Professional Development: New Jersey

2015 Retaining Effective Teachers Policy

Goal

The state should ensure that teachers receive feedback about their performance and should require professional development to be based on needs identified through teacher evaluations.

Meets
Suggested Citation:
National Council on Teacher Quality. (2015). Professional Development: New Jersey results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/NJ-Professional-Development-72

Analysis of New Jersey's policies

New Jersey requires evaluation feedback in the form of postobservation conferences as well as annual summary conferences with supervisors to review the annual written performance report, which includes areas of strength and areas needing improvement.

The state also requires that all teachers have professional development plans. The state specifies that professional development activities must be aligned with findings from teacher evaluations.  

Teachers receiving a rating of ineffective or partially effective must develop a corrective action plan with his or her supervisor, and the corrective action plan must "address areas in need of improvement identified in the educator evaluation rubric."

Citation

Recommendations for New Jersey

As a result of New Jersey’s strong professional development policies, no recommendations are provided.

State response to our analysis

New Jersey recognized the factual accuracy of this analysis.

How we graded

Research rationale

Professional development should be connected to needs identified through teacher evaluations.
The goal of teacher evaluation systems should be not just to identify highly effective teachers and those who underperform but to help all teachers improve.  Even highly effective teachers may have areas where they can continue to grow and develop their knowledge and skills. Rigorous evaluations should provide actionable feedback on teachers' strengths and weaknesses that can form the basis of professional development activities.  Too often professional development is random rather than targeted to the identified needs of individual teachers.  Failure to make the connection between evaluations and professional development squanders the likelihood that professional development will be meaningful.

Many states are only explicit about tying professional development plans to evaluation results if the evaluation results are bad.  Good evaluations with meaningful feedback should be useful to all teachers, and if done right should help design professional development plans for all teachers—not just those who receive poor ratings. 

Professional Development: Supporting Research
For evidence of the benefits of feedback from evaluation systems, and the potential for professional development surrounding that feedback, see T. Kane, E. Taylor, J. Tyler, and A. Wooten, "Evaluating Teacher Effectiveness." Education Next, Volume 11, No. 3, Summer 2011; E. Taylor and J. Tyler, "The Effect of Evaluation on Performance: Evidence from Longitudinal Student Achievement Data of Mid-Career Teachers," NBER Working Paper No. 16877, March 2011.

Much professional development, particularly those that are not aligned to specific feedback from teacher evaluations, has been found to be ineffective.  For evidence see M. Garet, A. Wayne, F. Stancavage, J. Taylor, M. Eaton, K. Walters, M. Song, S. Brown, S. Hurlburt,  P. Zhu, S. Sepanik, F. Doolittle,  and E. Warner, "Middle School Mathematics Professional Development Impact Study: Findings After the Second Year of Implementation." Department of Education, Institute of Education Sciences, May 2011, NCEE 2011-4024.

For additional evidence regarding best practices for professional development, see K. Neville and C. Robinson, "The Delivery, Financing, and Assessment of Professional Development in Education: Pre-Service Preparation and In-Service Training" The Finance Project, 2003.