NORTH CAROLINA NORTH CAROLINA TEACHER EVALUATION TEACHER EVALUATION

PROCESS TRAININGPROCESS TRAINING

Region 1Region 1September, 2012September, 2012

Visit: http://region1rttt.ncdpi.wikispaces.net/ Add the Region 1 wikispace to your

favorites. Click “Region 1 Events” in the left menu. Click “NCEES Training” to access the

interactive agenda for today. Click “Agenda”.

• 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

4

Norms

Housekeeping

• Parking Lot (Section D)

• Record Reflections:

Penzu Journal (Section E)

• Breaks

• Plus/Delta (Section U)

• 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 develop a basic understanding of the NCEES Rating system.

• Participants will gain a better understanding about Standard 6 and 8.

6

Outcomes

State Board of Education Policy on Evaluation

http://sbepolicy.dpi.state.nc.us/policies

Annual Evaluation Policy

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

Navigating the Online Tool

Online Tool Login https://mxweb3.mediax.com/home/ncval/demo

UID and Password Management Tip

NCEES Login: https://mxweb3.media-x.com/home/ncval/Teacher Name: Jane DoeUID: 0123456789Password: 123456 (Initial Password)New Password:______________

Profile

Edit Profile

NCEES Icon & Resources

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.

Data Points for Teacher Self-Assessment

Complete a New Self Assessment

Complete a New Self Assessment

SMART Goal Setting in the Online Tool

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)

Pre-Observation Conference

Principal/Assistant Principal

Self-Assessment

Data Points for Principal/Assistant Principal

Self-Assessment

Solo Practice

https://mxweb3.media-x.com/home/ncval/demo/

Username: principaldemo13Password: 123456

Solo Practicehttps://mxweb3.media-x.com/home/ncval/demo/

Username: teacherdemo13Password: 123456

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

• Review the handout silently• Discuss at your table• How can you make your school look like a 21st century

school? Start at the heart of your school - inside each classroom

• Be prepared to share with the group

37

North Carolina Professional Teaching

Standards

38

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 be able to observe all content areas? What will you do to learn the NEW NC Standard Course of Study?

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

Let’s Practice with Standard 4

• Locate Standard 4• View the video demonstration lesson• Record evidence that supports

Standard 4• Discuss your observations with your

table• Be prepared to share with the whole

group

<script src='https://www.teachingchannel.org/videos/literacy-analysis-lesson/embed?format=js' type='text/javascript'></script>

57

https://www.teachingchannel.org/videos/literacy-analysis-lesson

Table Activity

As a table team:• Choose one person to go to the McRel demo site

http://bit.ly/McReldemo

Username: Principaldemo (any number 1-40)

Password: 123456• Open a “New Observation”• Complete an abbreviated observation using the rubric• Use the “Checking Evidence” guide to review the evidence

collected by your group• Be prepared to share your screen of the abbreviated

observation with the group

58

Checking EvidenceUse the self-check questions to review your evidence

collection

Have I recorded only facts (not my opinion)?

Is my evidence relevant to the criteria being examined?

Whenever possible, have I avoided using words such as few, some, most?

Have I used quotation marks when quoting a teacher or student?

Does my selection or documentation of evidence indicate any personal or professional biases?

59

Standard V

Teachers Reflect on

their Practicehttps://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

04/20/23 • page 64

Standards 6 & 8 – The Basics

Teachers

1 65432Demonstrate Leadership

Establish Environment

KnowContent

Facilitate Learning

Reflect on Practice

Contribute to Academic

Success

Principals (and other Administrators)

1 65432 7 8Strategic Leadership

InstructionalLeadership

Cultural Leadership

Human Resource

Leadership

ManagerialLeadership

External Development

Leadership

Micro-political

Leadership

Academic Achievement

Leadership

04/20/23 • page 65

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

Principal Rating Categories

Principals

5 Rating CategoriesNot Demonstrated

Developing

Proficient

Accomplished

Distinguished

3 Rating CategoriesDoes Not Meet Expected Growth

Meets Expected Growth

Exceeds Expected Growth

1 65432 7InstructionalLeadership

Cultural Leadership

Human Resource

Leadership

ManagerialLeadership

External Development

Leadership

Micro-political

Leadership

Strategic Leadership 8Academic

Achievement Leadership

04/20/23 • page 69

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

04/20/23

Principal Ratings

• Standards 8 rating will be determined using school-wide EVAAS growth

School-wideEVAAS Growth

Yearly Rating•Does not Meet Expectations

•Meets Expected Growth

•Exceeds Expected Growth

8

04/20/23 • page 71

Key Notes

What is the difference between ratings and a

status?

Status

Ratings Status• Teachers

6 separate ratings to help teachers grow each year

• Principals8 separate ratings to help principals grow each year

• A single overall status that is determined once a principal or teacher has three years of growth data to populate 6 or 8

• Categories for Status1. In Need of Improvement

2. Effective

3. Highly Effective

04/20/23 • page 74

Teachers

Principal StatusIn Need of

ImprovementEffective

Highly Effective

Standards 1-7In the year

1 65432 7Strategic Leadership

InstructionalLeadership

Cultural Leadership

Human Resource

Leadership

ManagerialLeadership

External Development

Leadership

Micro-political

Leadership

Any rating lower than proficient

Standard 8Three-year rolling average

And/Or

Does Not Meet

Expected Growth8 8 82 years

ago1 year

agoThisyear+ + /3)

)

Proficient or Higher

on Standards1-7

And

Meets or Exceeds Expected Growth

Accomplishedor Higher

on Standards1-7

And

Exceeds Expected Growth

Three Years of Data

04/20/23

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

04/20/23

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

04/20/23

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:

educatoreffectiveness@dpi.nc.gov

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 (Section U).

Your feedback is important to us!

Contact Information

Dianne Meiggs, PD Consultant, Region 1dianne.meiggs@dpi.nc.gov (252) 340-0113

Beth Edwards, PD Consultant, Region 1elizabeth.edwards@dpi.nc.gov (252) 916-6842

Abbey Futrell, PD Consultant, Region 1 abbey.futrell@dpi.nc.gov (252) 227-0838