NC PROFESSIONAL TEACHING STANDARDS AND EVALUATION PROCESS

Reminders for a Successful Day  Turn off cell phones  Be mindful of side conversations  Ask questions  Share information  Enjoy

Learner Outcomes  Teachers will understand the rationale behind the NC Professional Teaching Standards.  Teachers will understand each of the five new NC Professional Teaching Standards.  Teachers will explore the teacher evaluation cycle.  Teachers will understand the rights and responsibilities of both teachers and principals in the new evaluation process.

Rationale

“America’s Perfect Storm” How are the skills you needed as a child different from what today’s children need?

NC’s Educational Pipeline 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:

Students Ready for the 21 st 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.

21 st Century Skills Framework

NC Standards for Teachers 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.

Teacher and Principal Responsibilities  Know and understand the NC Professional Teaching Standards  ƒUnderstand the NC Teacher Evaluation Process  Participate in each component of the evaluation process  ƒGather evidence to support performance in relation to NC Standards  ƒDevelop and implement strategies to improve personal performance/attain goals in identified areas  ƒKnow and understand the NC Professional Teaching Standards  ƒSupervise the evaluation process and ensure that all steps are conducted correctly  ƒIdentify teachers’ strengths and areas of need and make suggestions for improvement  ƒEnsure that the contents of the Summary Evaluation Report accurately reflects the teacher’s performance  ƒDevelop and supervise implementation of action plans TeacherPrincipal

Types of Evidence  Knows policies and procedures affecting student learning  Communicates and collaborates with the home and community for the benefit of students  Participates in professional development Observable BehaviorsNon-observable Behaviors  Establishes a safe and orderly classroom  Integrates effective literacy instruction throughout the curriculum  Uses data for planning and instruction

Observable vs. Non-observable  Remember observable vs. non-observable behaviors?  Take a look at the rubric on pp in your manual.  Look at the first column under each standard and element. If you see a check in that column, that means this element describes an observable behavior.  Any elements without checks should have evidence to support the level of the evaluation.

Teacher Demonstrate Leadership Standard I

Line Dance  Read pages in your manual.  Divide into 2 groups.  Group 1 – Bring your manual.  Group 2 – Bring “Standard 1 Artifacts.”  Discuss which artifacts match Element A.  Switch partners and repeat for Elements B, C, and D.

Making it Real: Standard I  Read pages  Note any of “The Standards of Professional Conduct” that educators may not know about or do not typically demonstrate understanding of.  What do you find most surprising?

Teachers Establish a Respectful Environment for a Diverse Population of Students Standard II

Making It Real: Standard II  Read pages in your manual.  Get into 5 equal groups.  Read “Mrs. Jones” scenario  Independently record all of Mrs. Jones’ observable behaviors as they relate to your group’s element  Come to consensus on which 3 of Mrs. Jones’ behaviors are the most aligned to the expectations described in the element  Whole group reporting out and discussion

Teachers Know the Content They Teach Standard III

Making It Real: Standard III  Read pages in your manual.  In groups of 2-3, sort the artifacts/ behaviors into the appropriate performance elements. Element A Element B Element C Element D

Making It Real: Standard III  Circulate and compare your group’s sort with other groups’ sorts. Use the Standard 3 Matrix to mark artifacts and behaviors that can be used as evidence for multiple elements.  Whole group discussion Artifacts/ Behaviors Element AElement BElement CElement D Artifact A Artifact B

Teachers Facilitate Learning for Their Students Standard IV

Making It Real: Standard IV

 Read pages in your manual.  Imagine you are one of the students in the video clip.  Get into 8 equal groups.  “Carousel Brainstorm” – What types of activities and behaviors would you like your teacher to use?  Whole group sharing and discussion

Teachers Reflect on Their Practice Standard V

Making It Real: Standard V  Read page 30 in your manual.  Find a partner and read the “Sample Post- Observation Conference Dialogue”.  Record which parts of the principal-led conversation match the elements from Standard V and record additional information or artifacts the teacher should be responsible for sharing with the principal on the “Conference Dialogue Recording Sheet.”  Pairs-Square and discuss ideas.  Whole group discussion

Procedures and Timelines

Build a Timeline  Group 1 – Record and sequence the major events in the teacher evaluation process for a probationary teacher.  Group 2 – Record and sequence the major events in the teacher evaluation process for the principal of a probationary teacher.  Refer to pages 17-19

Merging Your Work  Combine groups.  Merge your sequences to show the shared responsibilities of probationary teachers and their principals in the teacher evaluation process.  Clarify the specifics of the role each person must play in every step of the process.

The Evaluation Instrument

Performance Rating Scale Levels  Developing – Demonstrated adequate growth but did not demonstrate competence on standard(s).  Proficient – Demonstrated basic competence on standards(s) for performance.  Accomplished – Exceeded basic competence on standard(s) or performance most of the time.

Performance Rating Scale Levels  Distinguished – Consistently and significantly exceeded basic competence on standard(s) of performance.  Not Demonstrated – Did not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance.

Going on Vacation!!! DevelopingProficientAccomplishedDistinguished Flight Activities Hotel Food

Professional Development Plans

Goal Setting  2 – 3 goals established as part of a teacher’s Individual Growth Plan (IGP) after completing self-assessment  SMART Goals: Specific, Measurable, Attainable, Relevant and Time-Bound

Professional Development Plans Type of PlanAuthor Individual Growth PlanTeacher Monitored Growth PlanTeacher and Principal Directed Growth PlanPrincipal NOTE: Monitored and Directed Growth Plans meet the guidelines of being an “action plan”

Summarizing the Process

Questions and Answers