The North Carolina Teacher Evaluation Process August 17, 2012

The North Carolina Teacher Evaluation Process August 17, 2012

Additional Resources:

What do you already know?

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

2. Orientation Within ____ weeks of a teacher’s first day of work, orientation on the N.C. Educator Evaluation System (NCEES) must be provided. A. One C. Three B. Two D. Four

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

4. 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

5. Observations Formal observations must be: Completed by March 1st
At least 20 minutes in length At least 45 minutes in length or class period Scheduled in advance with the beginning teacher

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

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

8. The PDP Which resources contribute to the development of the PDP:
completed self assessment school data district initiatives D. All of the above

9. 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

Teacher Evaluation Process

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

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.

Professional Development Plans
The New Preliminary Professional Development Plan and Professional Development Plan are nearly identical. The New Preliminary Professional Development Plan is created by the teacher when she is new to a location. The teacher and the administrator have the ability to add content to the form. PAGE 43 of NC Teacher Evaluation Process Manual

Professional Development Plans
Individual PDP Monitored PDP Directed PDP Rated “Proficient” or higher on all standards Rated “Developing” on one or more standards Rated “Not Demonstrated” on any standard or Rated “Developing” on one or more standards for two consecutive years Teacher sets individual goals for growth Not recommended for dismissal, demotion, or non-renewal at this time Administrator and teacher meet to discuss PDP 3 times – Beginning of the year, Mid-year, End-of-Year Administrator and teacher meet to discuss and set goals together – Meet at least 3 times (beginning of the year, mid-year, and end-of-year to review progress) Administrator sets goals for teacher based on observations and documentation – meets with teacher to review the development plan. Meet at least 3 times to review progress. One school year to reach proficiency One school year or less to reach proficiency (as determined by the LEA)

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

Four Formal Observations Two Informal Observations
Let’s Summarize Probationary Teachers Four Formal Observations Three Administrative One Peer Career Status in Formal Year Three Observations One Formal Two Informal Career Status NOT in License Renewal Two Informal Observations Standards 1 & 4 Before you begin the Summative Process you should have completed the following: Probationary Teachers should have four formal observations (3 Administrative and 1 peer) completed in the McRel system. Career status teachers in their formal year of evaluation need to have 3 observations (1 formal and 2 informal) completed in the McRel system. Career teachers NOT in license renewal should have received two informal observations on standards one and four. You should have signed and completed a year end reviewed of the Professional Development Plan for this school year ( ) The completed North Carolina Educator Evaluation Process for every teacher must be completed in the McRel System by ___________. To be completed all forms must be properly electronically signed by ________

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.

What component is the greatest barrier for you as an evaluator?

Ratings for Standards1-5
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 All of the ratings for the NC Teacher Evaluation Process are defined on page 4 of the manual. On this slide, you will note that we have bolded some of the words. Let’s look at the bolded words as we look at each rating category. For example, a rating of “developing” indicates that the teacher, while showing growth, did not demonstrate basic competence. A rating of “proficient” indicates the teacher demonstrated basic competence. “Accomplished” ratings indicate that the teacher exceeded basic competence most of the time. And a rating of “Distinguished” would indicate that the teacher consistently and significantly exceeded basic competence.

Distinguished Accomplished Proficient Developing
Consistently and significantly exceeded basic competence Accomplished Exceeded basic competence most of the time Proficient Demonstrated basic competence Developing Demonstrated adequate growth toward achieving standards, but did not demonstrate basic competence Sometimes analogies help us better understand the ratings. Some of you have been in our regional training sessions where we discussed growing levels of competency with using a smart phone or the gadgets on a new car. Today, let’s think about how the ratings would apply to baking cakes. As a developing cake baker, you follow the recipe, but your cooking techniques aren’t always successful. Your cake might be dry, the layers may fall apart, or the icing isn’t the right consistency. You demonstrate growth by practicing and your cakes become better, although still not quite right. Look at the picture. This is a cake, and perhaps it is a better cake than the baker’s many previous attempts. However, this cake would still be unacceptable from a professional baker. This reminds us educationally of a teacher who, despite making growth, has not yet reached proficiency. As a proficient cake baker, you follow the recipe and you’ve mastered the basic cooking techniques. You are able to produce a basic layer cake with frosting that tastes good and looks nice. The cake pictured is acceptable by all measures, which reminds us educationally of basic competence with such important matters as instructional strategies or communication. In other words, this cake is acceptable and yet still has room to grow. Let’s look at the next cake from the accomplished baker. As an accomplished cake baker, you have a greater understanding of baking and on most occasions you are able to successfully incorporate additional ingredients and/or flavorings that improve the taste, appearance, and overall quality of your cakes. You’ll note that the cake pictured has multiple flavors, which reminds us educationally of differentiation and multiple instructional strategies. As a distinguished cake baker, you have an in-depth understanding of baking cakes. As such, you know the essential ingredients that must be included in all cakes. Using your knowledge, you are able to begin with the recipe, combining the essential ingredients and other add-ins to tailor your cakes to meet the tastes of the person for which you are making the cake. In other words, you understand the recipe well enough to enhance it. Your talent and skill as a distinguished baker may lead you to decorate exquisitely or even assist others in developing their baking skills. Distinguished truly is the “icing on the cake” so-to-speak. What resources do you have to help you and your teachers better understand the differences between the ratings for teachers and school executives? Your best resources are the rubrics for evaluating teachers and principals/assistant principals. The performance descriptors provided for each element of the performance standards will help you determine the expectation for each rating level. Engage in conversations with colleagues about the differences between the descriptors on the rubrics. It’s also helpful to have a firm understanding of the Standards for Teachers and School Executives. If you need a refresher on the professional standards, consider completing the N.C. Professional Teaching Standards Module and the soon-to-be-released School Executive Standards Module. Cake images Image Credits:

The developing teacher tells The proficient teacher explains
The developing teacher tells The proficient teacher explains The accomplished teacher demonstrates The distinguished teacher inspires

Ratings for Pre-Service Candidates
Demonstrated exemplary understanding, mastery, and consistent integration of educational concepts and skills. Accomplished Demonstrated the ability to apply educational concepts consistently in real-world contexts Proficient Demonstrated the ability to apply educational concepts to concrete problems within limited contexts Developing Demonstrated limited or superficial knowledge and awareness of educational concepts Emerging All of the ratings for the NC Teacher Evaluation Process are defined on page 4 of the manual. On this slide, you will note that we have bolded some of the words. Let’s look at the bolded words as we look at each rating category. For example, a rating of “developing” indicates that the teacher, while showing growth, did not demonstrate basic competence. A rating of “proficient” indicates the teacher demonstrated basic competence. “Accomplished” ratings indicate that the teacher exceeded basic competence most of the time. And a rating of “Distinguished” would indicate that the teacher consistently and significantly exceeded basic competence.

Distinguished Accomplished Proficient Developing
Ratings for In-Service Teacher Standards 1-5 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 All of the ratings for the NC Teacher Evaluation Process are defined on page 4 of the manual. On this slide, you will note that we have bolded some of the words. Let’s look at the bolded words as we look at each rating category. For example, a rating of “developing” indicates that the teacher, while showing growth, did not demonstrate basic competence. A rating of “proficient” indicates the teacher demonstrated basic competence. “Accomplished” ratings indicate that the teacher exceeded basic competence most of the time. And a rating of “Distinguished” would indicate that the teacher consistently and significantly exceeded basic competence.

Lets Compare When you compare the CTC (form submitted by IHEs for licensure) to the Teacher Rubric, the following standards/elements are not included on the CTC: 1b, 1c, 2e, 3c, 4a, 4b, 5b, 5c

The Rubric

This is a screen shot of page 33, where a principal has marked the rubric based on an observation. It is necessary to notate the rubric for each observation. The rating for each descriptor is the lowest rating for which all descriptors are marked. As illustrated in the example on pages 33 and 34, the teacher would be rated as Developing on “Teachers lead in their classrooms” even though at least one descriptor for Proficient, Accomplished, and Distinguished was marked. This is because Developing is the lowest rating for which all descriptors were marked. Likewise, the teacher also would be rated as Proficient on “Teachers demonstrate leadership in the school” and on each of the remaining elements. This is likely to result in an overall rating of Proficient for Standard I. Overall ratings should not be determined until the end of the year during the Summary Evaluation Conference.

Distinguished Accomplished Proficient Developing Emerging
Accomplished Proficient Developing Emerging Sometimes analogies help us better understand the ratings. Some of you have been in our regional training sessions where we discussed growing levels of competency with using a smart phone or the gadgets on a new car. Today, let’s think about how the ratings would apply to baking cakes. As a developing cake baker, you follow the recipe, but your cooking techniques aren’t always successful. Your cake might be dry, the layers may fall apart, or the icing isn’t the right consistency. You demonstrate growth by practicing and your cakes become better, although still not quite right. Look at the picture. This is a cake, and perhaps it is a better cake than the baker’s many previous attempts. However, this cake would still be unacceptable from a professional baker. This reminds us educationally of a teacher who, despite making growth, has not yet reached proficiency. As a proficient cake baker, you follow the recipe and you’ve mastered the basic cooking techniques. You are able to produce a basic layer cake with frosting that tastes good and looks nice. The cake pictured is acceptable by all measures, which reminds us educationally of basic competence with such important matters as instructional strategies or communication. In other words, this cake is acceptable and yet still has room to grow. Let’s look at the next cake from the accomplished baker. As an accomplished cake baker, you have a greater understanding of baking and on most occasions you are able to successfully incorporate additional ingredients and/or flavorings that improve the taste, appearance, and overall quality of your cakes. You’ll note that the cake pictured has multiple flavors, which reminds us educationally of differentiation and multiple instructional strategies. As a distinguished cake baker, you have an in-depth understanding of baking cakes. As such, you know the essential ingredients that must be included in all cakes. Using your knowledge, you are able to begin with the recipe, combining the essential ingredients and other add-ins to tailor your cakes to meet the tastes of the person for which you are making the cake. In other words, you understand the recipe well enough to enhance it. Your talent and skill as a distinguished baker may lead you to decorate exquisitely or even assist others in developing their baking skills. Distinguished truly is the “icing on the cake” so-to-speak. What resources do you have to help you and your teachers better understand the differences between the ratings for teachers and school executives? Your best resources are the rubrics for evaluating teachers and principals/assistant principals. The performance descriptors provided for each element of the performance standards will help you determine the expectation for each rating level. Engage in conversations with colleagues about the differences between the descriptors on the rubrics. It’s also helpful to have a firm understanding of the Standards for Teachers and School Executives. If you need a refresher on the professional standards, consider completing the N.C. Professional Teaching Standards Module and the soon-to-be-released School Executive Standards Module. Cake images

What do the ratings look like?
After explaining the cake analogy, have table groups do the same thing for using a smartphone. Examples include: Emerging: You are aware of the advantages of smartphones, but don’t own or use one. 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.

LEA/IHE Certification of Teaching Capacity (CTC)
Based on NC Professional Teaching Standards. Met = Proficient level or higher; Not met = lower than proficient To be recommended for licensure, candidates must meet all descriptors on the CTC. Signed by candidate, cooperating teacher(s), principal (or designee), & University Supervisor

To be recommended for a SP I license, a candidate must be proficient in All descriptors of All elements of All standards

At the end of the 3rd year, beginning teachers must receive ratings of proficient or higher on all standards in order to receive a SP II license.

20th Century vs. 21st Century
Teacher Centered Students work in isolation Memorizing facts Textbook Driven Student Centered Students work collaboratively Solving Problems Research Driven Use 20th Century Classroom vs. 21st Century Classroom handout Discussion with your staff: How can we make our school look like a 21st century school—start at the heart of your school—inside the classroom. Here we have some comparisons of the 20th century classroom and the 21st century classroom. At your tables, brainstorm other differences; Time-based Outcome-based Focus: memorization of discrete facts Focus: what students Know, Can Do and Are Like after all the details are forgotten. Lessons focus on the lower level of Bloom’s Taxonomy – knowledge, comprehension and application. Learning is designed on upper levels of Blooms’ – synthesis, analysis and evaluation (and include lower levels as curriculum is designed down from the top.) Textbook-driven Research-driven Passive learning Active Learning Learners work in isolation – classroom within 4 walls Learners work collaboratively with classmates and others around the world – the Global Classroom Teacher-centered: teacher is center of attention and provider of information Student-centered: teacher is facilitator/coach Little to no student freedom Great deal of student freedom “Discipline problems" – educators do not trust students and vice versa. No student motivation. No “discipline problems” – students and teachers have mutually respectful relationship as co-learners; students are highly motivated. Fragmented curriculum Integrated and Interdisciplinary curriculum Grades averaged Grades based on what was learned Low expectations High expectations – “If it isn’t good it isn’t done.” We expect, and ensure, that all students succeed in learning at high levels. Some may go higher – we get out of their way to let them do that. Teacher is judge. No one else sees student work. Self, Peer and Other assessments. Public audience, authentic assessments. Curriculum/School is irrelevant and meaningless to the students. Curriculum is connected to students’ interests, experiences, talents and the real world. Print is the primary vehicle of learning and assessment. Performances, projects and multiple forms of media are used for learning and assessment Diversity in students is ignored. Curriculum and instruction address student diversity Literacy is the 3 R’s – reading, writing and math Multiple literacies of the 21st century – aligned to living and working in a globalized new millennium. Factory model, based upon the needs of employers for the Industrial Age of the 19th century. Scientific management. Global model, based upon the needs of a globalized, high-tech society. Driven by the NCLB and standardized testing mania. Standardized testing has its place. Education is not driven by the NCLB and standardized testing mania.

Exploring 21st Century Student Attributes
Sit with your preferred level Elementary Future Ready Elementary Student “Nicky” Middle Future Ready Middle School Student High Future Read Graduate Choose at least 3 attributes found on your 21st Century Learner Discuss the “teaching” necessary to develop each attribute (What would you see in the classroom?) Creatively Chart your response.

How do you see the 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: Teachers Facilitate Learning for Their Students Standard V: Teachers Reflect on their Practice Standard VI: Teachers Contribute to the Academic Success of Students

Focusing on the “Why” NC is implementing a new curriculum, new assessments, new technology tools to improve instruction, new ways of engaging students, and the list goes on So why is the State focusing on educator effectiveness in the face of so many other changes? Because all our efforts in other areas depend on an effective teacher in every classroom and an effective leader in every school building!

The Standards and Evaluation System
Formative, Growth Data-driven PD Alignment Serves as a guide for North Carolina’s school teachers as they reflect upon and improve their effectiveness as district leaders. Focuses the goals and objectives of districts as they support, monitor and evaluate their students. Guides professional development for staff and serves as a tool in developing coaching and mentoring programs for teachers. Informs higher education programs in developing the content and requirements of teacher education degree programs.

Standard 1: Teachers Demonstrate Leadership 5 Elements
Teachers lead in the classroom Teachers lead in the school Teachers lead in the profession Element 1 Element 2 Element 3

Standard 1: (elements continued)
Teachers advocate for school and students Teachers demonstrate high ethical standards Element 4 Element 5

Carousel Assessment In what ways can a teacher model or demonstrate teacher leadership in the classroom, school and the teaching profession? 10 Minute Activity 10 Minute Report Out 45

Managing Transitions Ms. Noonan

Standard 2: Teachers Establish a Respectful Environment for a Diverse Population of Students
5 elements Teachers provide an environment with a positive, nurturing relationship Teachers embrace diversity in school and world Teachers treat students as individuals Teachers adapt their teaching for the benefit of students with special needs Teachers work collaboratively with families

Universal Design for Learning at a Glance
A short You Tube video created by the Center for Applied Special Technology (CAST) illustrates the three principles of UDL.

Standard 3: Teachers Know the Content they Teach
4 elements Teachers align their instruction with the NCSCS Teachers know the content appropriate to their teaching specialty Teachers recognize the interconnectedness of content areas/ disciplines Teachers make instruction relevant to students

“Get over the idea that only children should spend their time in study
“Get over the idea that only children should spend their time in study. Be a student so long as you have something to learn, and this will mean all of your life.” Henry L. Doherty Digital age—children are getting information more quickly than we are.

Standard 5: Teachers Reflect on Their Practice
3 elements Teachers analyze student learning Teachers link professional growth to their professional goals Teachers function effectively in a complex, dynamic environment

Standard 5: If the students are not getting it, what can I (the teacher) do differently?

This is a screen shot of page 33, where a principal has marked the rubric based on an observation. It is necessary to notate the rubric for each observation.

Standard 6 are measures of
Growth

1 2 3 4 5 6 Teacher Ratings Categories Teachers 5 Rating Categories
Demonstrate Leadership Establish Environment Know Content Facilitate Learning Contribute to Academic Success Reflect on Practice 5 Rating Categories 3 Rating Categories Not Demonstrated Developing Proficient Accomplished Distinguished Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth Mary, Let’s take a few seconds to look at the different rating categories presented on this slide. For teachers, nothing changes about the first five standards. For standard six, the rating options are the following: does not meet expected growth, meets expected growth, and exceeds expected growth.

Ratings Status A single overall status that is determined once a teacher has three years of growth data to populate 6 or 8 Categories for Status Teachers 6 separate ratings to help teachers grow each year Fran Let’s take some time to review some information on Ratings. (Slide shows two bullets) Now let’s look at Status (Slide shows Status and two bullets) Let’s go back to your reflection to the difference between Ratings and Status to this information being presented on the slide. In summary, when we think about an Educator Status, our thoughts are of a more holistic picture of educator effectiveness than any one standard taken alone. Remember, three years of data must be in place before a teacher or administrator can receive a status of: in need of improvement, effective, or highly effective. Are there any questions? (Allow 15 seconds) Allow Ratings to show first then move in Status information…. In Need of Improvement Effective Highly Effective

Status and Standard 6 An educator receives an effectiveness status only once she has 3 years of data on standards 6 or 8 A 3-year rolling average of growth data from standards 6 or 8 is used as part of determining overall status Fran The use of three years of data safeguards teachers and administrators from any statistical errors. A rolling average will be used to determine status, which means that the teacher’s current, and most recent two years of data, will inform a status determination.

6 6 6 3-Year Rolling Average Teacher 1.0 + 0.8 + 1.2 3 = 1.0 Standard
Rating from 2 years ago Rating from 1 year ago Rating from this year 6 6 6 3 Standard Standard Standard = 1.0 Met Expected Growth 3- year average rating on standard 6 for determining status 1.0 Met Expected Growth 0.8 Did not meet Expected Growth 1.2 Met Expected Growth Fran On this slide, you see an example of how the rolling average works. Each year, the teacher received a sixth standard rating based on student growth during that school year. The three values roll up into a three-year average that is used as part of the status determination Contribute to Academic Success Note: A similar methodology applies to principals as well.

North Carolina Educator Evaluation System Evaluation Summary Sheet
Name: Martha Washington School: Independence Elementary School LEA: Freedom County Schools Licensure: Career-Status Overall Status: In Need of Improvement Standard One: Teachers demonstrate leadership. Not Demonstrated Developing Proficient Accomplished Distinguished Standard Two: Teachers establish a respectful environment. Not Demonstrated Developing Proficient Accomplished Distinguished Standard Three: Teachers know the content they teach. Not Demonstrated Developing Proficient Accomplished Distinguished DRAFT Standard Four: Teachers facilitate learning for their students. Not Demonstrated Developing Proficient Accomplished Distinguished Standard Five: Teachers reflect on their practice. Not Demonstrated Developing Proficient Accomplished Distinguished Mary This is a North Carolina Educator Evaluation System evaluation summary sheet. We have divided this summary sheet in three sections and will examine each component in the next few slides to better support your understanding of the relationship between ratings and status. Standard Six: Teachers contribute to the academic success of students. *Only three-year rolling average is used to determine overall status* Year One (2009 – 2010) Year Two (2010 – 2011) Year Three (2011 – 2012) Three-Year Rolling Average* Individual Student Growth: -1.8 School-wide Student Growth: .1 Year One Growth: Individual Student Growth: 1.2 School-wide Student Growth: .9 Year Two Growth: 1.11 Individual Student Growth: .7 Year Three Growth: .76 .21 Does not meet expected growth Meets expected growth Exceeds expected growth Does not meet expected growth Meets expected growth Exceeds expected growth Does not meet expected growth Meets expected growth Exceeds expected growth Does not meet expected growth Meets expected growth Exceeds expected growth Overall Status: In Need of Improvement Effective Highly Effective