EVALUATION PROCESS

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.

School

Number of Teachers meeting District's criteria for acceptable performance

Number of Teachers in School

Percent of Teachers in School meeting these Criteria

Barlow Elementary

26

30

87%

Cedarbrook K-8 Center

43

43

100%

Clinton K-8 Center

31

31

100%

Frederick W. Cook K-8 Center

30

33

91%

Emerson Community

36

37

97%

Evergreen Elementary

38

40

95%

Jefferson Elementary

29

30

97%

C.H. Stillman Elementary

26

26

100%

Washington Community

46

48

96%

Woodland Elementary

21

21

100%

Hubbard Middle

42

42

100%

Maxson Middle

35

37

95%

Plainfield High

113

118

96%

Central Office (Early  Childhood, Special Services, Bilingual/ESL & Educational Services)

40

40

100%

Principal Evaluation System

The principals’ evaluation process is based on formal and informal observations.  The following evidence will be used to determine principal effectiveness.

Evidence used in the formal principal evaluation process includes the following:

  • Formal/Informal individual and group conferences
  • Principal Self Evaluations
  • Informal/formal staff evaluations
  • Implementation of school and district initiatives
  • Performance aligned to district goals
  • Student achievement data

How Results from principal evaluations are used includes the following:

  • To plan professional development opportunities
  • To inform a principal’s Professional Growth Plan
  • To inform tenure decisions
  • To inform recommendations for continued employment

The principal’s summative evaluation is given in the form of a rating scale and narrative for both tenured and non-tenured principals.  A single rating is not given for either tenured or non-tenured principals.

The total number of principals meeting the district’s criteria for acceptable performance and the percent of principals meeting acceptable criteria are posted in the following table.

 Number of Principals meeting District's criteria for acceptable performance Percent of Principals in School meeting these Criteria

22

100%