North Carolina Department of Public Instruction Analyzing Student Work to Change Teacher Practice

What does student growth mean to you? North Carolina DPI Analyzing Student Work to Change Teacher Practice

5 Rating Categories Teachers Demonstrate Leadership Establish Environment Know Content Facilitate Learning Reflect on Practice Contribute to Academic Success 3 Rating Categories Not Demonstrated Developing Proficient Accomplished Distinguished Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth North Carolina DPI Analyzing Student Work to Change Teacher Practice Pre-work review: Overview of Standard 6

North Carolina DPI Analyzing Student Work to Change Teacher Practice 6 Contribute to Academic Success 6 End of Grade (EOG) or End of Course (EOC) tests 6 Common Exams 6 Career Technical Education Assessment 6 K-2 Literacy 6 Analysis of Student Work Grade 3 6 Pre-work review: Overview of Standard 6

In Need of Improvement Effective Highly Effective Standards 1-5 In the year Standard 6 Three-year rolling average years ago 1 year ago Current year ++ / 3 ) ) Demonstrate Leadership Establish Environment Know Content Facilitate Learning Reflect on Practice Any rating lower than proficient And/Or Does Not Meet Expected Growth Proficient or Higher on Standards 1-5 And Meets or Exceeds Expected Growth Accomplished or Higher on Standards 1-5 And Exceeds Expected Growth Pre-work review: Overview of Standard 6 North Carolina DPI Analyzing Student Work to Change Teacher Practice

North Carolina DPI Analyzing Student Work to Change Teacher Practice Teachers collect artifacts of student work Teachers fill out submission form Teachers Choose Clarifying Objective Reviewers Rate Each Artifact Teachers Upload Artifacts to Online Platform Reviewers Access Online Platform

North Carolina DPI Analyzing Student Work to Change Teacher Practice In the proposed ASW process, teachers: Describe teaching context and choose five Objectives Compile a Timelapse Artifact for each Objective Complete and upload an Evidence Collection Submit the Evidence Collection for “blind” review Receive a category rating for Standard 6 EVIDENCE COLLECTION EVIDENCE COLLECTION TA 1 TA 2 TA 3 TA 4 TA 5 2 Work Samples 2 Work Samples 2 Work Samples 2 Work Samples 2 Work Samples

North Carolina DPI Analyzing Student Work to Change Teacher Practice Spring 2014 Pilot planned with educators from: AIG/AP/IB Exceptional Children English as a Second Language Original Pilot Areas Arts Education Healthful Living World Languages

North Carolina DPI Analyzing Student Work to Change Teacher Practice Proposed ASW Timeline Participant Application Window Participant Selection Participant Training Reviewer Application Window Official Pilot Launch Reviewer Selection Reviewer Training Evaluation Window Pilot Wrap-up Fall 2013Spring 2014

By the end of this section, I will be able to: Choose an objective for a Timelapse Artifact. Describe how to capture student growth using student work samples. Explain how student growth is illustrated in relationship to the objective. North Carolina DPI Analyzing Student Work to Change Teacher Practice

North Carolina Summer Institutes Analyzing Student Work to Change Teacher Practice Discuss at your table: How do you measure growth?

North Carolina DPI Analyzing Student Work to Change Teacher Practice How do you measure growth?

North Carolina DPI Analyzing Student Work to Change Teacher Practice How do you measure growth?

North Carolina Summer Institutes Analyzing Student Work to Change Teacher Practice Arts Education Timelapse Artifact Objective 2.V.2.3: Create art from real and imaginary sources of inspiration Student Work Sample A (1 st point in time)Student Work Sample B (2 nd point in time)

North Carolina DPI Analyzing Student Work to Change Teacher Practice

Submission Form Part A: Teaching Context North Carolina DPI Analyzing Student Work to Change Teacher Practice

North Carolina DPI Analyzing Student Work to Change Teacher Practice District or Charter Name of School(s) Served Teaching AssignmentTitle 5-Digit Course code(s) [See principal or his/her designee if unknown] Frequency & Duration [ex. 45 min. daily for 18 weeks or 1 semester] Total Instructional Hours Number of Students List separately:  Assigned Class(es)  Course(s)  Program(s) Total Number of Students for this academic year

North Carolina DPI Analyzing Student Work to Change Teacher Practice

North Carolina Analyzing Student Work to Change Teacher Practice Timelapse Artifact 1 Timelapse Artifact 2 Timelapse Artifact 3 Timelapse Artifact 4 Timelapse Artifact 5 Representative Courses or Classes (by title and course code from Part A) Students At least one Timelapse Artifact needs to represent multiple students. Indicate with an “X” which Timelapse Artifact(s) represent multiple students. Time At least one Timelapse Artifact needs to represent growth throughout an extended period of time, such as the beginning to end of a semester, course, year, etc. Indicate with an “X” which Timelapse Artifact(s) will represent growth over an extended period of time. Strands & Standards Write the unique Clarifying Objective chosen for each Timelapse Artifact, making sure that the Evidence Collection includes representation of Strands and Standards based on the appropriate chart below for your content area’s North Carolina Essential Standards.

North Carolina DPI Analyzing Student Work to Change Teacher Practice

North Carolina DPI Analyzing Student Work to Change Teacher Practice

North Carolina DPI Learning Path Reflection Question What are the big ideas/resources that everyone in the district needs to know? IMPROVING PRACTICE Essential Standards 2013 Summer Institutes