Paterson School District - Paterson, New Jersey -curriculum, k-12, elementary school, middle school, high school, calendar, events

AchieveNJ

For information about AchieveNJ, please visit the state website http://www.state.nj.us/education/AchieveNJ/

About DEAC (District Evaluation Advisory Committee)

The primary role of the DEAC is to oversee and guide the planning and implementation of the school district board of education’s evaluation policies and procedures (for both teachers and principals), whereas the School Improvement Panel (ScIP) provides leadership at the school level not only for the implementation of the district’s teacher evaluation policies and procedures, but also mentoring professional development supports for teachers. DEAC provides an opportunity for committee members to provide feedback on the performance rubrics, program development and implementation at the school and community level.

DEAC Members 2016-2017

John McEntee - TEACHER UNION PRESIDENT
Marguerite Sullivan - DIRECTOR OF ACAD. PROG & NCLB
Irene DelRosso - SUPERVISOR OF NCLB
Philomena Adams - TEACHER GRADE 1
Burnie Bristow - VICE PRINCIPAL
Amod Field - VICE PRINCIPAL
Dawn Uttel - VICE PRINCIPAL
Sherri Brackett - INTERIM DEPUTY DIRECTOR
Lolita Vaughan - PRINCIPAL
Dennis Vroegindewey - DIRECTOR OF INSTRUCTIONAL TECH & LIBRARY MEDIA SERVICES
Jenna Goodreau - SUPERVISOR OF SCHOOL IMPROVEMENT
Kenrick Ramdath - SUPERVISOR
Charles Ferrer - TEACHER PEA
Marcella Simadiris - TEACHER PHYS ED/HEALTH
Gennaro Tortoriello - TEACHER SPECIAL ED LLD
Lakresha Hodge- TEACHER GRADE 3
Barry Davidson- TEACHER LDTC
Chrystal Cleaves- BOARD COMMISSIONER
William McDowell- DIRECTOR OF FAMILY AND COMMUNITY ENGAGEMENT
Edward Lesser- TEACHER SCIENCE
Nicole Payne-DIRECTOR OF ALTERNATIVE EDUCATION
Eric Crespo- EXECUTIVE DIRECTOR OF HUMANITIES

District Participation Requirements: Teachers

Teacher Evaluation Model: Focal Point Teacher Evaluation Model

The Focal Point Teacher Evaluation Model is research-based and is aligned to the InTASC Standards. The Focal Point Model is rigorous, systemic, aligns with district processes that impact the ability of principals and evaluators to improve instruction and raise student achievement. It builds the capacity of teachers as instructional leaders to meet higher expectations and also builds the capacity of building administrators to access teacher effectiveness. The performance rubrics are divided into 7 domains teacher effectiveness.

7 Domains

1. Preparation for Instruction

2. Use of Data to Inform Instruction

3. Delivers Quality Instruction

4. Interventions to Meet Diverse Needs

5. Classroom Environment

6. Leadership

7. Professional Responsibilities

Each domain is comprised of several Domain Components which define a specific aspect of the domain. The Domain Component is further broken down into Indicators of Effectiveness which are rubric driven levels of teacher performance.
The Focal Point Teacher Evaluation Model is based on four (4) levels of performance ratings:

Exemplary – Performance Rating Proficient III or Exemplary

Proficient – Performance Rating Proficient I or Proficient II

Progressing – Performance Rating Progressing I or Progressing II

Unsatisfactory – Performance Rating Unsatisfactory

Domain 1: Preparation for Instruction
Component 1a Establish a culture of high expectations for learning and achievement	Indicators of Effectiveness Expectations & Inclusion Culture of Excellence Communicating Expectations
Component 1b Use district adopted curriculum maps and content knowledge to design coherent lessons	Indicators of Effectiveness Curriculum and Assessment Alignment Content Knowledge Lesson and/or Unit Design
Component 1c Post aligned lesson objectives and plan for demonstrations of learning	Indicators of Effectiveness Posts Lesson Objectives Student Understanding of Lesson Objectives Plans for DOL”s
Domain 2: Use of Data to Inform Instruction
Component 2a Focus on improving instruction using data	Indicators of Effectiveness Use of Electronic Data Management Tools Uses Data to Inform Instruction Uses Disaggregated Data to Refine Instruction
Component 2b Use a variety of assessment methods when designing classroom assessments	Indicators of Effectiveness Assessment Methods Classroom Assessments Common Assessments
Component 2c Involve students in assessing their own learning	Indicators of Effectiveness Scoring Criteria Student Self-Monitoring Student Goal Setting
Domain 3: Delivers Quality Instruction
Component 3a Instruct bell to bell	Indicators of Effectiveness Engages Within 1 Minute Transitions Purposeful Closure
Component 3b Use a variety of instructional strategies to focus instruction	Indicators of Effectiveness Selection of Instructional Strategies Instructional Delivery Directions and Expectations
Component 3c Engages students in learning	Indicators of Effectiveness Active Engagement Multiple Response Techniques Class Discussions
Component 3d Continually checks for understanding	Indicators of Effectiveness Lesson Sequence and Pacing Questioning Strategies Implementation of DOL’s
Component 3e Deliver rigorous and relevant content	Indicators of Effectiveness Rigorous and Relevant Curriculum Prior Knowledge and Making Connections Relevance for Students
Component 3f Integrate 21st Century Skills in instruction	Indicators of Effectiveness Skills of a 21st Century Learner Materials and Resources Technology Integration
Component 3g Provides feedback about student proficiency	Indicators of Effectiveness Timely Feedback Homework Grading and Reporting Student Learning
Domain 4: Interventions to Meet Diverse Needs
Component 4a Differentiate instruction based on student needs and background	Indicators of Effectiveness Differentiation Techniques Differentiates for Learning Styles and Abilities Student Backgrounds and Interests
Component 4b Implements interventions with fidelity and adjusts interventions based on results	Indicators of Effectiveness Response to Intervention Intervention Implementation Progress Monitoring
Component 4c Adapt and modify instruction for the unique needs of learners	Indicators of Effectiveness Plan for Special Learning Needs Individual Student Plans Interdependence
Domain 5: Classroom Environment
Component 5a Contribute to a safe and orderly learning environment	Indicators of Effectiveness Rules and Regulations Safe & Organized Environment Physical Resources
Component 5b Use effective classroom management procedures	Indicators of Effectiveness Routines and Procedures Learning Experiences and Activities Independent and Cooperative Work
Component 5c Effectively manage student behavior	Indicators of Effectiveness Discipline Plan Re-direction Techniques Circulation During Instruction
Component 5d Foster collaboration and self-regulation in students	Indicators of Effectiveness Fosters Self-regulation in Students Collaborative Decision Making Student Leadership
Component 5e Promote positive and respectful rapport	Indicators of Effectiveness Student-to-Student Interactions Teacher-to-Student Interactions Tolerance and Respect for Diversity
Domain 6: Leadership
Component 6a Understand their role and responsibility in implementing the District and/or Building Action Plan	Indicators of Effectiveness Leadership Skills Collegial Partnerships Focuses on Quality Instruction
Component 6b Promote the concept of Professional Learning Communities through collaboration and purposeful involvement	Indicators of Effectiveness PLC Participation Professional Inquiry Professional Learning
Component 6c Continues professional growth	Indicators of Effectiveness Life-Long Learner Mentorship and Peer Feedback Performance Goal Setting
Domain 7: Professional Responsibilities
Component 7a Adhere to federal laws, state statutes and regulations pertaining to education, the Board of Education (BOE) policies and school rules	Indicators of Effectiveness Legal and Professional Responsibilities Compliance Confidentiality
Component 7b Demonstrate professionalism	Indicators of Effectiveness Respectful Workplace Honesty and Integrity Other Duties as Assigned
Component 7c Effectively communicates and solves problems	Indicators of Effectiveness Communication Conflict Resolution and Decision Making Professional Composure

District Participation Requirements: Principals

Principals are the key to reform. Without effective principals, “any large system will find it next to impossible to develop capacity and place a high-quality teacher in front of every child.” Paterson Public Schools is focused on connecting standards, student learning, and professional learning to Principal/Teacher Effectiveness through an aligned Principal and Teacher Performance Evaluation System.

The performance-based evaluation system for principals, includes five standard domains of principal leadership practices for evaluation. These standards of professional practice are:

Leadership—school administrator establishes a shared vision of success, leads change, maximizes human potential, and demonstrates leadership skills
Instructional Program—school administrator maintains a comprehensive program of instruction, improves instructional quality, and provides for instructional assessment
Staff Development—school administrator provides effective professional development, facilitates individual growth, and hires quality staff
Effective Management—school administrator manages resources, time, and school climate effectively
Professional Responsibility—Maintains positive relations with district and community and shows professional growth

A principal’s annual evaluation rating consists of two parts: 1) performance, and 2) student achievement. Each part is worth 50 points or half of the total 100 points. The performance component will be measured using the following rubrics for each of the 5 domains:

Principal Evaluation Rubric

For a side-by-side comparison between the current and new evaluation systems, review the attached documents below:

Principal Evaluation Crosswalk

Vice Principal Observation Crosswalk

Updates

District Evaluation Advisory Committee DEAC

Evaluation System Promoting Common Language Key Terms and Concepts

http://www.nj.gov/education/AchieveNJ/deac/Recommendations.pdf

Resources

http://www.state.nj.us/education/AchieveNJ/teacher/
Provides an extensive overview of the teacher evaluation consists of two primary components: Teacher Practice (measured primarily by classroom observations) and Student Achievement (measured by Student Growth Objectives and, for a select group of teachers, Student Growth Percentiles).

http://www.state.nj.us/education/AchieveNJ/resources/scoring.shtml
Official summative ratings are calculated by an educator's district/the Department, but the simulation tools link can be used to help educators get a sense of how the various components of an evaluation can affect a summative score.
http://www.state.nj.us/education/AchieveNJ/other/
Locates evaluation rubrics for educators other than teachers and principals (e.g. nurses, librarians, supervisors, etc.) may differ based on their specific roles, all educators in certificated positions in New Jersey must be appropriately evaluated.
http://www.state.nj.us/education/AchieveNJ/teacher/objectives.shtml
Summarizes SGOs as long-term academic goals for groups of students set by teachers in consultation with their supervisors as part of the evaluation process.
http://www.state.nj.us/education/AchieveNJ/teacher/percentile.shtml
Provides context for SGP as a measure of how much a student improves his or her state test performance from one year to the next compared to students across the state with a similar score history.
http://www.state.nj.us/education/AchieveNJ/pd/
AchieveNJ can support educators' ongoing professional learning and growth in multiple ways, through both the learning that has to occur to implement the system and the learning that is informed by evaluation results

http://www.state.nj.us/education/AchieveNJ/teacher/iqt/
The Implementation Quality Framework (IQF) below conceptualizes the components of evaluation implementation and provides a graphic organizer for describing where quality can be improved.
http://www.state.nj.us/education/AchieveNJ/resources/
A conglomerate of resources that includes: General Information, Evaluation of Various Types of Employees, Measures of Student Achievement in Evaluations, Measures of Educator Practice in Evaluations, Professional Support Tied to Evaluations, Evaluation Scoring, Summative Conferences, and End of School Year Resources, TEACHNJ and Regulatory Resources, Committees (DEAC, ScIP, ANJAC), and Department Reports and Memos.

Contact Us

Annalesa Williams-Barker, Ed.D.

Executive Director of Accountability
973-321-0715
abarker@paterson.k12.nj.us

Tammy Williams

Technology Integration Program Supervisor
973-321-0614
twilliams@paterson.k12.nj.us

Michele Fiorillo

Coordinator of Information Management Systems
973-321-0870
mfiorillo@paterson.k12.nj.us

Felicia Gonzalez

Confidential Secretary
973-321-0813
gonzalezf@paterson.k12.nj.us

AchieveNJ

District Participation Requirements: Teachers

Teacher Evaluation Model: Focal Point Teacher Evaluation Model

District Participation Requirements: Principals

Updates

Resources

Contact Us

Annalesa Williams-Barker, Ed.D.

Tammy Williams

Michele Fiorillo

Felicia Gonzalez

Complete List of Schools

High Schools

Elementary Schools

Elementary Academies

Alternative Education

Complete List of Departments