NORTH CAROLINA TEACHER EVALUATION PROCESS TRAINING 2-Day Training for Phase I, II and III *This 2-Day training is to be replicated to meet the needs of each individual LEA in NC **REVISED JANUARY 2010

WELCOME Introductions Overview 2

Agenda The way we were, they way we may be… Implementation for 2010 The Teacher’s Role and Responsibility The Evaluation Process The North Carolina Professional Teaching Standards Standard I – Leadership Assignment Looking Forward 3

North Carolina Professional Teaching Standards 4

How did we get here? North Carolina has moved from a manufacturing and agricultural economy to a technological and research-based economy. Schools must respond to this change if children are to be ready for the future. 5

What happens over time? Let’s consider a 65 year old born in 1943 who began school in 1948 Decide which decade the event belongs in:  1940s  1950s  1960s  1970s  1980s  1990s  present 6

Consider a child starting Kindergarten today… This child was born in 2005 This child was not alive when 9/11 occurred The United States has been at war for this child’s entire life thus far We will need to educate this child for a life that will bring retirement in 2070 or later 7

What might life look like in 2070? robots being mentally and physically superior to humans space elevators are built to the moon artificial intelligence entities are awarded PhDs 8 We need to prepare students for the 21 st Century

9 In North Carolina, for every th grade students… … 70 students graduate four years later … 41 students enter college … 28 students are still enrolled in their 2nd year …19 students graduate with either an Associate’s degree within three years or a Bachelor’s degree within six years Source: NORTH CAROLINA’S Educational Pipeline (2008)

10 Future-Ready Students For the 21st Century 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 work and postsecondary education and prepared for life in the 21st Century.

To accomplish this mission, North Carolina Public Schools will: Produce globally competitive students Be led by 21st century professionals Be healthy and responsible Leadership will guide innovation in NC Public schools Be governed and supported by 21st Century Systems 11

12 21 st Century Skills Framework p , Manual

New Standards for *Teachers, Principals & Superintendents (*includes More at Four teachers/Nonpublic Schools) GS 115C requires the NC Professional Teaching Standards Commission (Commission) to review and propose standards for teaching in North Carolina In August 2006, Chairman Lee charged the Commission to review and align the standards to reflect the State Board’s newly adopted mission and goals The Commission is composed of 16 practicing public school educators 13

The Commission spent 6 months in numerous meetings thinking, listening, writing, sharing with colleagues and revising The draft work was completed in March 2007 and distributed through focus groups and other meetings throughout the state The finalized standards were presented to the State Board of Education in May and adopted in June

How are the NC Professional Teaching Standards different from the Core Standards adopted in 1998? The most significant difference is ALIGNMENT! SBE mission and goals 21 st Century Skills and Knowledge Research from Teacher Working Conditions Survey School Executive and Superintendent Standards and Evaluation Instruments Professional Development Program approval for Schools of Education 15

Public School Personnel Trained Principals trained during summer 2008 Still to come: Evaluation systems for: Superintendents (Field Test 2009) Assistant Principals (Field Test 2009) Central Office Staff Media Specialists School Counselors, Social Workers School Psychologists Standards for School Boards 16

17 Teacher: Phase III: *Remaining 63 (of 115) school districts plus the Office of Early Learning- Teacher Licensure Unit (TLU) are preparing for implementation August 2010

North Carolina Professional Educator Evaluation Systems (teachers & school executives) Their purpose is to support and promote effective leadership, quality teaching, and student learning The design is a growth model to improve instruction and enhance professional practice The evaluation instruments are based on the Framework for 21 st Century Learning and the Standards 18

They are flexible enough to be fair to teachers and school executives of varying levels of experience and in school settings The rubrics are formative in nature based on a rating scale from developing through distinguished Multiple data sources, artifacts, and evidence will be used in assessing educator performance They will provide the basis for performance goals and professional development activities 19

20 Teacher Responsibilities: Know and understand the North Carolina Professional Teaching Standards Understand the North Carolina Teacher Evaluation Process Prepare for and fully participate in each component of the evaluation process

Teacher Responsibilities (Cont.): Gather data, artifacts, evidence to support performance in relation to standards and progress in attaining goals Develop and implement strategies to improve personal performance/attain goals in areas identified individually or collaboratively identified 21

22 The teacher performance evaluation process will:  Serve as a measurement of performance for individual teachers  Serve as a guide for teachers as they reflect upon and improve their effectiveness  Serve as the basis for instructional improvement  Focus the goals and objectives of schools and districts as they support, monitor, and evaluate their teachers

23  Guide professional development programs for teachers  Serve as a tool in developing coaching and mentoring programs for teachers  Enhance the implementation of the approved curriculum  Inform higher education programs as they develop the content requirements for higher education programs The teacher performance evaluation process will:

The Evaluation Process Component 1: Training on new evaluation system Component 2: Orientation beginning of each year Component 3: Teacher Self-Assessment Component 4: Pre- Observation Conference 24

Component 5: Observation(s) –Formal observations occur over one complete lesson (a minimum of 45 minutes), Informal observations occur over 20 minutes –The first observation must be a formal, announced observation –Subsequent observations may be unannounced –Evaluator uses the rubric as a recording tool 25 The Evaluation Process

Component 6: Post-Observation Conferences Component 7: Summary Evaluation Conference (End of Year) Component 8: Professional Development Plans (PDPs) 26 The Evaluation Process

Standards for Teachers Standard 1: Teachers demonstrate leadership Standard 2: Teachers establish a respectful environment for a diverse population of students Standard 3: Teachers know the content they teach Standard 4: Teachers facilitate learning for their students Standard 5: Teachers reflect on their practice 27

“If your actions inspire others to dream more, learn more, do more and become more, you are a leader.” ~~John Quincy Adams 28

Standard 1 29

30 Standard I: Teachers demonstrate leadership A.Teachers lead in their classrooms: Take responsibility for all students’ learning Communicate vision to students Use data to organize, plan, and set goals Use a variety of assessment data throughout the year to evaluate progress Establish a safe and orderly environment Empower students

31 Standard I: Teachers demonstrate leadership B. Teachers demonstrate leadership in the school: Work collaboratively with all school personnel to create a professional learning community Analyze data Develop goals and strategies through the school improvement plan Assist in determining school budget and professional development Participate in hiring process Collaborate with colleagues to mentor and support teachers to improve effectiveness

32 Standard I: Teachers demonstrate leadership C. Teachers lead the teaching profession: Strive to improve the profession Contribute to the establishment of positive working conditions Participate in decision-making structures Promote professional growth

33 Standard I: Teachers demonstrate leadership D. Teachers advocate for schools and students: Advocate for positive change in policies and practices affecting student learning Participate in the implementation of initiatives to improve education

34 Standard I: Teachers demonstrate leadership E. Teachers demonstrate high ethical standards: Demonstrate ethical principles Uphold the Code of Ethics and Standards for Professional Conduct

35 Teachers Demonstrate Leadership Connecting leaders you know to your own leadership in your classroom, your school, and the teaching profession Think About A person you consider a leader. Why do you think so? What are the characteristics that make her/him a leader?

36 Apply/Write – what leadership is in your Classroom School The teaching profession List two characteristics of leadership for each Completing the Activity

For each: classroom, school, and profession, list 2 characteristics of leadership these to in one In the subject line include: Track-A homework, your name, title, program, county Type responses in the body of the . No attachments please. 37

“A good deed is never lost: he who sows courtesy reaps friendship; and he who plants kindness gathers love.” ~Basil 38