North Carolina Educator Evaluation System Jessica Garner jessica.garner@dpi.nc.gov http://bit.ly/region6presentations

Purpose To acquaint new administrators with the NC Professional Teaching Standards and the NC Educator Evaluation System.

Outcomes Understand the purpose of NC Educator Evaluation System Understand the 6 NC Professional Teaching Standards Understand ratings on evaluation instrument Understand evaluation process Overview of the new online tool

Introductions Name Position and school Comfort level with NC Professional Teaching Standards (Scale of 1-5)

NC State Board of Education Mission: “Every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.”

Resources NC Education Modules – Phase III NCEES Wiki Region 6 Wiki http://center.ncsu.edu/nc NCEES Wiki http://ncees.ncdpi.wikispaces.net Region 6 Wiki http://bit.ly/region6pd

NC Professional Teaching Standards

NC Professional Teaching Standards STANDARD I: Teachers demonstrate leadership. STANDARD II: Teachers establish a respectful environment for a diverse population of students. STANDARD III: Teachers know the content they teach. STANDARD IV: Teachers facilitate learning for their students. STANDARD V: Teachers reflect on their practice. STANDARD VI: Teachers contribute to the academic success of their students.

Activity Visualize the standards 5-7 minutes Group work Be creative!

NC Professional Teaching Standards STANDARD I: Teachers demonstrate leadership. STANDARD II: Teachers establish a respectful environment for a diverse population of students. STANDARD III: Teachers know the content they teach. STANDARD IV: Teachers facilitate learning for their students. STANDARD V: Teachers reflect on their practice. STANDARD VI: Teachers contribute to the academic success of their students.

Overview of the NC Educator Evaluation System Process

Components of the Model Results of Observations Assessments to Measure Growth The Tools We Need:  End of Grade End of Course VoCATs MSLs Observation Tools Assessments to Measure Growth Student Survey  Standards 1-7 Standard 8 End of Grade End of Course VoCATs MSLs End of Grade End of Course VoCATs MSLs End of Grade End of Course VoCATs Possible use of Tripod Survey pending SBE decision Standards 1-5 Standard 6

Standard 6 are measures of Growth

1 2 3 4 5 6 Teacher Ratings Categories Teachers 5 Rating Categories Demonstrate Leadership Establish Environment Know Content Facilitate Learning Contribute to Academic Success Reflect on Practice 5 Rating Categories 3 Rating Categories Not Demonstrated Developing Proficient Accomplished Distinguished Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth Mary, Let’s take a few seconds to look at the different rating categories presented on this slide. For teachers, nothing changes about the first five standards. For standard six, the rating options are the following: does not meet expected growth, meets expected growth, and exceeds expected growth.

6 6 6 3-Year Rolling Average Teacher 1.0 + 0.8 + 1.2 3 = 1.0 Standard Rating from 2 years ago Rating from 1 year ago Rating from this year 1.0 + 0.8 + 1.2 6 6 6 3 Standard Standard Standard = 1.0 Met Expected Growth 3- year average rating on standard 6 for determining status 1.0 Met Expected Growth 0.8 Did not meet Expected Growth 1.2 Met Expected Growth Fran On this slide, you see an example of how the rolling average works. Each year, the teacher received a sixth standard rating based on student growth during that school year. The three values roll up into a three-year average that is used as part of the status determination Contribute to Academic Success Note: A similar methodology applies to principals as well.

Ratings Status A single overall status that is determined once a teacher has three years of growth data to populate 6 or 8 Categories for Status Teachers 6 separate ratings to help teachers grow each year Fran Let’s take some time to review some information on Ratings. (Slide shows two bullets) Now let’s look at Status (Slide shows Status and two bullets) Let’s go back to your reflection to the difference between Ratings and Status to this information being presented on the slide. In summary, when we think about an Educator Status, our thoughts are of a more holistic picture of educator effectiveness than any one standard taken alone. Remember, three years of data must be in place before a teacher or administrator can receive a status of: in need of improvement, effective, or highly effective. Are there any questions? (Allow 15 seconds) Allow Ratings to show first then move in Status information…. In Need of Improvement Effective Highly Effective

Status and Standard 6 An educator receives an effectiveness status only once she has 3 years of data on standards 6 or 8 A 3-year rolling average of growth data from standards 6 or 8 is used as part of determining overall status Fran The use of three years of data safeguards teachers and administrators from any statistical errors. A rolling average will be used to determine status, which means that the teacher’s current, and most recent two years of data, will inform a status determination.

Educator Effectiveness Model

Educator Effectiveness Model Standard Six ratings are determined using student growth data from all subjects and grades a teacher has taught over three years Three years of data can come from multiple schools or LEAs Any student who has not been enrolled for 140 days (or 70 days on a block schedule) is excluded from growth calculations

Measures of Student Learning Intended to gather growth data for every teacher, not to assess every student on every content area Local flexibility in when, how, and who administers Designed by 1,000 NC teachers Replace final exams in high school courses

More Information Email educatoreffectiveness@dpi.nc.gov www.ncpublicschools.org/effectiveness-model/

Standards Investigation

Gallery Walk With a partner, read each of the elements and descriptors. Read the feedback already given. Do one of the following: Write down a behavior that exemplifies this element. Validate what someone else has written. Add to what someone else has written. 24

The Ratings

Distinguished Accomplished Proficient Developing Consistently and significantly exceeded basic competence Distinguished Exceeded basic competence most of the time Accomplished Demonstrated basic competence Proficient Demonstrated adequate growth, but did not demonstrate basic competence Developing Let’s define proficient. A proficient teacher is creating a 21st Century classroom and demonstrating basic competence on the new standards. Proficient indicates that the teacher is meeting those challenging competencies. To have every teacher proficient as measured by these new, higher standards – especially at a time when we are about to implement an entirely new curriculum – would be a tremendous accomplishment. Proficient is NOT mediocre; on the contrary, it indicates that a teacher is meeting these new expectations and growing in significant ways.

Working with the ratings Developing: Can use buttons on the bottom row Proficient: Can use all apps that come on phone; can download and use new apps Accomplished: Can search for alternate types of apps and use these; uses phone for many different functions Distinguished: Can teach others how to use phone; writes apps

Working with the ratings Your turn! In groups, write behaviors on sticky notes Put on the chart paper in appropriate category

Process for evaluating teachers

Principal’s Responsibility Manage Know Identify Ensure Supervise For the evaluation process to serve as an impetus for teacher growth, principals must implement the observation instrument with fidelity. This requires a deep understanding of the NC Professional Teaching Standards, the ability to identify skilled teaching behaviors for 21st Century classrooms, and thoughtful feedback on each teacher’s performance. Teachers deserve the kind of feedback that will help them grow as 21st Century professionals. Manage the process Know, understand the NCPTS Identify teacher’s strengths and areas for growth Ensure that the Teacher Summary Evaluation Report accurately reflects the teacher’s performance Develop and supervise implementation of action plans as appropriate

Teacher Evaluation Process STEP 1: Training and Orientation STEP 2: Self-Assessment, Goal Setting and Pre-Conference STEP 3: Observation Cycle (Administrative and Peer) STEP 4: Summary Evaluation and Goal Setting See page 17 of manual for exact dates, etc.

Before Week 3 of School Year 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. STEP 1: Training and Orientation Component 1: Training Before participating in the evaluation process, all teachers, principals and peer evaluators must complete training on the evaluation process. Resources in Red

Before First Formal Observation Component 3: Teacher Self-Assessment Using the Rubric , the teacher shall rate their performance and reflect on his or her performance throughout the year. STEP 2: Self-Assessment, Goal Setting and Pre-Conference Component 4: Pre-Observation Conference Before the first formal observation, the principal meets with the teacher to discuss: self- assessment, professional growth plan a written description of the lesson(s) to be observed. Goal: To prepare principal for the observation.

Within the 1st nine weeks 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. STEP 3: Observation Cycle (Administrative and Peer) STEP 3: Observation Cycle (Administrative and Peer) Component 6: Post-Observation Conference The 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

Annual Evaluation Policy-TCP-C-022: Each local board shall adopt a policy requiring career teachers to be evaluated annually. The annual evaluation requirements shall be met by either: (1) Using the Teacher Evaluation Process as set forth in 16 NCAC 6C.0503; or (2) Using an abbreviated evaluation consisting of Standards One, Four, and Six of the Teacher Evaluation Process. Eliz:

Annual Abbreviated Evaluation: Teachers demonstrate leadership. Standard One Teachers facilitate learning for their students Standard Four Notes for Eliz: The teacher effectiveness work group still has to consider how to populate Standards 2, 3 and 5 in the years when the abbreviated evaluation is used. Student growth does not count more for one teacher than another. Teachers contribute to the academic success of students. Standard Six

Requirements for Abbreviated Evaluation: The abbreviated evaluation option includes: Teacher Self-Assessment Professional Development Plan Two Informal Observations (at least twenty minutes each) Summary Evaluation Conference (on Standards One, Four, and Six) Summary Rating Form (on Standards One, Four, and Six) Eliz

Before the End of the School Year Component 8: PD Plans Individual Growth Plans-“Proficient” or better Monitored Growth Plans-At least 1 “Developing” Directed Growth Plans-“not Demonstrated” or “Developing” rating for 2 sequential yrs. STEP 4: Summary Evaluation and Goal Setting 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. Discuss how artifacts come into play at this time.

What component is the greatest barrier for you as an evaluator?

Online Tool Introduction Rationale for system design New terminology Process Record of Teacher Evaluation Activities

New Terminology Tab Channels Containers My Profile Sign Out Link

Reflection What is your biggest “ah-ha” after today? What validated your current practice? What do you know you will work on moving forward?

Contact Information Jessica Garner jessica.garner@dpi.nc.gov (704) 268-9824 @jessicacgarner