URLs for Webinar NC Educator Evaluation System (NCEES)
http://ncees.ncdpi.wikispaces.net
SMART Goal Activity
http://tinyurl.com/smartgoalapril20
McREL Demo Site
https://mxweb3.media-x.com/home/ncval/demo/
• principaldemo12 123456
• teacherdemo12 123456
Live Survey Link
http://bit.ly/FISURVEY
3
NCDPI Educator Recruitment & Development
Donna Albaugh,
PD Lead, Region 4
DeLea Payne,
Online Module Development
Joyce Gardner,
PD Lead, Region 8
NCEES Consultant
Kim Simmons,
North Carolina Educator
Evaluation System Consultant
Reminders About Webinar Protocol
1. We are recording today’s webinar.
2. Your mikes are muted, but remember you
can communicate with us through the
questions bar on your dashboard.
3. The questions bar is also where you may
ask questions throughout the session.
4. If you lose your connection, just log back in
with your original webinar link.
Important
Reminder
The online tool will
lockdown on
June 30, 2012,
for all teacher and
administrator
evaluations.
All data needs to
be in the tool by
this deadline.
NC Educator Evaluation System
(NCEES) Wiki
http://ncees.ncdpi.wikispaces.net
Webinar Outcomes
Review NCEES evaluation cycle and
Teacher Self-Assessment
Formulate SMART Goals using Teacher
Summary Rating Form and Teacher Self-Assessment
Review process for assigning a mentor
Complete a New Preliminary PDP and
review signature process for teacher,
evaluator, and mentor
Discuss Rollover PDP
Discuss PDP revisions in online tool effective April,
2012
State Board of Education Policy
on Evaluation
http://sbepolicy.dpi.state.nc.us/policies
Twenty-first Century Professionals Policy ID Number: TCP-C-004
Policy Title: Policy establishing the Teacher Performance
Appraisal process
Teacher Self-Assessment
Using the Rubric for Evaluating North Carolina Teachers
Teacher completes the document by selecting ratings along the continuum
Teacher saves the document in the online system
Data is used to determine levels of
performance for Self-Assessment
Teacher Summary Rating
Form from previous year
Recent student achievement
results
Walkthrough data
Differentiated lesson plans
Questions Bar Reflections
1. Which document in the online tools is used for the teacher self-assessment?
2. How would you use teacher self-assessment data to support teacher growth?
Elements of an Effective Professional
Development Plan
SMART Goals (2-3) well-written and
supported by data
Feedback from administrator
Thorough self-assessment
SMART Goals and
Professional Development Plans
SMART Goals provide a process for effective
goal setting
Any existing observations and/or
artifacts guide the goal setting
SMART Research
“Feelings of success in the workplace
occur to the extent that people see that
they are able to grow and meet job
challenges by pursuing and attaining
goals that are important and meaningful.” Locke, E. A., & Latham, G. P. (2006). New Directions in Goal Setting Theory. Current
Directions in Psychological Science, 15(5), 265-268.
Why SMART Goals? Targeted
Professional Growth
Increased Student Achievement
Greater effort and persistence
Motivation to seek new knowledge and information
Teacher
Locke, E. A., & Latham, G. P. (2006). New Directions in Goal Setting
Theory. Current Directions in Psychological Science, 15(5), 265-268.
Data for Setting Goals
• Determine greatest area of need
• Determine the range of improvement
• Review hard and soft data over time
What other data can be referenced when
goal setting?
Range of Improvement
75% of Ms. Gardner’s fifth graders scored
proficient or above on the End of Grade
Mathematics test while her teammates’
students reach 90-95% proficiency.
What would be a reasonable range of
increase in percentage for one year for
Ms. Gardner? 75% to 85%? 95%?
Reasonable? Standard I, Teachers Lead in the Profession:
Ms. Albaugh will assume the lead of 3
Professional Learning Communities (PLCs):
Writing, Differentiating Instruction, Revised
Bloom’s, AND she will facilitate unit
development for the 8th grade ELA team by
mid-year (even though she has never been in
a school leadership role).
Reasonable?
Standard I, Teachers Lead in the Profession:
Ms. Payne will attend a 4-session regional
lesson study seminar during September and
October and lead one Professional Learning
Community in lesson study beginning in
January 2013 (even though she has never led a
PLC).
Goal Setting Example
To: increase the math achievement of fifth graders
so that the percentage of students who score at or
above Level III
will increase from 75% to 85%
by June 2013
as measured by EOG mathematics data.
What activities would help this teacher
increase students’ success?
Attainable & Achievable
• The result can be
reached, even if it
is a stretch goal.
• The goal is worthy
of educator
commitment of time
and effort.
Results-oriented
• Goals are data driven.
• Benchmarks are established
for monitoring progress
through the year.
• High expectations are set for
teacher and student growth.
Realistic
• Constraints on time,
people, materials and
other resources have
been identified.
• There is belief this goal
is important and can be
accomplished.
• Benchmark and
completion dates set a
sense of urgency and
establish momentum
• Each person involved is
accountable for working
towards the goal.
SMART Goals are . . . .
pecific and Strategic
easurable
ttainable and achievable
esults-oriented
ime-bound
Let’s Practice
To: Do What? so that Who/What?
will increase/decrease by completion date
as measured by what data?.
Without exiting the webinar, open a web
browser such as Internet Explorer, or
Google Chrome and respond at:
http://tinyurl.com/smartgoalapril20
By the end of first semester, student office referrals will decrease.
Refresh your web browser
to see responses.
http://tinyurl.com/smartgoalapril20
By the end of first semester, student
office referrals will decrease.
To: Do What? so that Who/What?
will increase/decrease by completion date
as measured by what data?.
http://tinyurl.com/smartgoalapril20
By the end of first semester, student
office referrals will decrease.
To: Do What? so that Who/What?
will increase/decrease by completion date
as measured by what data?.
https://mxweb3.media-x.com/home/ncval/demo/
Username: principaldemo12
Password: 123456
Process for Assigning a Mentor
Log into the system
Click on NCEES icon
Click on Observations
Select Teacher
Click New Form
Process for Assigning a Mentor
From Dropdown beside Form
Type- Select Professional
Development Plan
From Dropdown beside
Select Mentor Name- Select
Mentor
Click Save
Solo Practice
https://mxweb3.media-x.com/home/ncval/demo/
Username: principaldemo12
Password: 123456
• Log into the demo site and
practice assigning a mentor
• Type questions in the questions bar if you have difficulty assigning a mentor
https://mxweb3.media-x.com/home/ncval/demo/
Username: teacherdemo12
Password: 123456
Complete a New Preliminary
Professional Development Plan
Log into the system
Click on NCEES icon
Click on Observe/Report
Click on New Preliminary Professional
Development Plan
Complete a New Preliminary
Professional Development Plan
Click Next at the following screen
Select an Individual plan
Teacher writes SMART Goals
Click Save and Done
Scenario #1 • Completes Orientation training to NCEES with her
mentor
• Completes Self-Assessment
• Receives extensive training in integration & utilization of technology in instruction
Probationary Teacher
• Completes Self-Assessment
• Completes Preliminary Professional Development Plan
Works with mentor
• Discussed Self-Assessment, Preliminary Professional Development Plan and lesson to be observed
• During observations & walkthrough deficiencies noted Standard 4, Element D
• Conferences & coaches teacher for three months with no improvement
Principal Conference/
Observations
Scenario #2 • Struggles to contribute to departmental Professional Learning Communities
• Resists positive change initiatives in policies and practices developed by the district
• Refuses to differentiate instructional methods
Career Status
Teacher
• Complains about district PD sessions for NCEES and Common Core for English Language Arts (ELA)
• Does not feel the need to support integrating Common Core ELA standards into biology instructional units
• Students are successful without new strategies
Teacher Complaints
• Provided guidance, support and encouragement
• Overall rating for teacher was Developing in Standards 1 & 4 on Teacher Summary Rating Form
Principal
Define the Three Plans
10/3/2012 • page 55
Individual Plan
Monitored Plan
Directed Plan
Developed by a teacher and
should be discussed with the
principal
Teacher is placed on the plan by
the principal, the plan is
developed and monitored by the
teacher and principal
Teacher is placed on the plan by
the principal, developed and
monitored by the principal
Key Elements for PDP Rollover
10/3/2012 • page 57
1. The Teacher Summary Rating Form must
be entered into the online tool at the end of
the current school year for a PDP to rollover
into the succeeding school year.
2. The succeeding school year PDP will pre-
populate with teacher demographic
information.
Respond in the Questions Bar, discuss with a colleague or write your response to the following
question:
How will your participation in this webinar inform your work regarding
professional development plans?
Important
Reminder
The online tool will
lockdown on
June 30, 2012,
for all teacher and
administrator
evaluations.
All data needs to
be in the tool by
this deadline.
Survey
Live survey link:
http://bit.ly/FISURVEY
An email will be sent to all
registered webinar participants
with the survey link.
http://ncees.ncdpi.wikispaces.net
Live survey link:
http://bit.ly/FISURVEY