Spring Principal READY Tom Tomberlin March 15, 2016

Principal Evaluation Ratings

Rating Categories for Standard 4 by Evaluation Type

Distribution of Student Growth Ratings

First Teacher Status

Student Growth Trends (2012-13 to 2014-15)

Correlations between evaluation ratings and growth (n=61,891)

Status by Low-Performing School Designation

Human Capital by Low-Performing Designation Non Low-Performing Designation (n=73517) Difference (percentage points) Teachers on Full Evaluation Cycle 11,993 64.7% 40,166 54.6% 10.1% Beginning Teachers 2145 11.6% 6810 9.3% 2.3% First-Year Teachers 803 4.3% 2472 3.4% 0.9% Teacher Attrition (teachers with EVAAS) 1089 22.5% 5001 22.2% 0.3% A greater percentage of experienced teachers in schools with a Low-Performing designation are on full evaluation plans, suggesting that these experienced teachers have instructional deficiencies. There are no meaningful differences between Low-Performing Designated Schools and Non Low-Performing Designated schools in early-career teachers or teacher attrition.

Human Capital by Low-Performing Designation

Teacher Mobility 2014 to 2015 by Quartiles of Minority Students Lowest Quartile (2015) Second Quartile (2015) Third Quartile (2015) Highest Quartile (2015) Total Lowest Quartile (2014) 77 26 6 3 112 Expected 27.9 29.4 29.2 25.5 Second Quartile (2014) 36 64 28 10 138 34.4 36.2 35.9 31.5 Third Quartile (2014) 15 34 56 17 122 30.4 32.0 31.8 27.8 Highest Quartile (2014) 11 22 55 97 185 46.2 48.5 48.2 42.2 139 146 145 127 557

EHE Teacher Mobility 2014 to 2015 by Quartiles of Minority Students Lowest Quartile (2015) Second Quartile (2015) Third Quartile (2015) Highest Quartile (2015) Total Lowest Quartile (2014) 69 21 6 3 99 Expected 24.4 26.5 23.6 Second Quartile (2014) 31 53 23 8 115 28.4 30.8 27.4 Third Quartile (2014) 11 33 42 15 101 24.9 27.1 24.1 Highest Quartile (2014) 20 46 87 159 39.2 42.6 37.9 117 127 113 474

Teacher Mobility 2014 to 2015 by Quartiles of EDS Students Lowest Quartile (2015) Second Quartile (2015) Third Quartile (2015) Highest Quartile (2015) Total Lowest Quartile (2014) 92 24 14 10 140 Expected 49.5 35.2 31.7 23.6 Second Quartile (2014) 44 43 25 15 127 44.9 31.9 28.7 21.4 Third Quartile (2014) 26 38 33 27 124 43.9 31.2 28.1 20.9 Highest Quartile (2014) 35 54 42 166 58.7 41.7 37.6 28.0 197 126 94 557

EHE Teacher Mobility 2014 to 2015 by Quartiles of EDS Students Lowest Quartile (2015) Second Quartile (2015) Third Quartile (2015) Highest Quartile (2015) Total Lowest Quartile (2014) 86 21 13 10 130 Expected 48.0 30.7 30.2 21.1 Second Quartile (2014) 37 33 22 8 100 36.9 23.6 23.2 16.2 Third Quartile (2014) 19 32 27 23 101 37.3 23.9 23.4 16.4 Highest Quartile (2014) 26 48 36 143 52.8 33.8 33.2 175 112 110 77 474

Proposed SBE Policies

Standards 6 & 8 Remove Standards 6 & 8 as official standards in NCEES. Student Growth becomes standardized artifact in NCEES. No individual teacher/principal report, but percentages of status at the school and district levels. Participation in NCFEs and ASW still required.

HQ and Continuing License Requirements (SY 2016-17) Teachers (from approved program) must attempt required tests once in first year of teaching, pass tests before or during second year of teaching. Lateral Entry teachers (with appropriate coursework) have same testing requirements and three years to complete program of study. Out-of-state teachers (from approved program) will be required to pass required tests before or during second year of teaching.

ILT and BTSP ILT and BTSP programs will run concurrently (3 yrs). All teachers with fewer than 3 yrs of experience must participate in BTSP. LEAs no longer recommend teachers for continuing license. After third year, all teachers who meet SBE requirements granted a continuing license.

Elimination of yearly coursework requirements (SY 2016-17) All teachers with a program of study have 3 years to complete requirements. SBE will no longer require a minimum of 6 credit hours per year. LEAs may develop local policies concerning “adequate progress” (for continued employment, not licensure).

Human Capital Policy and Research Tom Tomberlin, Director thomas.tomberlin@dpi.nc.gov 919-807-3440 Joseph Foster, HR Program Admin joseph.foster@dpi.nc.gov 919-807-3429 Jennifer DeNeal, Program Coordinator (ASW/Student Surveys) jennifer.deneal@dpi.nc.gov 919-807-3288 Paul Marshall, Program Coordinator (EVAAS/MLI) paul.marshall@dpi.nc.gov 919-807-4187 General Email educatoreffectiveness@dpi.nc.gov