The state should require professional development to be based on needs identified through teacher evaluations.
New Jersey requires that all tenured teachers have professional development plans. In addition, tenured teachers have annual summary conferences with their supervisors to review the annual written performance report, which includes areas of strength and areas needing improvement. The state does not specify that professional development activities must be aligned with findings from teacher evaluations.
Ensure that professional development is aligned with findings from teachers' evaluations.
Professional development that is not informed by evaluation results may be of little value to teachers' professional growth and aim of increasing their effectiveness in the classroom. While it appears that New Jersey's intent is to use the annual evaluation to inform teachers' professional development plans, the state could clarify this policy.
New Jersey was helpful in providing NCTQ with facts that enhanced this analysis. In addition, the state asserted that its policies link the development of the annual individual professional development plans with the summative evaluation conference at the end of the year. The plan is aligned to the teacher's summative evaluation feedback and specific district and school goals. The plan is monitored annually as part of the summative evaluation.
The state's current policy does require that an individual professional development plan be developed by the supervisor and the teaching staff member at the summative evaluation conference, but there is no specification that the ensuing professional development activities are to be informed by the results of the evaluation. While it may be the state's intent that professional development activities be aligned to evaluation results, the state is encouraged to clarify this policy.