Using Research to Increase Teacher Efficacy: Outcomes from the 3-Year Excellent Educators for New Jersey (EE4NJ) Pilot

This presentation reports on a comprehensive three-year pilot study conducted by the Bergenfield School District in New Jersey as part of the Excellent Educators for New Jersey (EE4NJ) initiative. The study examined the relationship between teacher effectiveness measures and student achievement outcomes using multiple data sources including Danielson teacher observation ratings, Renaissance Learning Student Growth Percentile (SGP) data, New Jersey Department of Education SGP data, and University of Washington 5D evaluator training data.

The research revealed several key findings that challenge traditional assumptions about teacher evaluation. Tenured teachers consistently scored higher on both observation ratings and student growth measures compared to untenured teachers. Elementary teachers received higher observation scores than middle or high school teachers, while teachers of untested subjects (such as specials and science) scored higher in observed classroom domains but lower in planning and professional responsibility domains. Significantly, the research demonstrated a moderate correlation between teacher observation ratings using the Danielson Framework and student growth as measured by Renaissance Learning assessments. 

The presentation highlights the district's systematic approach to building evaluator capacity, providing valuable insights for educational leaders seeking to implement research-based teacher evaluation systems that can genuinely improve instruction and student outcomes.