On
January 8, 2003, the State Board of Education considered at discussion
level the Strategic Plan for Improvement in Public Education in
New Jersey. The five-year plan sets state-level goals in education
in four key areas: Assessment, Exemplary Educational Practices,
Literacy, and Teacher Preparation and Professional Development.
Since 1996, the State Board of Education began using strategic
planning in guiding its policy making. The board has revised
the original
plan twice, most recently in 2000. The State Board received public
comment on the Strategic plan at a public testimony session
scheduled on January 22, 2003. The State Board adopted
its strategic plan on February 5, 2003. |
Strategic Plan for Improvement in Public Education
in
the State of New Jersey
New
Jersey State
Board of Education
A five-year plan 2003 - 2008
INTRODUCTION
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Version (118 kb PDF
)
The New Jersey State Board, in 1995, adapted its
first strategic plan as a framework to guide state-led initiatives to
improve education in New Jersey
and as a blueprint for the reform of educational policies. The original
strategic plan (Strategic Plan for Systemic Improvement of Education
in Jersey) was
revised in 1996 and again in 2000. The plan served to direct the major
reforms and initiatives in the public education system of the New Jersey
State Board of Education. Among the changes stimulated by the Strategic
Plan were the adoption of the Core Curriculum Content Standards for all
New Jersey public school students, an assessment system aligned to those
standards, Comprehensive Review of Code, the development of the Comprehensive
Educational Improvement and Financing Act (CEIFA), the development of
charter schools, a major state-wide effort to improve school facilities,
and a greater emphasis on early childhood education.
In
2001 and 2002, the State Board of Education reviewed its Strategic Plan
and decided that the majority of its stated goals have been accomplished.
The State Board, in cooperation with the Department of Education, has
now identified new major policy areas that require attention as we continue
to build on the successes of the past. Although this document is not
intended to cover all of the important educational issues that face New Jersey, the State Board believes that the
four areas emphasized here are crucial to fulfilling our overall objective
of high quality academic opportunity for every New Jersey
student. The State Board of Education will annually review this plan
and revise its contents as is appropriate.
This revised plan, based on the four areas of assessment,
exemplary educational practices, literacy and teacher preparation and
development, will serve as a guiding document for the State Board in its
development of policies that will create an educational environment designed
to optimize academic excellence and prepare New Jerseys students
to be successful contributors to our state, the nation and the world.
Mission
Statement
The New Jersey State Board of Education,
in collaboration with the Department of Education, establishes policy
and provides leadership in the development of exceptional learning opportunities
for New Jerseys public school students for
the purpose of enabling them to obtain a superior education.
Assessment
Goal
To ensure that student assessment
is integral to the teaching and learning of subject matter as presented
in the Core Curriculum Content Standards (CCCS).
Strategic
Objectives
- The demonstration
of competence in the CCCS shall be the objective of all assessment.
- Assessment will
occur in all areas of CCCS.
- Some
areas of the CCCS will be assessed by the State; others will be the
responsibility of local districts and/or individual schools. The Department
of Education shall clearly identify those areas of State-wide assessment.
- Multiple
kinds of assessment may be used to measure student performance.
- Data from assessment
will be utilized to improve all student mastery of the CCCS through
the development of a coordinated system among schools, local districts
and the State. Assessment data must be linked to students, even if
students relocate to other school districts and regardless of whether
the assessment was the responsibility of the State, the local district
or the individual school. The Department of Education will develop
a system for tracking students from the 3rd grade to graduation
so that the assessment of individual students will follow them even
if intra-district or inter-district relocation occurs.
- Assessment will
be part of the learning and teaching process.
- Measurements
of student performance shall be made available in a timely manner
to all those involved in the making of informed decisions about
the teaching and learning process.
- All assessments
will be linked to student records.
- The principle of
assessment being linked to teaching/learning and the CCCS will be protected
as New Jersey meets the requirements of HR1 (No
Child Left Behind).
- The Special Review
Assessment and the Alternate Proficiency Assessment will be based on
the Core Curriculum Content Standards and linked to the teaching/learning
process.
Exemplary
Educational Practices
Goal
To ensure that student performance
at all levels is enhanced through the participation in exceptional educational
programs or activities.
Exemplary
Educational Practices are those programs or activities which have
demonstrated, through well developed assessment, superiority in improving
student learning and performance. Among the criteria that the State Board
of Education believes marks exemplary educational practices are: consistent
improvement, the effective use of technology in the learning process,
contextual learning, interdisciplinary approaches and work place readiness.
The State Board of Education and the Department of Education shall develop
methods for determining whether a program or activity qualifies for the
designation Exemplary Educational Practices.
Strategic
Objectives
- Districts will
be provided with incentives/rewards for developing and sharing programs
that enhance student learning and performance.
- The State Board
of Education, through the Department of Education, will actively solicit
resources and funding from private and governmental sources for incentives/rewards
for program development and dissemination.
- Traditional schools
and non-traditional educational settings (charter schools, choice
schools, academies and others) will be encouraged to participate in
developing, disseminating and utilizing exceptional programs.
- Resources such
as small grant programs should be identified to encourage individual
teachers to develop new and effective educational programs to be shared
with educators throughout the state. Partnerships between the State
and the private sector and local schools and the private sector shall
be encouraged in this process.
- Regional
centers will develop a system to facilitate the collection and dissemination
of exemplary educational practices.
- Cable,
internet access and other forms of communication technology will be
used to exchange information concerning exemplary educational programs.
Literacy
Goal
To
provide effective literacy instruction to all public school students with
the objective that all students meet grade appropriate language arts and
mathematics standards as defined in the Core Curriculum Content Standards.
Strategic
Objectives
- The State Board
of Education, through the Department of Education, will establish an
information resource directory of effective reading and mathematics
literacy programs and will make it available to all educators.
- Professional expertise on literacy instruction will
be available to all schools. This includes access to reading and mathematics
literacy experts, reading coaches and quality professional development
in language and mathematics literacy.
- The State Board
of Education, through the Department of Education, will encourage the
integration of writing instruction, reading instruction, technology
utilization and assessment throughout the curriculum.
- The State Board
of Education, through the Department of Education, will encourage the
integration of mathematics in multiple areas of instruction, technology
utilization and assessment.
- The State Board
of Education, through the Department of Education, will in partnership
with colleges and universities ensure that teacher education programs
are preparing teachers who will utilize creative and modern techniques
to motivate learners and concludes training in reading and mathematics
as a central component of teacher preparation programs.
- In cooperation
with the Department of Education, the State Board will enhance its communication
with parents about the importance of parental involvement in the development
of childrens reading, writing and math skills.
Teacher
Preparation & Professional Development
Goal
Expand
and improve the pool of qualified teachers and administrators. Prepare
teachers to effectively teach both the child and the subject.
Strategic
Objectives
- Revise the 100
hour professional development code to include topical priorities.
- Topical priorities
should include instruction in reading and mathematics literacy, classroom
management and special education training for all teachers.
- Professional
development should be designed to emphasize training in priority areas
or assisting teachers in expanding the range of their teaching endorsements.
- Create a comprehensive
and yet flexible Alternate Route Program which will permit qualified
individuals to quickly enter the profession, provide effective pedagogical
training and ongoing mentoring opportunities.
- Develop an Alternate
Route Program for administrators.
- With the aid of
the Department of Education, examine critically the issue of teacher
retention.
- Collect data
on the factors which contribute to teachers leaving the profession
prematurely.
- Identify and
implement methods to expand and strengthen support mechanisms necessary
to encourage and retain new teachers.
- Expand the number
of teachers and administrators in the areas of critical need.
- Work with institutions
of higher education to communicate areas of critical need to potential
teachers.
- Provide additional
support for teachers entering areas of critical need.
- Enhance mentoring
opportunities for new teachers and administrators.
- Create incentive/recognition
programs for outstanding first year teachers.