reglab/statecodes huggingface dataset:
New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 9C - PROFESSIONAL DEVELOPMENT › Subchapter 4 - DISTRICT-LEVEL, SCHOOL-LEVEL, AND INDIVIDUAL PROFESSIONAL DEVELOPMENT REQUIREMENTS › Section 6A:9C-4.5 - Requirements for, and implementation of, educational interpreters' individual professional development plans

Current through Register Vol. 56, No. 14, July 15, 2024
(a) Each educational interpreter shall be
				guided by an individual professional development plan (PDP), which shall
				include at least 10 hours per year of qualifying experiences that support
				improved practice. The 10-hour annual qualifying experience shall be based on
				the length of full-time employment and reduced by a pro rata share reflecting
				part-time employment or an absence, including the use of family or medical
				leave.
(b) The content of each
				individual PDP shall be developed by the educational interpreter's supervisor
				in consultation with the educational interpreter.
(c) PDP requirements for a teacher at
				N.J.A.C.
				6A:9C-4.4(c), (e), (f), (g), (h), and
				(j) shall apply to an educational
				interpreter.
New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 9C - PROFESSIONAL DEVELOPMENT › Subchapter 4 - DISTRICT-LEVEL, SCHOOL-LEVEL, AND INDIVIDUAL PROFESSIONAL DEVELOPMENT REQUIREMENTS › Section 6A:9C-4.6 - Requirements for, and implementation of, preschool paraprofessional's individual professional development plans

Current through Register Vol. 56, No. 14, July 15, 2024
(a) Each preschool paraprofessional working
				in a State-funded preschool program shall be guided by an individual
				professional development plan (PDP), which shall include at least 20 hours per
				year of qualifying experiences that support improved practice. The 20-hour
				annual qualifying experience shall be based on the length of full-time
				employment and reduced by a pro rata share reflecting part-time employment or
				an absence, including the use of family or medical leave.
(b) The content of each individual PDP shall
				be developed by the preschool paraprofessional's supervisor in consultation
				with the preschool paraprofessional and shall include coaching by a preschool
				instructional coach, a preschool intervention and referral specialist (PIRS),
				and any other coach the school district assigns to work with the preschool
				paraprofessional.
(c) PDP
				requirements for a teacher at
				N.J.A.C.
				6A:9C-4.4(c), (e), (f), (g), (h), and
				(j) shall apply to a preschool
				paraprofessional.
New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 9C - PROFESSIONAL DEVELOPMENT › Subchapter 4 - DISTRICT-LEVEL, SCHOOL-LEVEL, AND INDIVIDUAL PROFESSIONAL DEVELOPMENT REQUIREMENTS › Section 6A:9C-4.7 - State Professional Learning Committee

Current through Register Vol. 56, No. 14, July 15, 2024
(a) The State Professional Learning Committee
				(Committee) shall advise the Commissioner on the professional development
				requirements for teachers and school leaders. Specifically, the Committee may:
1. Develop and recommend a periodic review
				process for school district plans for professional development to ensure that
				professional learning opportunities: address the NJSLS; are aligned to the
				professional standards at
				N.J.A.C.
				6A:9C-3.3; and target teacher and school
				leader professional learning needs as identified in the school district
				performance report;
2. Develop and
				recommend updated Professional Standards for Teachers and Professional
				Standards for School Leaders;
3.
				Develop and recommend support and resources related to the standards for
				professional learning;
4. Review
				the implementation of professional development requirements for teachers and
				school leaders, and provide recommendations;
5. Develop and recommend a periodic audit
				process for school district mentoring plans to assure mentoring plans
				requirements at
				N.J.A.C.
				6A:9C-5 are met;
6. Review research, best practices, and
				practitioner feedback, and provide ongoing recommendations to ensure
				professional development requirements continue to support teachers and school
				leaders in improving their practice to enable students to achieve high academic
				standards;
7. Recommend and
				develop guidance for the implementation of teachers' and school leaders'
				individual PDPs to assure plans address the NJSLS, align to the Professional
				Standards for Teachers and the Professional Standards for School Leaders, and
				reflect State, school district, and individual educator needs;
8. Recommend criteria for school district use
				in the selection of professional development providers;
9. Develop and recommend support and
				resources for implementation of professional development related to equity,
				pursuant to
				N.J.A.C.
				6A:7-1.6; and
10. Advise on other matters related to
				professional learning as requested by the Commissioner.
New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 9C - PROFESSIONAL DEVELOPMENT › Subchapter 5 - DISTRICT MENTORING PROGRAM › Section 6A:9C-5.1 - Requirements for district mentoring program

Current through Register Vol. 56, No. 14, July 15, 2024
(a) All school districts shall develop a
				district mentoring program to provide nontenured teachers, including novice
				provisional teachers who hold a CE or CEAS, with an induction to the teaching
				profession and to the school district community through differentiated supports
				based on the teachers' individual needs and to help them become effective
				professionals.
(b) The goals of the
				district mentoring program shall be to enhance teacher knowledge of, and
				strategies related to, the NJSLS to facilitate student achievement and growth;
				identify exemplary teaching skills and educational practices necessary to
				acquire and maintain excellence in teaching; and assist first-year teachers in
				performing their duties and adjusting to the challenges of teaching.
(c) All district boards of education that
				employ nontenured teachers shall determine how each nontenured teacher in the
				first year of employment, which shall be equal to at least 30 weeks, shall be
				provided with the following supports:
1.
				Comprehensive induction to school district policies and procedures, including,
				but not limited to, introduction to school district curricula, student
				assessment policies, and training on the school district's evaluation rubric,
				including setting and assessing student learning through student growth
				objectives;
2. Individualized
				supports and activities, which shall be based on the nontenured teacher's
				individual needs and shall be aligned with the Professional Standards for
				Teachers at
				N.J.A.C.
				6A:9-3.3, the standards for professional
				learning at
				N.J.A.C.
				6A:9C-3.3, and the school district's
				Commissioner-approved teaching practice instrument. The supports and activities
				shall be guided by:
i. The nontenured
				teacher's degree of preparation and experience;
ii. The nontenured teacher's individual
				professional development plan (PDP) developed in accordance with
				N.J.A.C.
				6A:9C-4.4;
iii. Areas of focus within the district
				mentoring plan; and
iv. Goals of
				the school and school district plans for professional development as described
				at N.J.A.C. 6A:9C-4.2; and
3. One-to-one mentoring,
				which is required for each novice provisional teacher as set forth at (d)
				below.
New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 9C - PROFESSIONAL DEVELOPMENT › Subchapter 5 - DISTRICT MENTORING PROGRAM › Section 6A:9C-5.2 - Mentor requirements

Current through Register Vol. 56, No. 14, July 15, 2024
(a)
				The chief school administrator shall oversee the mentor selection process and
				ensure the individual mentor of a novice provisional teacher meets the
				following minimum requirements:
1. Holds an
				instructional certificate and, when possible, is certified in the subject area
				in which the novice provisional teacher is working;
2. Has at least three years of experience and
				has taught full-time for at least two years within the last five
				years;
3. Does not serve as the
				mentee's direct supervisor nor conduct evaluations of teachers;
4. Demonstrates a record of success in the
				classroom;
i. All mentor teacher applicants
				shall have received a summative rating of effective or highly effective on the
				most recent summative evaluation, pursuant to N.J.A.C. 6A:10.
ii. A mentor teacher applicant in a school or
				school district not required pursuant to
				N.J.A.C.
				6A:10-1 to issue summative evaluations shall
				demonstrate at least one year of effective teaching on their most recent
				evaluation as determined by the mentor teacher's supervisor;
5. Understands the social and
				workplace norms of the school district and the community it serves;
6. Understands the resources and
				opportunities available in the school district and is able to act as a referral
				source to the novice provisional teacher; and
7. Completes a comprehensive mentor training
				program with a curriculum that includes, at a minimum, training on the school
				district's teaching evaluation rubric and practice instrument, Professional
				Standards for Teachers, NJSLS, classroom observation skills, facilitating adult
				learning, and leading reflective conversations about teaching
				practice.
New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 9C - PROFESSIONAL DEVELOPMENT › Subchapter 5 - DISTRICT MENTORING PROGRAM › Section 6A:9C-5.3 - District mentoring plan

Current through Register Vol. 56, No. 14, July 15, 2024
(a)
				The chief school administrator, or the chief school administrator's designee,
				shall develop a district mentoring plan as part of the school district's
				professional development plan (PDP), pursuant to
				N.J.A.C.
				6A:9C-4.4.
(b) The district mentoring plan shall
				include:
1. Logistics for its
				implementation;
2. The school
				district's responsibilities pursuant to this subchapter; and
3. Formal and informal resources and supports
				to guide novice provisional teachers throughout the entire provisional
				period.
New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 9C - PROFESSIONAL DEVELOPMENT › Subchapter 5 - DISTRICT MENTORING PROGRAM › Section 6A:9C-5.4 - Mentoring and evaluation by approved agencies

Current through Register Vol. 56, No. 14, July 15, 2024
An approved agency and its designated staff shall be
				  authorized to provide the services, evaluations, and recommendations specified
				  at N.J.A.C. 6A:9B-8.6, 8.7, and 8.9
				  for provisional Teachers of Supplemental Instruction in Reading and
				  Mathematics, Grades K-8 in their employ.
New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 10 - EDUCATOR EFFECTIVENESS › Subchapter 1 - GENERAL PROVISIONS › Section 6A:10-1.1 - Purpose and scope

Current through Register Vol. 56, No. 14, July 15, 2024
(a) The rules in this chapter are intended to
				provide minimum requirements for evaluation rubrics for the evaluation of
				teaching staff members' effectiveness to further the development of a
				professional corps of State educators and to increase student achievement.
				Thus, the purpose of the rules is to support a system that facilitates:
1. Continual improvement of
				instruction;
2. Meaningful
				differentiation of educator performance using four performance
				levels;
3. Use of multiple valid
				measures in determining educator performance levels, including objective
				measures of student performance and measures of professional
				practice;
4. Evaluation of
				educators on a regular basis;
5.
				Delivery of clear, timely, and useful feedback, including feedback that
				identifies areas for growth and guides professional development; and
6. School district personnel
				decisions.
New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 10 - EDUCATOR EFFECTIVENESS › Subchapter 1 - GENERAL PROVISIONS › Section 6A:10-1.3 - Applicability of rules on collective bargaining agreements

Current through Register Vol. 56, No. 14, July 15, 2024
The rules in this chapter shall not override any conflicting
				  provision(s) of collective bargaining agreements or other employment contracts
				  entered into by a school district in effect on July 1, 2013. No collective
				  bargaining agreement entered into after July 1, 2013, shall conflict with the
				  educator evaluation system established pursuant to these rules or any other
				  specific statute or regulation, nor shall topics subject to bargaining involve
				  matters of educational policy or managerial prerogatives.
New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 10 - EDUCATOR EFFECTIVENESS › Subchapter 1 - GENERAL PROVISIONS › Section 6A:10-1.4 - Educator evaluation data, information, and annual performance reports

Current through Register Vol. 56, No. 14, July 15, 2024
All information contained in annual performance reports and
				  all information collected, compiled, and/or maintained by employees of a
				  district board of education for the purposes of conducting the educator
				  evaluation process pursuant to this chapter, including, but not limited to,
				  digital records, shall be confidential. Such information shall not be subject
				  to public inspection or copying pursuant to the Open Public Records Act,
				  N.J.S.A.
				  47:1A-1 et seq. Nothing contained in this
				  section shall be construed to prohibit the Department or a school district
				  from, at its discretion, collecting evaluation data pursuant to
				  N.J.S.A.
				  18A:6-123.e or distributing aggregate
				  statistics regarding evaluation data.
New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 10 - EDUCATOR EFFECTIVENESS › Subchapter 2 - EVALUATION OF TEACHING STAFF MEMBERS › Section 6A:10-2.1 - Evaluation of teaching staff members

Current through Register Vol. 56, No. 14, July 15, 2024
(a) A district
				board of education annually shall adopt evaluation rubrics for all teaching
				staff members. The evaluation rubrics shall have four defined annual ratings:
				ineffective, partially effective, effective, and highly effective.
(b) The evaluation rubrics for teachers,
				principals, vice principals, and assistant principals shall include all other
				relevant minimum standards set forth in
				18A:6-123 (
				P.L.
				2012, c. 26, §17c
				).
(c) Evaluation rubrics shall be
				submitted to the Commissioner by August 1 for approval by August 15 of each
				year.
(c) Evaluation rubrics shall
				be submitted to the Commissioner by August 1 for approval by August 15 of each
				year.
New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 10 - EDUCATOR EFFECTIVENESS › Subchapter 2 - EVALUATION OF TEACHING STAFF MEMBERS › Section 6A:10-2.3 - District Evaluation Advisory Committee

Current through Register Vol. 56, No. 14, July 15, 2024
(a)
				Members of the District Evaluation Advisory Committee shall include
				representation from the following groups: teachers from each school level
				represented in the school district; central office administrators overseeing
				the teacher evaluation process; supervisors involved in teacher evaluation,
				when available or appropriate; and administrators conducting evaluations,
				including a minimum of one administrator conducting evaluations who
				participates on a School Improvement Panel. Members also shall include the
				chief school administrator, a special education administrator, a parent, and a
				member of the district board of education.
(b) The chief school administrator may extend
				membership on the District Evaluation Advisory Committee to representatives of
				other groups and to individuals.
(c) Beginning in 2018-2019, the District
				Evaluation Advisory Committees shall no longer be required and district boards
				of education shall have the discretion to continue the District Evaluation
				Advisory Committee.
New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 10 - EDUCATOR EFFECTIVENESS › Subchapter 2 - EVALUATION OF TEACHING STAFF MEMBERS › Section 6A:10-2.4 - Evaluation procedures for all teaching staff

Current through Register Vol. 56, No. 14, July 15, 2024
(a) This
				section's provisions shall be the minimum requirements for the evaluation of
				teaching staff members.
(b)
				Evaluation policies and procedures requiring the annual evaluation of all
				teaching staff members shall be developed under the direction of the chief
				school administrator, who may consult with the District Advisory Evaluation
				Committee or representatives from School Improvement Panels, and shall include,
				but not be limited to, a description of:
1.
				Evaluation rubrics for all teaching staff members;
2. Job descriptions, evaluation rubrics for
				all teaching staff members, the process for calculating the summative ratings
				and each component, and the evaluation regulations set forth in this
				chapter;
3. Methods of data
				collection and reporting appropriate to each job description, including, but
				not limited to, the process for student attribution to teachers, principals,
				assistant principals, and vice principals for calculating the median and
				schoolwide student growth percentile;
4. Processes for observations for the purpose
				of evaluation and post-observation conference(s) by a supervisor;
5. Process for developing and scoring student
				growth objectives;
6. The process
				for preparation of individual professional development plans; and
7. The process for preparation of an annual
				performance report by the teaching staff member's designated supervisor and an
				annual summary conference between the teaching staff member and his or her
				designated supervisor.
New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 10 - EDUCATOR EFFECTIVENESS › Subchapter 2 - EVALUATION OF TEACHING STAFF MEMBERS › Section 6A:10-2.5 - Corrective action plans for all teaching staff

Current through Register Vol. 56, No. 14, July 15, 2024
(a) For each
				teaching staff member rated ineffective or partially effective on the annual
				summative evaluation, as measured by the evaluation rubrics, a corrective
				action plan shall be developed by the teaching staff member and the teaching
				staff member's designated supervisor. If the teaching staff member does not
				agree with the corrective action plan's content, the designated supervisor
				shall make the final determination.
(b) The corrective action plan shall be
				developed and the teaching staff member and his or her designated supervisor
				shall meet to discuss the corrective action plan by October 31 of the school
				year following the year of evaluation, except:
1. If the ineffective or partially effective
				summative evaluation rating is received after October 1 of the school year
				following the year of evaluation, a corrective action plan shall be developed,
				and the teaching staff member and his or her designated supervisor shall meet
				to discuss the corrective action plan within 25 teaching staff member working
				days following the school district's receipt of the teaching staff member's
				summative rating.
New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 10 - EDUCATOR EFFECTIVENESS › Subchapter 3 - SCHOOL IMPROVEMENT PANEL › Section 6A:10-3.1 - School Improvement Panel membership

Current through Register Vol. 56, No. 14, July 15, 2024
(a) The School
				Improvement Panel shall include the principal, a vice principal, and a teacher
				who is chosen in accordance with (b) below by the principal in consultation
				with the majority representative. If an assistant principal or vice principal
				is not available to serve on the panel, the principal shall appoint an
				additional member who is employed in the school district in a supervisory role
				and capacity, in accordance with
				N.J.S.A.
				18A:6-120.a. The principal may appoint
				additional members to the School Improvement Panel as long as all members meet
				the criteria outlined in this section and
				N.J.S.A.
				18A:6-120.a and the teacher(s) on the panel
				represents at least one-third of its total membership.
(b) The principal annually shall choose the
				teacher(s) on the School Improvement Panel through the following process:
1. The teacher member shall be a person with
				a demonstrated record of success in the classroom. Beginning in school year
				2015-2016, a demonstrated record of success in the classroom means the teacher
				member shall have been rated effective or highly effective in the most recent
				available annual summative rating.
2. The majority representative, in accordance
				with (a) above, may submit to the principal teacher member nominees for
				consideration.
3. The principal
				shall have final decision-making authority and is not bound by the majority
				representative's list of nominees.
New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 10 - EDUCATOR EFFECTIVENESS › Subchapter 3 - SCHOOL IMPROVEMENT PANEL › Section 6A:10-3.2 - School Improvement Panel responsibilities

Current through Register Vol. 56, No. 14, July 15, 2024
(a) The School Improvement Panel shall:
1. Oversee the mentoring of teachers
				according to
				N.J.A.C.
				6A:9C-5.3(a)2  and support
				the implementation of the school district mentoring plan;
2. Conduct evaluations of teachers pursuant
				to 6A:10-2.4 and 4.4;
3. Ensure corrective action plans for
				teachers are created in accordance to
				N.J.A.C.
				6A:10-2.5; and ensure mid-year evaluations
				are conducted for teachers who are on a corrective action plan; and
4. Identify professional development
				opportunities for all teaching staff members based on the review of aggregate
				school-level data, including, but not limited to, educator evaluation and
				student performance data to support school-level professional development plans
				described in
				N.J.A.C.
				6A:9C-4.2.
New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 10 - EDUCATOR EFFECTIVENESS › Subchapter 4 - COMPONENTS OF TEACHER EVALUATION › Section 6A:10-4.1 - Components of teacher evaluation rubric

Current through Register Vol. 56, No. 14, July 15, 2024
(a) The
				components of the teacher evaluation rubric described in this section shall
				apply to teaching staff members holding the position of teacher and holding a
				valid and effective standard, provisional, or emergency instructional
				certificate.
(b) Evaluation rubrics
				for all teachers shall include the requirements described in
				N.J.S.A.
				18A:6-123, including, but not limited to:
1. Measures of student achievement pursuant
				to
				N.J.A.C.
				6A:10-4.2; and
2. Measures of teacher practice pursuant to
				N.J.A.C.
				6A:10-4.3 and 4.4.
New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 10 - EDUCATOR EFFECTIVENESS › Subchapter 4 - COMPONENTS OF TEACHER EVALUATION › Section 6A:10-4.2 - Student achievement components

Current through Register Vol. 56, No. 14, July 15, 2024
(a) Measures of
				student achievement shall be used to determine impact on student learning. The
				student achievement measure shall include the following components:
1. If the teacher meets the requirements in
				(b) below, the median student growth percentile of all students assigned to a
				teacher, which shall be calculated as set forth in (d) below; and
2. Student growth objective(s), which shall
				be specific and measurable, based on available student learning data, aligned
				to New Jersey Student Learning Standards, and based on growth and/or
				achievement.
i. For teachers who teach
				subjects or grades not covered by the New Jersey Student Learning Standards,
				student growth objectives shall align to standards adopted or endorsed, as
				applicable, by the State Board.
New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 10 - EDUCATOR EFFECTIVENESS › Subchapter 4 - COMPONENTS OF TEACHER EVALUATION › Section 6A:10-4.3 - Teacher practice components

Current through Register Vol. 56, No. 14, July 15, 2024
The teacher practice component rating shall be based on the
				  measurement of the teacher's performance according to the school district's
				  Commissioner-approved teacher practice instrument. Observations pursuant to
				  6A:10-4.4 shall be used as one
				  form of evidence for the measurement.
New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 10 - EDUCATOR EFFECTIVENESS › Subchapter 4 - COMPONENTS OF TEACHER EVALUATION › Section 6A:10-4.4 - Teacher observations

Current through Register Vol. 56, No. 14, July 15, 2024
(a) For the purpose
				of teacher evaluation, observers shall conduct the observations pursuant to
				N.J.S.A.
				18A:6-123.b(8) and
				N.J.A.C.
				6A:10-2.5 and 3.2, and they shall be trained
				pursuant to
				N.J.A.C.
				6A:10-2.2(b).
(b) Observation conferences shall include the
				following procedures:
1. A supervisor who is
				present at the observation shall conduct a post-observation conference with the
				teacher being observed. A post-observation conference shall occur no more than
				15 teaching staff member working days following each observation.
2. The post-observation conference shall be
				for the purpose of reviewing the data collected at the observation, connecting
				the data to the teacher practice instrument and the teacher's individual
				professional development plan, collecting additional information needed for the
				evaluation of the teacher, and offering areas to improve effectiveness. Within
				a school year, the post-observation conference shall be held prior to the
				occurrence of further observations for the purpose of evaluation.
3. If agreed to by the teacher, one required
				post-observation conference and any pre-observation conference(s) for
				observations of tenured teachers who are not on a corrective action plan may be
				conducted by written communication, including electronic.
4. One post-observation conference may be
				combined with a teacher's annual summary conference, as long as it occurs
				within the required 15 teaching staff member working days following the
				observation for the purpose of evaluation.
5. A pre-conference, when required, shall
				occur at least one but not more than seven teaching staff member working days
				prior to the observation.
New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 10 - EDUCATOR EFFECTIVENESS › Subchapter 5 - COMPONENTS OF PRINCIPAL EVALUATION › Section 6A:10-5.1 - Components of principal evaluation rubrics

Current through Register Vol. 56, No. 14, July 15, 2024
(a) Unless
				otherwise noted, the components of the principal evaluation rubrics shall apply
				to teaching staff members holding the position of principal, vice principal, or
				assistant principal and holding a valid and effective standard, provisional, or
				emergency administrative certificate.
(b) The principal evaluation rubric shall
				meet the standards provided in
				N.J.S.A.
				18A:6-123, including, but not limited to:
1. Measures of student achievement pursuant
				to
				N.J.A.C.
				6A:10-5.2; and
2. Measures of principal practice pursuant to
				N.J.A.C.
				6A:10-5.3 and 5.4.
New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 10 - EDUCATOR EFFECTIVENESS › Subchapter 5 - COMPONENTS OF PRINCIPAL EVALUATION › Section 6A:10-5.2 - Student achievement components of principal evaluation rubrics

Current through Register Vol. 56, No. 14, July 15, 2024
(a) Measures of student achievement shall be
				used to determine impact on student learning and shall include the following
				components:
1. The schoolwide student growth
				percentile of all students assigned to the principal;
2. Average student growth objective scores of
				every teacher, as described in
				N.J.A.C.
				6A:10-4.2(e), assigned to
				the principal; and
3. Administrator
				goals set by principals, vice principals, and assistant principals in
				consultation with their supervisor pursuant to (e) below, which shall be
				specific and measurable, based on student growth and/or achievement
				data.
New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 10 - EDUCATOR EFFECTIVENESS › Subchapter 5 - COMPONENTS OF PRINCIPAL EVALUATION › Section 6A:10-5.3 - Principal practice component of evaluation rubric

Current through Register Vol. 56, No. 14, July 15, 2024
(a) Measures of
				principal practice shall include a measure determined through a
				Commissioner-approved principal practice instrument and may include a
				leadership measure determined through the Department-created leadership
				rubric.
(b) Principal practice
				component rating shall be based on the measurement of the principal, assistant
				principal, or vice principal's performance according to the school district's
				Commissioner-approved principal practice instrument. Observations pursuant to
				6A:10-5.4 shall be used as one
				form of evidence for this measurement.
(c) Leadership practice shall be determined
				by a score on a leadership rubric, which will assess the principal, vice
				principal, or assistant principal's ability to improve student achievement and
				teaching staff member effectiveness through identified leader behaviors. The
				rubric will be posted on the Department's website and annually maintained.
New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 10 - EDUCATOR EFFECTIVENESS › Subchapter 5 - COMPONENTS OF PRINCIPAL EVALUATION › Section 6A:10-5.4 - Principal, assistant principal, and vice principal observations

Current through Register Vol. 56, No. 14, July 15, 2024
(a) A
				chief school administrator, or his or her designee, shall conduct observations
				for the evaluation of principals pursuant to
				N.J.S.A.
				18A:6-121 and he or she shall be trained
				pursuant to
				N.J.A.C.
				6A:10-2.2(b).
(b) A principal, or a chief school
				administrator or his or her designee, shall conduct observations for the
				evaluation of assistant principals and vice principals pursuant to
				N.J.S.A.
				18A:6-121.
(c) For the purpose of collecting data for
				the evaluation of a principal, assistant principal, or vice principal, an
				observation, as described in
				N.J.S.A.
				18A:6-119 and N.J.A.C. 6A:10:1-2, may
				include, but is not limited to: building walk-through, staff meeting
				observation, parent conference observation, or case study analysis of a
				significant student issue.
(d)
				Post-observation conferences shall include the following procedures:
1. A supervisor who is present at the
				observation shall conduct a post-observation conference with the principal,
				assistant principal, or vice principal being observed. A post-observation
				conference shall occur no more than 15 teaching staff member working days
				following each observation.
2. The
				post-observation conference shall be for the purpose of reviewing the data
				collected at the observation, connecting the data to the principal practice
				instrument and the principal, assistant principal, or vice principal's
				individual professional development plan, collecting additional information
				needed for the evaluation, and offering areas to improve
				effectiveness.
3. With the consent
				of the observed principal, assistant principal, or vice principal,
				post-observation conferences for individuals who are not on a corrective action
				plan may be conducted via written communication, including electronic
				communication.
4. One
				post-observation conference may be combined with the principal, assistant
				principal, or vice principal's annual summary conference as long as it occurs
				within the required 15 teaching staff member working days following the
				observation.
5. A written or
				electronic observation report shall be signed by the supervisor who conducted
				the observation and post-observation and the principal, assistant principal, or
				vice principal who was observed.
6.
				The principal, assistant principal, or vice principal shall submit his or her
				written objection(s) of the evaluation within 10 working days following the
				conference. The objection(s) shall be attached to each party's copy of the
				annual performance report.
New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 10 - EDUCATOR EFFECTIVENESS › Subchapter 6 - EVALUATION OF TEACHING STAFF MEMBERS OTHER THAN TEACHERS, PRINCIPALS, VICE PRINCIPALS, AND ASSISTANT PRINCIPALS › Section 6A:10-6.1 - Components of evaluation rubrics

Current through Register Vol. 56, No. 14, July 15, 2024
(a) The components
				of the evaluation rubric described in this section shall apply to teaching
				staff members other than a teacher, as described in
				N.J.A.C.
				6A:10-4.1, or a principal, vice principal, or
				assistant principal, as described in
				N.J.A.C.
				6A:10-5.1.
(b) Each school district shall determine the
				components of the evaluation rubric for teaching staff members discussed in
				this section and shall follow the evaluation procedures as set forth in
				N.J.A.C. 6A:10-2.
New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 10 - EDUCATOR EFFECTIVENESS › Subchapter 6 - EVALUATION OF TEACHING STAFF MEMBERS OTHER THAN TEACHERS, PRINCIPALS, VICE PRINCIPALS, AND ASSISTANT PRINCIPALS › Section 6A:10-6.2 - Required observations for teaching staff members other than teachers, principals, vice principals, and assistant principals

Current through Register Vol. 56, No. 14, July 15, 2024
(a) For
				the purpose of this subsection, observations include, but are not limited to:
				observations of meetings, student instruction, parent conferences, and
				case-study analysis of a significant student issue. The observation shall:
1. Be at least 20 minutes in
				length;
2. Be followed within 15
				teaching staff member working days by a conference between the supervisor who
				made the observation and the nontenured teaching staff member;
3. Be followed by both parties to such a
				conference signing the written or electronic observation report and each
				retaining a copy for his or her records; and
4. Allow the nontenured teaching staff member
				to submit his or her written objection(s) of the evaluation within 10 teaching
				staff member working days following the conference. The objection(s) shall be
				attached to each party's copy of the annual performance report.
New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 10 - EDUCATOR EFFECTIVENESS › Subchapter 7 - COMMISSIONER APPROVAL OF EDUCATOR PRACTICE INSTRUMENTS › Section 6A:10-7.1 - Educator practice instrument

Current through Register Vol. 56, No. 14, July 15, 2024
(a) Each district
				board of education shall adopt a policy and implementation procedures requiring
				the annual evaluation of the chief school administrator by the district board
				of education.
(b) The purpose of
				the annual evaluation shall be to:
1. Promote
				professional excellence and improve the skills of the chief school
				administrator;
2. Improve the
				quality of the education received by the students served by the public schools;
				and
3. Provide a basis for the
				review of the chief school administrator's performance.
New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 10 - EDUCATOR EFFECTIVENESS › Subchapter 7 - COMMISSIONER APPROVAL OF EDUCATOR PRACTICE INSTRUMENTS › Section 6A:10-7.2 - Teacher practice instrument

Current through Register Vol. 56, No. 14, July 15, 2024
(a) The teacher
				practice instrument approved by the Department shall meet the following
				criteria:
1. Include domains of professional
				practice that align to the New Jersey Professional Standards for Teachers
				pursuant to N.J.A.C. 6A:9-3;
2.
				Include scoring guides for assessing teacher practice that differentiate among
				a minimum of four levels of performance, and the differentiation has been shown
				in practice and/or research studies. Each scoring guide shall:
i. Clearly define the expectations for each
				rating category;
ii. Provide a
				conversion to four rating categories;
iii. Be applicable to all grades and
				subjects; or to specific grades and/or subjects if designed explicitly for the
				grades and/or subjects; and
iv. Use
				clear and precise language that facilitates common understanding among teachers
				and administrators;
3.
				Rely on, to the extent possible, specific, discrete, observable, and/or
				measurable behaviors of students and teachers in the classroom with direct
				evidence of student engagement and learning; and
4. Include descriptions of specific training
				and implementation details required for the instrument to be
				effective.
New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 10 - EDUCATOR EFFECTIVENESS › Subchapter 7 - COMMISSIONER APPROVAL OF EDUCATOR PRACTICE INSTRUMENTS › Section 6A:10-7.3 - Principal practice instrument

Current through Register Vol. 56, No. 14, July 15, 2024
(a) The principal
				practice instrument approved by the Department shall meet the following
				criteria:
1. Incorporate domains of practice
				and/or performance criteria that align to the 2015 Professional Standards for
				Educational Leaders developed by the National Policy Board for Educational
				Administration (NPBEA), by incorporated herein by reference, available at
http://npbea.org/wp-content/uploads/2017/06/Professional-Standards-for-Educational-Leaders_2015.pdf
;
2. Include scoring guides for assessing
				principal practice that differentiate among a minimum of four levels of
				performance, and the differentiation has been shown in practice and/or research
				studies. Each scoring guide shall clearly define the expectations for each
				category and provide a conversion to four rating categories;
3. Rely on, to the extent possible, multiple
				sources of evidence collected throughout the school year, including, but not
				limited to, evaluation of a principal's leadership related to:
i. Implementing high-quality and
				standards-aligned curricula, assessments, and instruction; and
ii. Evaluating the effectiveness of teaching
				staff members and supporting their professional growth; and
4. Include descriptions of
				specific training and implementation details required for the instrument to be
				effective.
New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 10 - EDUCATOR EFFECTIVENESS › Subchapter 8 - EVALUATION OF CHIEF SCHOOL ADMINISTRATORS › Section 6A:10-8.1 - Evaluation of chief school administrators

Current through Register Vol. 56, No. 14, July 15, 2024
(a)
				Each district board of education shall adopt a policy and implement procedures
				requiring the annual evaluation of the chief school administrator by the
				district board of education.
(b)
				The purpose of the annual evaluation shall be to:
1. Promote professional excellence and
				improve the skills of the chief school administrator;
2. Improve the quality of the education
				received by the students served by the public schools; and
3. Provide a basis for the review of the
				chief school administrator's performance.
New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 10 - EDUCATOR EFFECTIVENESS › Subchapter 9 - PROCEDURE FOR NONTENURED NOTICE OF NON-REEMPLOYMENT › Section 6A:10-9.1 - Procedure for appearance of nontenured teaching staff members before a district board of education upon receipt of a notice of non-reemployment

Current through Register Vol. 56, No. 14, July 15, 2024
(a) Whenever a nontenured teaching staff
				member has requested in writing and has received a written statement of reasons
				for non-reemployment pursuant to
				18A:27-3.2, he or she may request
				in writing an informal appearance before the district board of education. The
				written request shall be submitted to the district board of education within 10
				calendar days of teaching staff member's receipt of the district board of
				education's statement of reasons.
(b) The informal appearance shall be
				scheduled within 30 calendar days from the teaching staff member's receipt of
				the district board of education's statement of reasons.
(c) Under the circumstances described in this
				section, a nontenured teaching staff member's appearance before the district
				board of education shall not be an adversarial proceeding. The purpose of the
				appearance shall be to provide the staff member the opportunity to convince
				board of education members to offer reemployment.
(d) Each district board of education shall
				exercise discretion in determining a reasonable length of time for the
				proceeding, depending upon each instance's specific circumstances.
(e) Each district board of education shall
				provide to the employee adequate written notice regarding the date and time of
				the informal appearance.
(f) The
				nontenured teaching staff member may be represented by counsel or one
				individual of his or her choosing.
(g) The staff member may present on his or
				her behalf witnesses who do not need to present testimony under oath and shall
				not be cross-examined by the district board of education. Witnesses shall be
				called one at a time into the meeting to address the board and shall be excused
				from the meeting after making their statements.
(h) The proceeding of an informal appearance
				before the district board of education, as described in this section, may be
				conducted pursuant to
				10:4-12.b(8).
(i) Within three working days following the
				informal appearance, the district board of education shall notify the affected
				teaching staff member, in writing, of its final determination. The district
				board of education may delegate notification to the chief school administrator
				or board secretary.
New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 11 - CHARTER SCHOOLS › Subchapter 1 - GENERAL PROVISIONS › Section 6A:11-1.1 - Purpose

Current through Register Vol. 56, No. 14, July 15, 2024
(a) The purpose of this chapter is to provide
				the rules to govern the implementation of the Charter School Program Act,
				N.J.S.A. 18A:36A-1 et
				seq. The rules define the processes for: establishing and operating charter
				schools; complying with the School Ethics Act (N.J.S.A.
				18A:12-21 et seq.); implementing programs;
				certifying classroom teachers, principals, and professional support staff; and
				applying streamline tenure for teaching staff members, janitors, and
				secretaries. The rules for conducting the financial operations of the charter
				schools are set forth in the fiscal accountability rules at N.J.A.C.
				6A:23A-22.
(b) The rules set out
				the requirements for applying for a charter and operating a school when a
				charter is awarded by the Commissioner. In addition, the rules affect students
				who attend charter schools, the parents and legal guardians of the students,
				the district boards of education where the students reside, the district boards
				of education in which charter schools are physically located, and the people
				who serve on the boards of trustees and on the staffs of charter
				schools.
New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 11 - CHARTER SCHOOLS › Subchapter 2 - APPLICATION AND APPROVAL, REPORTING, RENEWAL, PROBATION AND REVOCATION, APPEAL, AMENDMENT, AND CONVERSION PROCESSES › Section 6A:11-2.1 - Application and approval process

Current through Register Vol. 56, No. 14, July 15, 2024
(a) The
				Commissioner with the authority of
				18A:36-1 et seq. may approve or
				deny an application for a charter after review of the application submitted by
				an eligible applicant and the recommendation(s) from the district board(s) of
				education or State district superintendent(s) of the district of residence of
				the proposed charter school.
(b) An
				eligible applicant for a charter school shall:
1. Complete the New Jersey Charter School
				Application, which shall be annually disseminated by the Department no later
				than August 31 of each year.
i. For
				application rounds in which the Department requires an online application
				submission, new charter school applicants shall establish an online account no
				later than five business days prior to the due date for the application.
New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 11 - CHARTER SCHOOLS › Subchapter 2 - APPLICATION AND APPROVAL, REPORTING, RENEWAL, PROBATION AND REVOCATION, APPEAL, AMENDMENT, AND CONVERSION PROCESSES › Section 6A:11-2.2 - Reporting

Current through Register Vol. 56, No. 14, July 15, 2024
(a) To facilitate the annual review, each
				charter school shall submit an annual report to the local board of education,
				the executive county superintendent, and the Commissioner in the form
				prescribed by the Commissioner. The board of trustees of a charter school shall
				submit an annual report no later than 4:15 P.M. on August 1 following each full
				school year in which the charter school is in operation to the Commissioner,
				the respective executive county superintendent, and the district board(s) of
				education or State district superintendent(s) of the district of residence of a
				charter school. If August 1 falls on a weekend, the annual report is due on the
				first subsequent work day.
1. The report in a
				format prescribed by the Commissioner must include, but is not limited to,
				evidence of the following:
i. The school is
				achieving the mission, goals, and objectives of its charter as measured against
				the Performance Frameworks;
ii. The
				board of trustees operates in accordance with the School Ethics Act,
				18A:12-23, and the Open Public
				Meetings Act,
				10:4-6 et seq.;
iii. Curriculum that is compliant with the
				New Jersey Student Learning Standards;
iv. Statewide assessment program results and
				local assessment results of students;
v. Parental and community involvement in the
				school; and
vi. A calendar for the
				upcoming school year.