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Evaluation with Fidelity Asheville City Schools Educators September 2012 Joyce Gardner Region 8 Professional Development Consultant WRESA

Session Materials region8wnc.ncdpi.wikispaces.net

Purpose To develop a deeper conceptual understanding of each of the NC Professional Teaching Standards. To practice assigning ratings for Inter-rater reliability

At the end of this meeting, participants will: Understand the steps of the NCEES evaluation process. Identify teacher behaviors and actions that describe the standards and elements of the NC Professional Teaching Standards. Understand the importance of data in distinguishing among the ratings. Improve the fidelity of ratings for teacher evaluation.

Who is in the room?

Why are we here?

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 21 st Century.” -Adopted August 2006

A Coherent Plan for Statewide Impact

North Carolina Professional Teaching Standards

Wordle

Engaging, relevant, meaningful content “covering material” is replaced by uncovering solutions Critical thinking, problem solving, information literacy 21 st Century Instruction

Putting the Pieces Together promotes Effective Leadership Student Learning Quality Teaching 1.Assessing teacher performance 2.Designing a professional growth plan

Principals’ Responsibilities Manage the Process Know the NCPTS Identify strengths and needs Ensure accurate performance ratings Supervise action plans

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. 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 individually or collaboratively.

Annual Evaluation Policy: 17

Teacher Evaluation Process 18 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

Component 3: Teacher Self-Assessment Using the Rubric, the teacher shall rate their performance and reflect on his or her performance throughout the year. 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. Component 1: Training Before participating in the evaluation process, all teachers, principals and peer evaluators must complete training on the evaluation process. 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 ; and C. A schedule for completing evaluation process. 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. STEP 1: Training and Orientation STEP 3: Observation Cycle (Administrative and Peer) STEP 2: Self- Assessment, Goal Setting and Pre- Conference Component 7: Summary Evaluation Conference and Scoring the Teacher Summary Rating Form- Prior to end of school -Principal conducts summary evaluation conference with teacher to discuss components of the evaluation. At the conclusion: 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. 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 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. Teacher Evaluation Process For more information regarding the evaluation process, go to

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

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. Before First Formal Observation STEP 2: Self- Assessment, Goal Setting and Pre- Conference Component 3: Teacher Self-Assessment Using the Rubric, the teacher shall rate their performance and reflect on his or her performance throughout the year.

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. Within the 1 st nine weeks STEP 3: Observation Cycle (Administrati ve 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

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. 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. Before the End of the School Year STEP 4: Summary Evaluation and Goal Setting

North Carolina 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: Teacher facilitate learning for their students. STANDARD V: Teachers reflect on their practice. STANDARD VI: Teachers facilitate academic growth. 24

A Closer Look at the Standards

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 26

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 27

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 28

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 29

Standard I: Teachers demonstrate leadership E. Teachers demonstrate high ethical standards: Demonstrate ethical principles Uphold the Code of Ethics and Standards for Professional Conduct 30

Standard II: Teachers establish a respectful environment for a diverse population of students. A. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults: Encourage an environment that is inviting, respectful, supportive, inclusive, and flexible 31

Standard II: Teachers establish a respectful environment for a diverse population of students B. Teachers embrace diversity in the school community and in the world: Demonstrate knowledge of diverse cultures Select materials and develop lessons that counteract stereotypes and incorporate contributions Recognize the influences on a child’s development, personality, and performance Consider and incorporate different points of view 32

Standard II: Teachers establish a respectful environment for a diverse population of students. C. Teachers treat students as individuals: Maintain high expectations for all students Appreciate differences and value contributions by building positive, appropriate relationships 33

Standard II: Teachers establish a respectful environment for a diverse population of students D. Teachers adapt their teaching for the benefit of students with special needs: Collaborate with specialists Engage students and ensure they meet the needs of their students through inclusion and other models of effective practice 34

Standard II: Teachers establish a respectful environment for a diverse population of students. E. Teachers work collaboratively with the families and significant adults in the lives of their students: Improve communication and collaboration between the school and the home and community Promote trust and understanding and build partnerships with school community Seek solutions to overcome obstacles that prevent family and community involvement 35

Standard III: Teachers know the content they teach. A. Teachers align their instruction with the North Carolina Standard Course of Study: Teach the North Carolina Standard Course of Study Develop and apply strategies to make the curriculum rigorous and relevant Develop literacy skills appropriate to specialty area 36

Standard III: Teachers know the content they teach. B. Teachers know the content appropriate to their teaching specialty: Know subject beyond the content they teach Direct students’ curiosity into an interest in learning 37

Standard III: Teachers know the content they teach. C. Teachers recognize the interconnectedness of content areas/disciplines: Know links between grade/subject and the North Carolina Standard Course of Study Relate content to other disciplines Promote global awareness and its relevance 38

Standard III: Teachers know the content they teach. D.Teachers make instruction relevant to students: Incorporate life skills : leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self-direction, and social responsibility Demonstrate the relationship between the core content and 21st Century content, including global awareness; financial, economic, business and entrepreneurial literacy; civic literacy; and health and wellness awareness 39

Standard IV: Teachers facilitate learning for their students. A. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students: Know how students think and learn Understand the influences on student learning and differentiate instruction Keep abreast of evolving research Adapt resources to address the strengths and weaknesses of students 40

Standard IV: Teachers facilitate learning for their students. B. Teachers plan instruction appropriate for their students: Collaborate with colleagues Use data for short and long range planning Engage students in the learning process Monitor and modify plans to enhance student learning Respond to cultural diversity and learning needs of students 41

Standard IV: Teachers facilitate learning for their students. C. Teachers use a variety of instructional methods: Choose methods and materials as they strive to eliminate achievement gaps Employ a wide range of techniques using information and communication technology, learning styles, and differentiated instruction 42

Standard IV: Teachers facilitate learning for their students. D. Teachers integrate and utilize technology in their instruction: Know appropriate use of technology to maximize student learning Help students use technology to learn content, think critically, solve problems, discern reliability, use information, communicate, innovate and collaborate 43

Standard IV: Teachers facilitate learning for their students. E. Teachers help students develop critical thinking and problem-solving skills: Encourage students to ask questions, think creatively, develop and test innovative ideas, synthesize knowledge and draw conclusions Help students exercise and communicate sound reasoning; understand connections; make complex choices; and frame, analyze, and solve problems 44

Standard IV: Teachers facilitate learning for their students. F. Teachers help students work in teams and develop leadership qualities: Teach the importance of cooperation and collaboration Organize learning teams in order to help students define roles, strengthen social ties, improve communication and collaborative skills, interact with people from different cultures and backgrounds, and develop leadership qualities 45

Standard IV: Teachers facilitate learning for their students. G. Teachers communicate effectively: Communicate clearly with students in a variety of ways Assist students in articulating thoughts and ideas clearly and effectively 46

Standard IV: Teachers facilitate learning for their students. H. Teachers use a variety of methods to assess what each student has learned: Use multiple indicators, both formative and summative, to evaluate student progress Use assessment systems to inform instruction and demonstrate evidence of students’ 21st Century knowledge, skills, performance, and dispositions Provide opportunities for self-assessment 47

Standard V: Teachers reflect on their practice A. Teachers analyze student learning: Think systematically and critically about learning in their classroom: why learning happens and what can be done to improve student achievement Collect and analyze student performance data to improve effectiveness 48

Standard V: Teachers reflect on their practice B. Teachers link professional growth to their professional goals: Participate in continued, high quality professional development 49

Standard V: Teachers reflect on their practice C. Teachers function effectively in a complex, dynamic environment: Actively investigate and consider new ideas that improve teaching and learning Adapt practice based on data 50

Gallery Walk with the Standards Count off 1-5 (Standards 1-5) Start with the Standard that matches your number. With a partner, read each of the elements and descriptors posted. Describe an observable behavior that exemplifies this element on a sticky note and post it beside the element. –Validate or question what someone else has written –Add new behaviors/examples to the standard.

How do you see the Standards? Let’s Get 21st Century with it! 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.

How do you see the Standards? Let’s Get 21 st Century with it! 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. Count off 1-5. Join your Standard Group. Create a representation (visual, song, poem, “tweet”, text message, or any other “right-brain” idea of the standard). (Think Multiple Representations!)

Ratings Matter…

Beginning Teachers Effective Must be rated “Proficient” on all five North Carolina Professional Teaching Standards on the most recent Teacher Summary Rating Form in order to be eligible for the Standard Professional 2 License.

North Carolina 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: Teacher facilitate learning for their students. STANDARD V: Teachers reflect on their practice. STANDARD VI: Teachers facilitate academic growth. 56 Standard VI is new.

Effective Teachers 57 Student Growth Meets Expectations Proficient or Higher on All Standards Effective Teacher Student Growth Exceeds Expected Growth Accomplished or Higher on All Standards Highly Effective Teacher

Rubric for Evaluating North Carolina Teachers

Consistently and significantly exceeded basic competence Distinguished Exceeded basic competence most of the time Accomplished Demonstrated basic competence Proficient Demonstrated adequate growth toward achieving standards, but did not demonstrate basic competence Developing

Thinking about those ratings?

Practice Assigning Ratings We have 3 Scenarios Practice with Poll EveryWhere 61

How To Vote via Texting TIPS EXAMPLE

How To Vote via PollEv.com EXAMPLE

How To Vote via Twitter 1.Capitalization does not matter, but spaces and spelling do. is the first word, your followers will not receive this tweet EXAMPLE

Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll.

Thinking Fidelity. We have 3 scenarios. Based on this information, rate each teacher: Distinguished Accomplished Proficient Developing

Assessing Inter-Rater Reliability #1 Mr. Johnson has established effective classroom procedures that require everyone to treat each other with respect. He encourages all students to engage in classroom activities even if they are unsure of their responses. He attends school- related activities to support students.

Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll.

Assessing Inter-Rater Reliability #1 Mr. Johnson has established effective classroom procedures that require everyone to treat each other with respect. He encourages all students to engage in classroom activities even if they are unsure of their responses. He attends school- related activities to support students. Mr. Johnson is Proficient in Standard 2, Element A.

Assessing Inter-Rater Reliability #2 Ms. Ball consistently uses her questioning skills to promote higher-order thinking skills. Her questions help guide students toward developing their own understanding by encouraging them to think creatively, synthesize knowledge, and draw their own conclusions. She models problem solving in her classroom instruction.

Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll.

Assessing Inter-Rater Reliability #2 Ms. Ball consistently uses her questioning skills to promote higher-order thinking skills. Her questions help guide students toward developing their own understanding by encouraging them to think creatively, synthesize knowledge, and draw their own conclusions. She models problem solving in her classroom instruction. Ms. Ball is Accomplished in Standard 4, Element E.

Assessing Inter-Rater Reliability #3 Ms. Parish knows the acronyms of most educational jargon. She has heard of many innovative practices and changes in the way teachers are teaching and students are learning. She reads a professional journal to keep informed.

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Assessing Inter-Rater Reliability #3 Ms. Parrish knows the acronyms of most educational jargon. She has heard of many innovative practices and changes in the way teachers are teaching and students are learning. She reads a professional journal to keep informed. Ms. Parrish is Developing in Standard 5.

Processing our results…. Discuss why you chose these ratings. What are possible reasons for variations?

Assessing Inter-rater Reliability Using the NC Professional Teaching Standards module on the NC Education site:

Rating Teacher Behaviors Read each behavior and decide which Rating is appropriate. (Don’t look at the back of the card)! When you are finished, build a progression of behaviors from Developing to Distinguished. Think about the growth inherent in the behaviors.

Rating Teacher Behaviors Read each Rating from the Gallery Walk. Fill in any blanks so that you have a progression of behaviors from Developing to Distinguished. Think about the growth inherent in the behaviors.

Share your work How is teacher growth reflected in the behaviors you selected?

What about data? Consider the role of data and evidences…

Coaching for Success “People are like dirt. They can either nourish you and help you grow as a person or they can stunt your growth and make you wilt and die.” ~Plato

Video Clip & Discussion

Online Tool (McREL)… McRel log-in site: McRel Demo Site:

Pause, reflect and self- check…find the answers in the manual.

Training Educators may use the North Carolina Educator Evaluation System without training. A.True B.False

Orientation Orientation on the NCEES must be provided within _______ weeks of a teacher’s first day of work. A.One B.Two C.Three D.Four

Self-Assessment Teachers should complete a self-assessment: A.Every year B.By themselves C.Within the online tool D.All of the above

Pre-Observation Conference Pre-Observation conferences are required: A.Before the first formal observation B.Before all observations C.Only with beginning teachers D.Only if it is the teacher’s renewal year

Observations Formal observations must be: A.Completed by March 1 st B.At least 20 minutes in length C.At least 45 minutes in length D.Only if it is the teacher’s renewal year

Post-Observation Conference Post-observation conferences must be held: A.Within 10 school days of the observation B.After each formal observation C.All of the above

Summary Rating Form The summary ratings must be an average of the notations on a teacher’s rubric from throughout the year. A.True B.False

The PDP If a teacher receives a rating of “developing” on the summary rating form, they must be placed on a: A.Individual Growth Plan B.Monitored Growth Plan C.Directed Growth Plan

Probationary Teachers If a teacher is completing their third year, they must receive ratings of _______ or higher to be issued a SP2 license. A.Developing B.Proficient C.Accomplished

Resources Online manual for principals aining/online-evaluation/principal-directions.pdf aining/online-evaluation/principal-directions.pdf Online manual for teachers aining/online-evaluation/teacher.pdf aining/online-evaluation/teacher.pdf Online manual for superintendents aining/online-evaluation/superintendent.pdf aining/online-evaluation/superintendent.pdf

Resources Directions for electronic signatures x.com/home/ncval/help/EES_NC_Electr onicSignature.pdf x.com/home/ncval/help/EES_NC_Electr onicSignature.pdf Teacher Effectiveness Coordinator: Jennifer Preston,

Drop-In NCEES support… coming to a location near you! Face-to- Face and Virtual

We are here to help. Joyce Gardner (828) Karen Sumner (828)

Evaluation

Questions

Survey -short cut to survey - link to QR code