Evaluation
NEW JERSEYS STATE REQUIREMENTS FOR CLASSROOM OBSERVATION
The New Jersey State Board of Education on March 6, 2013 implemented an improved educator evaluation and support system known as Achieve NJ. The TEACHNJ Act, signed into law in August 2012, required the new evaluation systems based on multiple measures of student learning and teacher practice be implemented statewide in 2012-2013.There are a specified number of requirements that all districts in New Jersey must follow in 2012-2013 with deadlines and reporting procedures in the implementation process. These requirements are as follows (Kathleen, 2006). Form district evaluation advisory committee by October 31, 2012 with survey to be held in February 2013
Adopt educator evaluation rubrics that include state-approved teacher and principal evaluation instruments by December 31, 2012 with surveys in February and august 2013.
Begin to test and refine evaluation rubrics by January 31, 2013 with a survey in February 2013. Form school improvement panel by February 1, 2013 with a survey in February 2013.
Thoroughly train teachers on teacher practice evaluation instrument by July 1, 2013 and a survey to be carried out august 2013.
Thoroughly train evaluators on teacher practice evaluation instrument by august 31, 2013 with a survey in august 2013.
Thoroughly train principals and evaluators on principal practice evaluation instrument by October 31, 2013.
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COMPARISONOF NEW JERSEY STATES INSTRUMENT
While New Jerseys evaluation instrument utilizes multiple rating categories: highly effective, effective, partially effective and ineffective when evaluating teachers. The Oregon states instrument must include a variety of evidence-based measures on three components: professional practice, professional responsibilities and student learning and growth (Kathleen, 2006).
On the other hand the Pennsylvania evaluation instrument requires that 50 percent of teacher evaluations must be based on student performance, this differs from the evaluation system in New Jersey that focuses mainly on the teachers.
EVALUATION TOOL
As the Principal developing a well encompassed evaluation system is paramount to assessing and improving the performance of the educational institution. The evaluation tool that I have developed basically involves assessing how each individual in the institution has strived to achieve the goals and objectives set for them at the beginning of each performance period. The evaluation tool is known as the teacher performance appraisal. It will include the following:
The job description; the staff will require to know what the job entails so that they are aware of what the evaluation will be based on.
A blank copy of the evaluation prior to the review; this is for the employee to rate themselves and give you their expectations and what they plan to achieve.
Goals and objectives for this evaluation; what the evaluation plans to achieve, things such as improving performance or establishing new expectations or rewarding good performance, all the important areas to cover.
Seek employee feedback; find out what the employees needs are and their feelings towards matters that affect their welfare in the institution. This also includes any views or disagreements that they may have.
Metrics and performance data to back up what the evaluation states hence cementing the evaluation process. Evaluation is an ongoing process, therefore as much as it will be held twice per year there will be mini-evaluation held monthly to ensure that the institution is in the right course towards achieving the set goals and objectives.
IMPORTANT ELEMENTS IN MY EVALUATION PROCESS
Impartiality and independence; all the employees in the faculty will be treated in an impartial manner. This will be achieved by the creation of an independent department which shall be the central unit responsible for evaluation reporting directly to the Principal. The department responsible for the evaluation process will be required to put in extra effort to avoid compromising the evaluation process and its results.
Another element in this evaluation process will be ensuring that the results obtained from the evaluation process will be used in future policy and program development for the faculty. Hence it will be necessary to establish feedback mechanisms involving all the parties involved. As the evaluation process is an ongoing process, a major element in this process will be to keep in mind that the main goal is to assess the way in which the facultys employees are performing in relation to their job description and requirements, hence strict adherence to the objectives set will be necessary in order to motivate the employees to perform even better (Alan, 1998). The evaluation will concentrate on obtaining an honest self-appraisal from the employee. This will provide the Principal with the opportunity to coach the employee. This process will be well documented in order to ensure everybody understands of what needs to be improved and areas in which the employee is doing well.
The evaluation will ensure that the employee reviews are done in a timely manner to avoid frustrations and inconveniences on both the part of the employee and evaluator. Keeping the evaluation focused on the employee will an important element to be considered and will be based on an honest evaluation that include job performance based issues and achievements (Alan, 1998).
The evaluation is to be carried out in a relaxed and comfortable environment to avoid making the employee feel as if they are being intimidated or coerced into doing something against their will. Ensuring that the reviews are relevant and beneficial to everyone will result in a better relationship between the Principal and the facultys employees.
As much as the evaluation will be focused on the teacher performance appraisal, the main measure of our performance will be reflected by the student results and their growth in terms of their development in relation to schoolwork and other related activities (Alan, 1998).
At the end of the evaluation there will be a corrective action plan, this will mainly affect the faculty staff that will be rated ineffective or partially effective, and they will receive additional support through the designed corrective action plan and will be regularly reviewed to observe their improvement.
