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NORTH CAROLINA NORTH CAROLINA TEACHER EVALUATION TEACHER EVALUATION
PROCESS TRAININGPROCESS TRAINING
Region 1Region 1August, 2012August, 2012
Before We Begin…
Visit: http://region1rttt.ncdpi.wikispaces.net/ Add the Region 1 wikispace to your
favorites.
Click “Region 1 Events” in the left menu.
Click “Beginning teachers NCEES Training” to access the interactive agenda for today.
Click “Agenda”.
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Norms • To be actively involved• Value differences• Agree to disagree• Listen• Don’t take it personally• Be honest• Stay focused on
established purpose and goals
• Refrain from conducting ‘sidebar’ conversations
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www.peoplequiz.com/norm_perterson
Introductions
• Your Name
• School System
• Your Role
• Identify 1 Professional Learning Goal for
this Session
Housekeeping
• Parking Lot
• Record Reflections: Penzu Journal
• http://penzu.com/content/products/journals
• Breaks
• Evaluation Opportunity -Your input is essential and valued!
• Participants will gain an understanding of the North Carolina Educator Evaluation System (NCEES)
• Participants will engage with the standards and describe what the elements ‘look like’ in an observation.
• Participants will determine how to self assess their teaching potential
• Participants will develop a basic understanding of the NCEES Rating system and will develop ideas for a Professional Development Plan
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Outcomes
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State Board of Education’s Mission Statement The guiding mission of the North
Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for workand postsecondary education and prepared for life in the 21st Century.
Produce globally competitive students
Be led by 21st century professionals
Be governed and supported by 21st Century Systems
Produce globally competitive students
Be led by 21st century professionals
Be governed and supported by 21st Century Systems
Let’s Review the Teacher Evaluation
Process
Component 1: TrainingBefore participating in the evaluation process, all teachers, principals and peer evaluators must complete training on the evaluation process.
Component 2: Orientation
Within two weeks of teacher’s first day, the principal will provide:
A. The Rubric for Evaluating North Carolina Teachers;
B. Teacher Evaluation Policy ID Number: TCP-C-004
C. A schedule for completing evaluation process.
Before Week 3 of School Year
STEP 1:
Training and Orientation
Component 4: Pre-Observation Conference Before the first formal observation, the principal meets with the teacher to discuss: self assessment, professional development plan, and a written description of the lesson(s) to be observed. Goal: To prepare principal for the observation.
Before First Formal Observation
STEP 2:
Self-Assessment, Goal Setting and Pre-Conference
Component 3: Teacher Self-AssessmentUsing the Rubric , the teacher shall rate their performance and reflect on his or her performance throughout the year.
Self AssessmentThe purpose of the self assessment is allow
educators to reflect on their practice, identifying their own professional
strengths and areas of development. Your Self‐Assessment will lead directly into the
development of your Professional Development Plan Goals.Lets Look at the Self Assessment.
Go to McRel or look at manual:
http://mxweb3.media-x.com/home/ncval/demo
The New Preliminary Professional Development Plan and Professional Development Plan are nearly identical.
The New Preliminary Professional Development Plan is created by the teacher.
The teacher and the administrator have the ability to add content to the form.
The Professional Development Plan is created by the administrator. The teacher and the administrator have the ability to add content to the form.
Professional Development Plans
Professional Development Plans
Individual PDP Monitored PDP Directed PDPRated “Proficient” or higher on all standards
Rated “Developing” on one or more standards
Rated “Not Demonstrated” on any standard orRated “Developing” on one or more standards for two consecutive years
Teacher sets individual goals for growth
Not recommended for dismissal, demotion, or non-renewal at this time
Not recommended for dismissal, demotion, or non-renewal at this time
Administrator and teacher meet to discuss PDP 3 times – Beginning of the year, Mid-year, End-of-Year
Administrator and teacher meet to discuss and set goals together – Meet at least 3 times (beginning of the year, mid-year, and end-of-year to review progress)
Administrator sets goals for teacher based on observations and documentation – meets with teacher to review the development plan. Meet at least 3 times to review progress.
One school year to reach proficiency
One school year or less to reach proficiency (as determined by the LEA)
Let’s Practice with the Online Tool
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McRel Demo Site: http://mxweb.media-x.com/home/ncval/demo/
North Carolina Educator Evaluation System Wiki: http://ncees.ncdpi.wikispaces.net/
Component 5: Observations
A. Formal observation:
45 min. or entire class period
B. Probationary Teachers:
3 formal by principal and 1 formal by peer
C. Career Status Teachers: Evaluated annually.
During the renewal year: 3 total- 1 must be formal
Observations shall be noted using the Rubric.
Within the 1st Nine Weeks
STEP 3:
Observation Cycle
(Administrative and Peer)
STEP 3:
Observation Cycle
(Administrative and
Peer)
Component 6: Post-Observation ConferenceThe principal shall conduct a post-observation conference no later than ten school days after each formal observation. Discuss and Document strengths and weaknesses on the Rubric
Component 7: Summary Evaluation Conference and Scoring the Teacher Summary Rating Form-
A. Give rating for each Element in Rubric B. Comment on “Not Demonstrated” C. Overall rating of each Standard D. Provide teacher with opportunity to add comments to the Summary Rating Form E. Review completed Teacher Summary Rating Form with teacher and F. Secure the teacher’s signature on the Record of Teacher Evaluation Activities and Teacher Summary Rating Form.
Component 8: PD PlansIndividual Growth Plans-“Proficient” or better Monitored Growth Plans-At least 1 “Developing” Directed Growth Plans-“not Demonstrated” or“Developing” rating for 2 sequential yrs.
Before the End of the School Year
STEP 4:
Summary Evaluation and Goal Setting
Rubric for Evaluating North Carolina Teachers
Rating Scale
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Performance Rating Scale
Developing
Proficient
Accomplished
Distinguished
Demonstrated adequate growth during the period of performance, but did not demonstrate competence on standard(s) of performance
Demonstrated basic competence on standards of performance
Exceeded basic competence on standards for performance most of the time
Consistently and significantly exceeded basic competence on standards of performance
Not Demonstrated
Did not demonstrate competence on, or adequate growth
toward, achieving standard(s) of performance
*Requires documentation
Knowledge and skills replicatedExemplar of performance
Innovation + High Performance
Skill not mature or unsuccessful
Solid, effective application + success
Never demonstrated
The developing teacher tells
The proficient teacher explains
The accomplished teacher demonstrates
The distinguished teacher inspires
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Let’s Summarize
20th Century vs. 21st Century
• Teacher Centered• Students work in
isolation• Memorizing facts• Textbook Driven
• Student Centered• Students work
collaboratively• Solving Problems• Research Driven
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Exploring 21st Century Student Attributes
• Sit with your preferred level
– Elementary
Future Ready Elementary Student “Nicky”
– Middle
Future Ready Middle School Student
– High
Future Read Graduate• Choose at least 3 attributes found on your 21st Century
Learner
• Discuss the “teaching” necessary to develop each attribute (What would you see in the classroom?)
• Creatively Chart your response.
North Carolina Professional Teaching
Standards
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Focusing on the “Why”
So why is the State focusing on educator effectiveness in the face of so many other
changes?
NC is implementing a new curriculum, new assessments, new technology tools to improve instruction, new ways of engaging students, and the list goes on
Because all our efforts in other areas depend on an effective teacher in every classroom and an effective leader in every school building!
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The Standards and Evaluation System
Formative, Growth
Data-driven
PD Alignment
Standard I Teachers Demonstrate
Leadership
5 Elements
• Teachers lead in the classroomclassroom
• Teachers lead in the schoolschool
• Teachers lead in the professionprofession
• Teachers advocateadvocate for school and students
• Teachers demonstrate high ethical ethical standards
Standard 1 Teachers Demonstrate LeadershipLeadership
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Carousel AssessmentIn what ways can a teacher model or demonstrate teacher leadership in the classroom, school and
the teaching profession?
Count off by three’s Go to the numbered posterIdentify a recorder Record your answer to the question aboveMove to the next poster when you hear the signal
Ms. NoonanManaging Transitions
https://www.teachingchannel.org/videos/managing-transitions
Standard II Teachers Establish a Respectful
Environment for a Diverse Population of Students
5 Elements
• Teachers provide an environment with a positive, nurturing relationshiprelationship
• Teachers embrace diversity embrace diversity in school and world
• Teachers treat students as individualsindividuals
• Teachers adaptadapt their teaching for the benefit of students with special needs
• Teachers work collaboratively with familiescollaboratively with families
Standard 2 Teachers Establish a Respectful Environment
for a Diverse Population of Students
Universal Design for Learning at a Glance
http://www.udlcenter.org/resource_library/videos/udlcenter/udl
Six-Step Partner Share
• Walk 6 steps, find a colleague:
Share one strategy you have seen or done that models an environment that is inviting, respectful, supportive, inclusive and flexible.
• When time is called, go to a second person:
Share one strategy for maintaining high expectations for students.
http://goo.gl/Vb2g8
Standard 2Teachers establish a
respectful environment for a diverse population of
students
Element:A.Provide an environment in which each child has a positive nurturing relationship with caring adultsB.Embrace diversity in the school community and in the worldC.Treat students as individualsD.Adapt their teaching for the benefit of students with special needsE.Work collaboratively with the families and significant adults in the lives of their students
Reflective Question: Record your answer in your Penzu or turn to a table buddy and discuss.
Do you have any ideas for involving those hard to get parents in a project
with your class?
Standard III Teachers know the content
they teach
4 Elements
• Teachers align their instruction with the NCSCS
• Teachers know the content appropriate to their teaching specialty
• Teachers recognize the interconnectedness of content areas/ disciplines
• Teachers make instruction relevant to students
Standard 3 Teachers Know the Content they Teach
http://www.ncpublicschools.org/acre/
Standard 3 Teachers know the content they teach
Element:A.Align their instruction with the NCSCSB.Know the content appropriate to their teaching specialtyC.Recognize the interconnectedness of content areas/ disciplinesD.Make instruction relevant to students
How will you integrate literacy skills into all content areas?
Reflective Question: Record your answer in your Penzu or turn to a table buddy and discuss.
Standard IV Teachers Facilitate Learning
for their Students
Standard 4 Teachers Facilitate Learning for
their Students8 Elements
• Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, intellectual, physical, social, and emotional developmentphysical, social, and emotional development of their students
• Teachers plan instruction appropriateappropriate for their students
• Teachers use a variety of instructional methodsvariety of instructional methods
• Teachers integrate and utilize technologytechnology in their instruction
Continued Standard 4
• Teachers help students develop critical thinking and critical thinking and problem solving skillsproblem solving skills
• Teachers help students work in teams and develop leadership qualitiesleadership qualities
• Teachers communicate effectivelycommunicate effectively
• Teachers use a variety of methods to assess variety of methods to assess what each student has learned
Standard IV: Group Activity
• Count off a-h
• Meet with your element partners
• Using your corresponding element (a - h) for your group, select 2 of the indicators under your element (page 9 or 10 in your manual)
• Brainstorm 2-3 specific behaviors a teacher might use to demonstrate each of the items selected (What would the students be doing?)
• Pick one of the two items and be prepared to report out to the group
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Standard V Teachers Reflect on their Practice
https://www.teachingchannel.org/videos/unique-class-culture
Standard 5 Teachers Reflect on Their
Practice 3 Elements
• Teachers analyze student learninganalyze student learning
• Teachers link professional growth link professional growth to their professional goals
• Teachers function effectively function effectively in a complex, dynamic environment
4 Questions to Think About
1. What do we want students to learn? 2. How will we know if they have learned
it? 3. How will we respond when they don’t
learn it? 4. How will we respond when they already
know it? Summer Institute 2011-2012 Rebecca DuFour
http://www.youtube.com/embed/Ds7fmtamZ5w?rel=0%22%20frameborder=%220%22%20allowfullscreen
Standard VI Teachers Contribute to the
Academic Success of Students
What is our goal?
Student ReadinessAchievement and growth for all students
Great Teachers and LeadersAn effective teacher in every classroom and leader in every school
Before Teaching and LeadingDevelop effective teachers and leaders in preparation programs
During Teaching and LeadingUse meaningful evaluation and professional development to increase effectiveness of teachers and leaders
04/21/23 • page 53
Standard 6 is a measure of
Growth
Teacher Ratings Categories
Teachers
1 65432Demonstrate Leadership
Establish Environment
KnowContent
Facilitate Learning
Reflect on Practice
Contribute to Academic
Success
5 Rating CategoriesNot Demonstrated
Developing
Proficient
Accomplished
Distinguished
3 Rating CategoriesDoes Not Meet Expected Growth
Meets Expected Growth
Exceeds Expected Growth
Teacher Ratings in 2012-13
School-wideEVAAS Growth
Teacher EVAAS Growth
Weighted Average
Yearly Rating•Does not Expected Growth
•Meets Expected Growth
•Exceeds Expected Growth
6Student Surveys
(?)
2012 – 2013 is the first year of data for all teachers and school administrators who have their own data
Possible additional element
04/21/23
Key Notes
What is the difference between ratings and a
status?
Status
Ratings Status• Teachers
6 separate ratings to help teachers grow each year
• A single overall status that is determined once a teacher has three years of growth data to populate Standard 6
• Categories for Status1. In Need of Improvement
2. Effective
3. Highly Effective
04/21/23
Teachers
Three Years of Data
04/21/23
Any three years of data attributable to a teacher will be combined and used:
•Any grades•Any subjects•Any schools•Any districts
The three years of data do not start until they are specific to that teacher and his or her students
What will teachers see?
Four Buckets of Assessments for Growth
MSLsCourses
Focused on Performance
Locally Developed Courses
A B C D
• Assessment Common Across Districts
• Growth using EVAAS
• Guidance from DPI with local implementation options
• Growth determined by evaluator
EOCs,EOGs and VoCATS
Administration – Fall Semester
04/21/23
Earth/Environmental Science Physics
Chemistry Physical Science
English Language Arts I English Language Arts III
English Language Arts IV Pre-Calculus
Advanced Functions and Modeling Geometry*
Algebra II/Integrated Math III World History
Civics and Economics U.S. History (2003 standards)
American History I American History II
OCS English Language Arts I OCS English Language Arts III
OCS English Language Arts IV OCS Financial Management
OCS Applied Science OCS Introductory Math
Administration – Spring Semester
04/21/23
Grade Four Science Grade Six Science
Grade Seven Science Grade Four Social Studies
Grade Five Social Studies Grade Six Social Studies
Grade Seven Social Studies Grade Eight Social Studies
Coming in 2013 - 2014
Literacy Assessment (running record) for grades K-3
Pre- and Post-Assessments for Healthful Living
Analysis of Student Work Protocols for the Arts, World Languages, and District
Electives
New Resources for Teacher Effectiveness
“Rapid Response” Email Address:
New Educator Effectiveness Website:
http://www.ncpublicschools.org/educatoreffect/
Just a Reminder for Beginning Teachers
Effective 2010–2011, beginning teachers must be rated “Proficient” on all five North Carolina Professional Teaching Standards
on the most recent Teacher Summary Rating Form in order to be eligible for the
Standard Professional 2 License.
Reflection
Answer each question using your Penzu journal
How will you use feedback from your observations to improve your practice?
What artifacts demonstrate the ways you are a reflective practitioner?
Need Professional Development?
New NC DPI Online Modules Connecting with Our 21st Century Learners Introduction to Data Literacy NC School Executive Standards and Evaluation Process Digital Literacies in the K-12 Classroom Understanding the Young Student Behavior in the Classroom Literacy in History/Social Studies, Science, and Technical Subjects
Additional modules: The North Carolina Educator Evaluation System; Online Tutorials for Administrators NC FALCON: Student Ownership modules The North Carolina Professional Teaching Standards
NC Education site (You will need an NC Education account to enrollhttps://center.ncsu.edu/nc/course/category.php?id=33281
Session Evaluation
• Visit: http://region1rttt.ncdpi.wikispaces.net/
Complete the evaluation/session reflection by clicking on the link found on the bottom of the agenda.
Your feedback is important to us!
Contact Information
Dianne Meiggs, PD Consultant, Region [email protected] (252) 340-0113
Beth Edwards, PD Consultant, Region [email protected] (252) 916-6842
Abbey Futrell, PD Consultant, Region 1 [email protected] (252) 227-0838
