacher evaluation system will be implemented statewide next year before administrators and educators have sufficient time to evaluate the success of its pilot program and make necessary adjustments.
The teacher evaluation system is a result of an executive order of the governor, which created a task force to develop a more authentic teacher assessment. The assessment will focus equally on classroom performance and student achievement. Currently, 11 districts are piloting the program that began in September 2011 and will conclude in March 2012.
There needs to be time to review the results of the pilot program to determine whether it addresses all of the difficult questions. For example, if one classroom has a number of special education students or limited English speaking students, should we rate the teachers the same on their students’ test scores? Authentic assessment is more complex than it appears.
NJASA advocates getting feedback from the pilot districts, as well. Educators in the pilot districts are actively engaged and eager to participate. But many of them are frustrated by the amount of work required in such a short time. We need to examine what is practical to implement statewide. We don’t want to launch a program before it’s ready. Let’s take the time to do it right.
Eleven pilot districts are testing the new statewide teacher evaluation system during the 2011-12 school year with guidance and funding from the state. The districts include Alexandria Township, Hunterdon County; Bergenfield, Bergen County; Elizabeth, Union County; Monroe Township, Middlesex County; Ocean City, Cape May County; Pemberton Township, Burlington County; Red Bank, Monmouth County; Secaucus, Hudson County; West Deptford Township, Gloucester County; and Woodstown-Pilesgrove Regional, Salem County. The Newark school district also will participate through a separate grant.
On the federal level, similar frustrations are being felt by the Race to the Top grant winners. Educators and administrators also are struggling with practical questions about how to judge job performance fairly.
This is a not a problem unique to New Jersey. We can definitely learn from each other.
Shortcomings inherent in the new Harassment, Intimidation and Bullying (HIB) law have the potential to create long-lasting negative consequences, and legislators should consider necessary adjustments to the law to protect students.
Victims of bullying want to resolve incidents as quickly as possible but the new law may actually extend the experience. That’s because of the lengthy procedure in place for reporting and resolving bullying incidents.
Governor Christie signed the new law, P.K. 2010 Chapter 122 to go into effect September 1, 2011. The law, also known as the Anti-bullying Bill of Rights, requires school districts, charter schools, the New Jersey Department of Education, other state agencies, professional associations and institutions of higher education to meet a long list of requirements. These include stringent timelines for reporting and investigating incidents and notifying parents.
The NJASA, the Anti-bullying Bill of Rights is fraught with the following shortcomings.
· With an 18-page compliance checklist, the new bullying law is exceptionally prescriptive.
· As a result, there may be a tendency among schools to focus more on meeting the reporting requirements than dealing with the actual incident.
· The law’s definition of bullying is vague and can cover a wide range of situations, including those that may fall within a gray area but still need documentation.
· The reporting process requires extensive paperwork.
· The process also requires action by a specified anti-bullying specialist. If that specialist becomes sick, the process can be delayed.
· If there is a scheduled school vacation, or a staff vacation, the process also can be delayed.
· If the police become involved in a bullying incident, the school may stop its own proceedings, causing even more delays.
NJASA advocates a fresh look at the HIB law now that it has been in practice in schools. Educators, administrators, parents and students can contribute to the dialogue. Let’s hope that legislators and sponsors of the bill are willing to examine its shortcomings, and make the necessary adjustments for a speedy resolution to bullying incidents.
As New Jersey begins another school year, districts face new challenges, from implementing a new prescriptive bullying law to determining how best to assess teachers and students. NJASA has identified the following items to watch:
1. Harassment, Intimidation and Bullying Law Implementation
The new state law, P.K. 2010 Chapter 122, went into effect September 1, 2011. Known as the Anti-bullying Bill of Rights, the law requires school districts, charter schools, the New Jersey Department of Education, other state agencies, professional associations and institutions of higher education to meet a long list of requirements. These include stringent timelines for reporting and investigating incidents and notifying parents.
The new state law strengthens and expands the role and responsibilities of schools in dealing with bullying, intimidation and harassment. It requires districts to intervene in incidents that happen outside of school or online, if they disrupt or interfere with the operation of the school or the rights of students.
NJASA has zero tolerance for bullying and agrees that strong controls should be in place. However, the Association is concerned that the new law—while based on good intentions—is so prescriptive that it could stand in the way of effective resolution of bullying incidents.
2. Teacher Evaluation Pilot Program
Eleven pilot districts will test the new statewide teacher evaluation system during the 2011-12 school year with guidance and funding from the state. The districts include Alexandria Township, Hunterdon County; Bergenfield, Bergen County; Elizabeth, Union County; Monroe Township, Middlesex County; Pemberton Township, Burlington County; Red Bank, Monmouth County; Secaucus, Hudson County; West Deptford Township, Gloucester County; and Woodstown-Pilesgrove Regional, Salem County. The Newark school district also will participate through a separate grant.
The pilot program was put in place by the New Jersey Educator Effectiveness Task Force. Established by executive order of the governor, the Task Force is charged with developing an assessment of teachers that focuses equally on classroom performance and student achievement.
The new assessment system is anticipated to be the centerpiece of the state’s broader agenda for teacher tenure and pay reforms. It will influence decisions about school personnel policies, professional development, promotion, compensation, merit-based bonuses, tenure and reductions in force.
By seeing how the assessments work in the classroom, and by creating the opportunity for stakeholders to participate in the discussion, we will allow for the creation of the most authentic, effective system for teacher assessment.
However, NJASA cautions against a “one size fits all” approach, which might not address specific situations such as posed by the following questions:
- If one classroom has a number of special education students or limited English speaking students, should we rate the teachers the same on their students’ test scores?
- What if there is a team teaching approach?
- How do you credit each teacher for the performance of students?
- Does the influence of the second grade teacher affect the outcomes of the students taught by next year’s third grade teacher?
Clearly, there are many issues to address to get the system as effective and credible as possible. New Jersey should continue its work, but also learn from the work of the state winners of the Race to the Top grants where research on measurement of the impact of teacher performance on student outcomes benefits from significant resources provided by the federal Department of Education.
3. Core Curriculum Standards Student Assessment
Student assessment will be substantially different by 2014, a result of the Common Core State Standards Initiative that seeks to create national benchmarks for math and language arts proficiency. The new standards will require more frequent and more comprehensive testing, including computer-directed performance-based tasks.
This is the future of assessment. It’s how we’ll be able to develop our students so that they can compete globally.
Developed in collaboration with teachers, school administrators, and experts, the standards are designed to provide a clear and consistent framework to prepare students for college and the workforce. No state will lower its standards to comply with the national norm but rather will build upon the most advanced current thinking.
The Common Core State Standards will have another favorable effect. In the past, we’ve had 50 different sets of state standards, covering different topics at different grade levels. A common set of standards will provide the opportunity to more accurately compare the achievement of students across state lines.
Schools that are working to develop more effective assessments to measure student progress and teacher effectiveness will need to take these changes into account.
The new Harassment, Intimidation and Bullying (HIB) law, while well intentioned, may be the most challenging item affecting New Jersey schools this year due to its cumbersome and stringent requirements.
We have zero tolerance for bullying and agree that we should put strong controls in place. However, we are concerned that the new law—while based on good intentions—is so prescriptive that it could stand in the way of effective resolution of bullying incidents.
Districts throughout the state are trying to understand what the law requires so that they can implement it.
Governor Christie signed the new law, P.K. 2010 Chapter 122 on January 5, 2011 to go into effect the following September 1. The law, also known as the Anti-bullying Bill of Rights, requires school districts, charter schools, the New Jersey Department of Education, other state agencies, professional associations and institutions of higher education to meet a long list of requirements. These include stringent timelines for reporting and investigating incidents and notifying parents.
The new state law strengthens and expands the role and responsibilities of schools in dealing with bullying, intimidation and harassment. It requires districts to intervene in incidents that happen outside of school or online, if they disrupt or interfere with the operation of the school or the rights of students.
Not every incident will be bullying but there will be a tendency to want to report it just in case.
NJASA is calling for parents, clergy and the community to stay involved. The Association’s goal is a safe and supportive school environment where students can learn and succeed. Even with the toughest law in the nation, the schools can’t do it alone. They need your support.
Student assessment will be substantially different by 2014, a result of the Common Core State Standards Initiative that seeks to create national benchmarks for math and language arts proficiency. The new standards will require more frequent and more comprehensive testing, including computer-directed performance-based tasks.
Schools that are working to develop more effective assessments to measure student progress and teacher effectiveness will need to take these changes into account.
The Common Core State Standards Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). Forty-eight states, two territories and the District of Columbia have adopted the standards; Alaska and Texas have not. The standards are designed to be relevant to the real world, reflecting knowledge and skills that students need for success in college and careers. Their goal is to make U.S. schools globally competitive.
Developed in collaboration with teachers, school administrators, and experts, the standards are designed to provide a clear and consistent framework to prepare students for college and the workforce. No state will lower its standards to comply with the national norm but rather will build upon the most advanced current thinking.
New Jersey is part of the Partnership for Assessment of Readiness for College and Careers (PARCC), one of two national assessment programs being funded by the federal government as part of its Race to the Top Program. PARCC is charged with developing assessments that states can use with the Common Core State Standards.
The new tests will be dramatically different from traditional assessment. They will include performance-based tasks over two days instead of multiple choice or short answer fill-in questions.
This is the future of assessment. It’s how we’ll be able to develop our students so that they can compete globally.