1. Evaluation with Fidelity Western Region Educators August 2012
Joyce
WRESA

2. Session Materials
region8wnc.ncdpi.wikispaces.net
Joyce

3. Purpose
To provide educators with a conceptual perspective of each of the NC Professional Teaching Standards.
To provide practice with the online tool (McREL).
Joyce

4. At the end of this meeting, participants will:
Understand the organization of the evaluation process and/or assume their role in the process.
Describe how the elements of a 21st Century classroom relate to the NCPTS.
Understand the importance of data in distinguishing among the ratings.
Discuss importance of coaching strategies to help teachers grow in their effectiveness.
Joyce

5. Who is in the room?
Jan

6. Why are we here?
Jan
Why are you here?
Why is this important?

7. 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 21st Century.”
-Adopted August 2006
Jan

8. A Coherent Plan for Statewide Impact
Jan
To achieve the mission established by the State Board of Education, we have in place a Coherent Plan for Statewide Impact.
Review the Coherent Plan for Statewide Impact. Go over each of the components.
Emphasize the Great Teachers and Principals with the focus on the Evaluation process.
Mention: RttT required that specific student-growth be a measure of teacher effectiveness on the teacher evaluation tool.

9. North Carolina Professional Teaching Standards
Karen

10. Wordle
Karen

11. Karen
we’ll be thinking about how skilled teachers create 21st Century classrooms.

12. 21st Century Instruction
Engaging, relevant, meaningful content
“covering material” is replaced by uncovering solutions
Critical thinking, problem solving, information literacy
Karen

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

14. Principal’s Responsibility
Manage the Process
Know the NCPTS
Identify strengths and needs
Ensure accurate performance ratings
Supervise action plans
Karen
Manage the process
Know, understand the NCPTS
Identify teacher’s strengths and areas for growth
Ensure that the Teacher Summary Evaluation Report accurately reflects the teacher’s performance
Develop and supervise implementation of action plans as appropriate
Go to comparison chart
ENSURE GROWTH

15. 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.
Karen
Our goal is to have every student graduate ready for the challenges of the 21st Century.
21st Century Learners have: the actions, attitudes, concepts and skills that will allow students to effectively communicate, collaborate and create. These are the skills, knowledge and expertise students should master in order to succeed in work and life in the 21st century.
Well developed 21st Century Learners have specific capacities in:
Creativity and Innovation
Communication and Collaboration
Critical Thinking, Problem Solving, and Decision Making
Digital Citizenship
Research and Information Fluency
Technology Operations and Concepts
Effective 21st Century Educators offer authentic, relevant learning experiences that support the development of these skills.
Toward the development of these outcomes – the Common Core movement began.
Today we’ll be thinking about how skilled teachers create 21st Century classrooms.

16. Annual Evaluation Policy:
Karen

17. Teacher Evaluation Process
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
Karen

18. Teacher Evaluation Process
For more information regarding the evaluation process, go to
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 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.
STEP 1:
Training and Orientation
STEP 2:
Self-Assessment, Goal Setting and Pre-Conference
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.
Component 1: Training
Before participating in the evaluation process, all teachers, principals and peer evaluators must complete training on the
evaluation process.
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
STEP 3:
Observation Cycle
(Administrative and
Peer)
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.
Time: 1 min
Distinction between an observation and an evaluation: from page 17 of the Teacher Evaluation Process manual.
In Step 3, during observations, the principal and peer (in the case of a probationary teacher) shall *note* the teacher’s performance in relationship to the applicable Standards on the Rubric for Evaluating North Carolina Teachers. The data gathered during this step will inform decisions that are made about a teacher’s performance in Step 4.
Ratings are not actually given until Step 4, Summary Evaluation and Goal Setting.
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 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.

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

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

21. Within the 1st nine weeks
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.
STEP 3:
Observation Cycle
(Administrative
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

22. Before the End of the School Year
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 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.

23. 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.
Joyce

24. A Closer Look at the Standards
Joyce

25. 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
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
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
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
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.
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.
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.
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.
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
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
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.
Joyce
Approximate Time: 45 minutes
Set-Up: Print off charts with 1 page per standard/elements (legal size works great). Post these standards to the walls around the room or in hallway. Leave enough space for groups to maneuver between the papers. Give each pair a stack of sticky notes.
Group 1 starts with Standard 1, Group 2 starts with Standard 2, and so on and rotates from one standard to the next.
The idea behind this is to give principals more examples of behaviors that go with each standard/element to help teachers.
Participants will:
read and discuss each Standard and all elements and any comments already made by other participants.
think of an observed behavior they have seen that exemplifies the element, write it on a sticky, and post it to the paper or wall surrounding the paper.
validate others’ work by putting a star, check mark, etc. on another sticky.
expand on other ideas.
move around the room until they have visited all (or almost all) of the elements.

51. 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.
Joyce
Total time 20 minutes
Supplies: 10 pieces of chart paper and markers
Directions:
In their Standards Groups, 1-5 Each group is given a piece of chart paper to create a poster of the NC Teacher Evaluation Standards 1 through 5. The group is to focus on the gist of the NCPTS so they recognize what the actual standard is about. They can create a visual, a song, a poem, a “tweet,” a text message, or any other “right-brain” conceptualization of the standard. After about 7 minutes, everyone walks around the room to see all of the posters. One person who helped create that poster stays with the poster to answer questions as others come to see it. Participants bring sticky notes and write one piece of feedback for each poster.
Use the next slide to facilitate discussion and sharing of posters.

52. How do you see the Standards? Let’s Get 21st Century with it!
Count off 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!)
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.
Joyce
Total time 20 minutes
Supplies: chart paper and markers, camera (You’ll want to remember this!)
Directions:
Count off and assign each group a standard, Each group is given a piece of chart paper to create a representation of the NC Teacher Evaluation Standards 1 through 5. The group is to focus on the gist of the NCPTS so they recognize what the actual standard is about. They can create a visual, a song, a poem, a “tweet,” a text message, or any other “right-brain” conceptualization of the standard. After about 7 minutes, each group presents their interpretation.

53. Ratings Matter…
Karen

54. Beginning Teachers Effective 2010-2011
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.
Karen

55. 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.
Jan
Growth
Standard VI is new.

56. Highly Effective Teacher
Effective Teachers
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
Jan

57. Rubric for Evaluating North Carolina Teachers
Jan
The rubric for evaluating teachers includes four ratings and one designation.

58. Distinguished Accomplished Proficient Developing
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
Karen
Now, think about this in the context of teaching.

59. Thinking about those ratings?
Karen
This is an analogy with the ratings.
Begin with how to use a Smart Phone:
Developing: You have read the manual but the only thing you can really do right now is make and answer a call.
Proficient: All of the above and you can use it for , a web browser, and an iPod. (Look at the bottom 4 icons – these are the basic functions of a Smart Phone.)
Accomplished: All of the above and you know how to install and use apps from the App Store.
Distinguished: All of the above and you help others become proficient or accomplished with their phone. You also use the phone as a GPS, you successfully take, upload, and share pictures on social networking or photo-sharing sites, you creates movies to share via YouTube.
After explaining this analogy, have table groups do the same thing for operating a car.

60. Inter-rater Reliability
Discussion Groups
Karen
Now, think about this in the context of teaching.

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

62. Consider the role of data and evidences…
What about data?
Consider the role of data and evidences…
Jan

63. They can either nourish you and help you grow as a person or
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
Jan

64. Video Clip & Discussion
Jan
Post Video questions:
What do you see that you like?
What do you see that concerns you or that you have further questions about?
How does this classroom compare to your most engaging or least engaging classrooms? How about your own senior English experience?
What standards and elements do you see addressed in the video?

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

66. Pause, reflect and self-check…

67. Training
Educators may use the North Carolina Educator Evaluation System without training.
True
False
Joyce

68. Orientation
Orientation on the NCEES must be provided within _______ weeks of a teacher’s first day of work.
One
Two
Three
Four
Joyce

69. Teachers should complete a self-assessment:
Every year
By themselves
Within the online tool
All of the above
Joyce

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

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

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

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

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

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

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

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

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

79. We are here to help. Joyce Gardner joyce.gardner@dpi.nc.us
(828)
Karen Sumner
(828)
Jan King
(828)
Karen

80. Questions
Karen