As part of the federal requirements for states receiving funding under Phase 2 of the State Fiscal Stabilization Funds Program, all school districts in New Jersey are providing information to the public on the procedures they use to evaluate teachers and principals. The information presented below will help you understand Plainfield Public Schools’ policies and procedures for evaluating teachers, principals and educational specialists, such as librarians and counselors.
Confidentiality concerns: To protect the confidentiality of individual evaluations, districts are not required to provide a district-level statistical summary of teacher evaluation outcomes in those cases where there are fewer than 10 teachers in an entire district. Similarly, districts are not required to provide a school-level statistical summary of teacher evaluation outcomes if there are fewer than 10 teachers in a school.
Teacher Evaluation System
The quality of teaching is a major determinant in student achievement. The Plainfield Teacher Evaluation system is based on the research and format designed by Charlotte Danielson. Teachers are observed informally multiple times per year. Some informal observations are extensive, while others are brief and focused. The formal evaluation tool allows teachers and principals and teachers collaborate through pre and post observations.
Non-tenured teachers are formally observed at least three times a year and tenured teachers at least once a year. The observation format is based on the following four domains:
- Planning and Preparation (knowledge of content and pedagogy; knowledge of students; instructional goals; designing coherent instruction)
- Classroom Environment (establishing a culture of learning; managing classroom procedures; managing student behavior; organizing the physical space)
- Instruction (communicating clearly and accurately; questioning and discussion techniques; engaging students in learning; providing feedback to students; demonstrating responsiveness)
- Professional Responsibilities
A narrative is written based on the proficiencies/deficiencies in each of the four domains.
A final summary of the teacher’s performance is presented in a summative evaluation. The summative encompasses all of the informal and formal observations throughout the year. Goals for the upcoming year are also established through an individual professional development plan.
The district uses the results from the evaluation process to determine professional development needs as well as to make employment recommendations.