BRIELLE ELEMENTARY SCHOOL


605 UNION LANE


BRIELLE, NEW JERSEY  08730


September 5, 2012

Dear Parent/Guardian:

  The Elementary and Secondary Education Act is our country’s most important education law.  Last year this law was revised and is now called the No Child Left Behind Act.  No Child Left Behind (NCLB) was designed to make changes in teaching and learning that will help our students achieve more in school.

 

  The law requires that all schools receiving federal funds must inform parents of their right to ask schools about the qualifications of their child’s teachers.  Our school receives federal funding and we are happy to share this information with you.


 

  We believe that nothing is more important to your child’s education at school than having a well-prepared and highly qualified teacher.  The law requires that all teachers must meet a specific, legal definition of “highly qualified” in order to teach in schools that receive federal funding.  The legal definition of a “highly qualified teacher” has three parts.  It states that the teacher must have:

 

    1.  A four-year college degree

    2.  A regular teaching certificate/license

    3.  Proof of their knowledge in the subject they teach.

  New Jersey has some of the most qualified teachers in the country and we are extremely proud of the quality of the teaching staff in the Brielle School District.  All of our regular teachers have college degrees and many have advanced degrees.  The State of New Jersey has always required a teaching certificate/license for all teachers.  In addition, every teacher continues his or her own learning through professional development activities and our teachers are evaluated each year to make sure that their teaching skills remain at the highest possible level.  Most of our paraprofessionals are certified teachers assisting in the classroom during the 2012-13 school year.


 

  Most teachers already meet this legal definition of “highly qualified”.  All teachers hired after the beginning of the 2002-03 school year were required to meet this definition.  However, one challenge New Jersey teachers face is that the State does not yet have a test of subject knowledge for the middle grades.  This means it is impossible for middle school teachers, or those teaching a specific subject in elementary school, to fully satisfy the legal definition of a “highly qualified teacher” until new tests become available. Veteran teachers, hired before the 2002-2003 school year, who do not yet meet the legal definition of “highly qualified” will had until the end of the 2005-2006 school year to do so. 


 

  To ensure that every child in every classroom has a highly qualified teacher, the State of New Jersey and our school district are working together to help teachers meet the requirements of the federal law by providing several options.  Teachers will soon be able to take a new test, or they can demonstrate their expertise through a combination of college course work, professional development activities, and experience.


 

  A highly qualified teacher knows what to teach, how to teach, and has a full understanding of the subject matter being taught.  We believe that every teacher in our school is fully qualified and dedicated to teaching your child and we will do everything possible to help our teachers who may not yet meet the legal definition required by the federal government.


 

  I encourage you to support your child’s education and communicate with his or her teacher on a regular basis. By partnering together - families and educators - we can provide your child with the best education possible.

 

Keeping Children First,

Christine Carlson

Christine Carlson

Superintendent

 

 


 

Below please find the description of the Teacher and Principal's Evaluation System

 

BRIELLE ELEMENTARY SCHOOL’S TEACHER EVALUATION SYSTEM,

SY 2012-2013

 

 

Introduction

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 Brielle Elementary School’s policies and procedures for evaluating teachers and educational specialists such as librarians and counselors.

 

For the purposes of this reporting, a “teacher” is considered to be any full or part-time staff in the district who is under contract and serving under a New Jersey instructional or education services certificate. 

 

Section 1. Description of Teacher Evaluation System

The primary purpose of the observation and evaluation process is to improve student learning and achievement by improving what teachers plan for their students. Classroom visitations by the administrators permit observation of the learning environment created by the teacher and the progress being made by the students.

Brielle Elementary School District is currently transitioning to the Framework for Teaching, Charlotte Danielson Model for teacher evaluations.  We will be using the iObservation format when completing observations.  Walk throughs will also be part of the process. 

 

Brielle Elementary School District has utilized a narrative format and an evaluative process of satisfactory, needs improvement and unsatisfactory in the following areas:

· Instructional Skills

· Knowledge of Content

· Knowledge and Use of Materials

· Classroom Management Skills

· Planning Skills

· Teacher Student Rapport.

 

The evaluative process  will continue to include a written format, pre and post conferences.  The evaluator describes how the lesson progresses as follows:

· Objective of the lesson addressed (as stated in lesson plan book) and the connection to the Common Core.

· Description of the lesson

· Activities composing the lesson.

· The closing of the lesson

 

 

Non-tenured teachers are observed 3 times per year and an additional summative conference to review performance and Professional Improvement Plans.  Tenured teachers are observed 1 time per year and an additional summative conference to review performance and Professional Improvement Plan. 

 

 


Section 2. Evaluation Outcomes Tables

 

 

 

BRIELLE ELEMETARY SCHOOL:  TEACHER EVALUATION RESULTS

SY 2009-2010

 

RATING CATEGORY (list from most accomplished to least accomplished)

Number of teachers in district receiving this rating

Total number of teachers in district

Percent of teachers in district receiving this rating

SATISFICATORY

56

53.9

99%

NEEDS IMPROVEMENT

1

53.9

1%

UNSATISFACTORY

0

53.9

0%

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

BRIELLE ELEMENTARY SCHOOL: TEACHER EVALUATION RESULTS

SY 2009-2010

 

Number of teachers meeting the district’s criteria for acceptable performance

Number of teachers in district

Percent of teachers in district meeting these criteria

52.9

53.9

99%

 


BRIELLE ELEMENTARY SCHOOL

Brielle, New Jersey  08730  

 

 

Teacher’s Name:

 

Title:

 

Activity Observed: 

 

Tenured

 

Date of Observation: 

 

From: To: 

 

 

 

CHECK WHICH APPLY BELOW:

 

 

 

LESSON OBSERVATION

Satisfactory

Needs

Improvement

Unsatisfactory

 

Instructional Skills

 

 

 

 

 

 

 

Knowledge of Content

 

 

 

 

 

 

 

Knowledge and Use of Materials

 

 

 

 

 

 

 

Classroom Management Skills

 

 

 

 

 

 

 

Planning Skills

 

 

 

 

 

 

 

Teacher-Student Rapport

 

 

 

 

 

 

 

N.B.  Areas rated as “Needs Improvement” or “Unsatisfactory” must be described in Evaluator’s Comments/Recommendations section.

DESCRIPTION OF LESSON


 

 

STRENGTHS AND/OR WEAKNESSES:

 

 

 

The following evaluative criteria are noted strengths: (EXAMPLES)

You employ a variety of approaches to learning.

You have a firm grasp of the lesson’s content.

You employ the available resources effectively. 

You are prepared for the lesson’s activities.

You coordinate the efforts of all students. 

You are supportive of students’ efforts and considerate of their needs.

 

Overall the lesson evaluation demonstrates evidence from above.

At this time, there (are or aren’t significant) weaknesses noted. 

 

EVALUATOR’S COMMENTS AND RECOMMENDATIONS

 

 

This lesson activity was    Satisfactory     Unsatisfactory

 

An observation conference was held on

 

 

Teacher’s Signature: Date:   

Evaluator’s Signature:    ­­­Date:   

 

*I acknowledge that this report has been read and explained and that my signature does not necessarily indicate agreement with the contents.

 

I recognize my right to submit a written answer to this evaluation and attach a copy to the original on file.

 

 

 ************************************************************************************************************************************

 

BRIELLE ELEMENTARY SCHOOL’S PRINCIPAL EVALUATION SYSTEM,

SY 2009-2010

 

 

Introduction  

 

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 Brielle Elementary School’s policies and procedures for evaluating principals and assistant principals.

 

Confidentiality concerns: To protect the confidentiality of individual evaluations, districts are not required to provide a district-level statistical summary of principal evaluation outcomes in those cases where there are fewer than 10 principals in a district.

 

Section 1. Description of Principal Evaluation System

“We the members of the Brielle School Community are dedicated to developing the unique abilities of each child, inspiring the achievement of personal excellence.”

– Brielle Elementary School Mission Statement

 

The administrative team of Brielle School consists of one (1) Superintendent/Principal, one(1) Vice Principal/Director of Special Education and one (1) Business Administrator/Board Secretary.  The Vice Principal and Business Administrator are evaluated annually in a narrative format. Each administrator is assessed on the accomplished tasks from the approved job description for each position, as well as what they accomplish over and above their required tasks. Areas of strength and relative weakness are reviewed during the post conference where suggestions and recommendations are addressed by the building principal/superintendent.   A Professional Improvement Plan is also developed and conducted annually.

 

The Superintendent/Principal is assessed through the Board of Education annually. A list of goals and objectives are established and revisited every spring.  The areas that are addressed are as follows:

  • Student Achievement
  • Communication
  • QSAC
  • Shared Services 

 

 

Section 2. Evaluation Outcomes Tables   Due to the fact there are less than ten (10) administrators, the Brielle Elementary School District does not need to complete the outcome tables due to confidentiality.