1. NC Educator Evaluation System Training for New Administrators Mary Keel, Ed.D Tara Patterson, MSA Robin Loflin Smith, Ed.D

2. Purpose Provide introductory understanding of the NC Professional Teaching standards and the evaluation process To assist principals in using the online evaluation tool with fidelity To share updates to the McREL online tool

3. 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

4. North Carolina Professional Teaching Standards These standards serve as the basis for teacher preparation, teacher evaluation, and professional development

5. What do you already know?

6. 1. 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

7. 2. Self Assessment Teachers should complete a self-assessment: A.Every yearC. Within the online tool B.By themselvesD. All of the Above

8. 3. 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

9. 4. 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 or class period D.Scheduled in advance with the beginning teacher

10. 5. 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

11. 6. 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

12. 7. 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

13. The Teacher Performance Evaluation Process  Serves as a measurement of performance for individual teachers  Serves as a guide for teachers as they reflect upon and improve their effectiveness  Serves as the basis for instructional improvement  Focuses on the goals and objectives of schools and districts as they support, monitor, and evaluate their teachers

14. The Teacher Performance Evaluation Process  Guides professional development programs for teachers  Serves as a tool in developing coaching and mentoring programs for teachers  Enhances the implementation of the approved curriculum  Informs higher education programs as they develop the content requirements for higher education programs

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

16. Teacher Responsibilities  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 identified individually or collaboratively identified

17. Principal Responsibilities

18. Teacher Evaluation Process

19. Training  Before participating in the evaluation process, all teachers, principals and peer evaluators must complete

20. Orientation Within two weeks of a teacher’s first day of work in any school year, the principal will provide the teacher with a copy of or directions for obtaining access to a copy of: - The rubric for evaluating North Carolina teachers, the policy, and a schedule for completing all the components of the evaluation process. (Copies may be provided electronically) Step 1: Training and Orientation

21. Self-Assessment Using the Rubric for Evaluating North Carolina Teachers, the teacher shall rate his or her own performance at the beginning of the year and reflect on his or her performance throughout the year.

22. Growth Plan Proficient teachers set goals for professional growth based on the NC Professional Teacher Standards

23. Professional Development Plans Individual PDPMonitored PDPDirected 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)

24. Observation Cycle: Pre-Conference Before the first formal observation the principal shall meet with the teacher to discuss: The teacher’s self- assessment based on the Rubric for Evaluating North Carolina Teachers The teacher’s most recent professional growth plan, and the lesson(s) to be observed The teacher will provide the principal with a written description of the lesson(s) The goal of this conference is to prepare the principal for the observation. Pre-Observation conferences are not required for subsequent observations.

25. Observation Cycle: Observations A formal observation shall last at least forty-five minutes or an entire class period Probationary Teachers The principal shall conduct at least three formal observations of all probationary teachers. A peer shall conduct one formal observation of a probationary teacher. Step 3: Observation Cycle

26. Observation Cycle: Observations Career Teachers – Abbreviated Observation on Standards 1 and 4 Two informal observations (at least 20 minutes each) No Pre-conference required

27. Observation Cycle Post-Conference The principal shall conduct a post-observation conference no later than ten school days after each formal observation. During the post-observation conference, the principal and teacher shall discuss and document on the Rubric the strengths and weaknesses of the teacher’s performance during the observed lesson. The evaluator and the teacher must sign the observation electronically to lock the observation.

28. Principal Responsibilities: Conclusion of Teacher Evaluation Process Give a rating for each Element in the Rubric; Make a written comment on any Element marked “Not Demonstrated”; Give an overall rating of each Standard in the Rubric; Provide the teacher with the opportunity to add comments to the Teacher Summary Rating Form; Review the completed Teacher Summary Rating Form with the teacher; and Secure the teacher’s signature on the Record of Teacher Evaluation Activities and Teacher Summary Rating Form.

29. Principal Responsibilities: Conclusion of Teacher Evaluation Process Prior to the end of the school year and in accordance with LEA timelines, the principal shall conduct a summary evaluation conference with the teacher. During the summary evaluation conference, the principal and teacher shall discuss the; teacher’s self-assessment teacher’s most recent Professional Growth Plan components of the North Carolina Teacher Evaluation Process completed during the year classroom observations, artifacts submitted or collected during the evaluation process and other evidence of the teacher’s performance on the Rubric.

30. Activity Imagine you are in the classroom of an accomplished teacher. –What would you see? –What would you hear? At your table: Discuss and record your thoughts on individual sticky notes. Visit: http://www.wallwisher.com/wall/ncregion2teachers

31. ncees.ncdpi.wikispaces.net

32. North Carolina Professional Teaching Standards

33. 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 Ratings for Standards1-5

34. Distinguished 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 Image Credits: http://ellie-sparks.livejournal.com/3021.html; http://www.shoveitinyourface.com/2011/02/chocolate-and-golden-vanilla-triple.htm;lhttp://ellie-sparks.livejournal.com/3021.htmlhttp://www.shoveitinyourface.com/2011/02/chocolate-and-golden-vanilla-triple.htm;l http://find-how.com/Cake-recipe.html

35. Standard 1: Teachers Demonstrate Leadership 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

36. Standard I: Teachers Demonstrate Leadership Activity At your table review the descriptors in Standard I Element A List examples of evidence that would illustrate a teacher who is rated from “Developed” to “Distinguished” Things to remember: The levels are cumulative across the rows of the rubric. To list teacher and students behavior It may be helpful to divide your paper into 4 quadrants Be prepared to share with the group

37. Standard I: Teachers demonstrate leadership B: Teachers demonstrate leadership in the school. C: Teachers lead the teaching profession. D: Teachers advocate for schools and students. E: Teachers demonstrate high ethical standards.

38. 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. B: Teachers embrace diversity in the school community and in the world. C: Teachers treat students as individuals.

39. 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. E: Teachers work collaboratively with the families and significant adults in the lives of their students.

40. Six Step Partner Share Walk 6 steps, find a colleague:  Share one strategy you have seen accomplished teachers do that models an environment that is inviting, respectful, supportive, inclusive & flexible When time is called, go to a second person:  Share one strategy you have observed accomplished teachers do that maintains high expectations for students When time is called, choose a third person:  Share one strategy you have observed for collaboration with families/significant adults of students

41. Standard III: Teachers know the content they teach A: Teachers align their instruction with the North Carolina Standard Course of Study. B: Teachers know the content appropriate to their teaching specialty. C: Teachers recognize the interconnectedness of content areas/disciplines. D: Teachers make instruction relevant to students.

42. Lunch

43. 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

44. 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

45. 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

46. 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

47. 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

48. 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

49. 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

50. 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’ 21 st Century knowledge, skills, performance, and dispositions Provide opportunities for self-assessment

51. Standard IV: Group Activity Count off a-h Meet with your element partners Using your corresponding element (a - h) for your group, select 2 of the indicators under your element (page 9 or 10 in your manual) Brainstorm 2-3 specific behaviors a teacher might use to demonstrate each of the items selected (What would the students be doing?) Pick one of the two items and be prepared to report out to the group

52. Standard V: Teachers reflect on their practice If the students are not getting it, what can I (the teacher) do differently?

53. Standard VI: Teachers contribute to the academic success of students The work of the teacher results in acceptable, measureable progress for students based on established performance expectations using appropriate data to demonstrate growth.

54. Standard 6 Effective Teachers

55. Revisit Wallwisher – Reflect on behaviors of “accomplished” teachers recorded earlier.

56. Classroom Lesson

57. Element 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.

58. Element B Teachers plan instruction appropriate for their students.

59. Element C Teachers use a variety of instructional methods.

60. Element D Teachers integrate and utilize technology in their instruction.

61. Element E Teachers help students develop critical- thinking and problem solving skills.

62. Element F Teachers help students work in teams and develop leadership qualities.

63. Element G Teachers communicate effectively.

64. Element H Teachers use a variety of methods to assess what each student has learned.

65. 1. 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

66. 2. Self Assessment Teachers should complete a self-assessment: A.Every yearC. Within the online tool B.By themselvesD. All of the Above

67. 3. 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

68. 4. 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 or class period D.Scheduled in advance with the beginning teacher

69. 5. 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

70. 6. 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

71. 7. 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

72. McREL Online Tool Principal Demo https://mxweb3.media-x.com/home/ncval/demo/ Username: principaldemo1-10 Password: 123456

73. McREL Online Tool Record of Teacher Evaluation Activities Observation Summary Rating Form

74. “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

75. Region 2 ncregion2.ncdpi.wikispaces.net **Complete the “Ticket Out the Door” on the home page.

76. Contact Information