1. Please mark each consensogram with a dot. Dots are being passed out.
Welcome
Please mark each consensogram with a dot. Dots are being passed out.
To be done as people are entering…
My understanding of the Teacher Evaluation System
Elementary/Middle/High/Other
Teacher/Principal/Central Office/Other
My understanding of 21st century skills

2. Understanding the NC Teacher Evaluation Process
Collaborative Conference for Student Achievement
April 19, 2011

3. A Coherent Plan for Statewide Impact
Quality Standards and Assessment
Turnaround of Lowest-Achieving Schools
Build District & School Transformation Capacity
Adopt Common Core Standards
Great Teachers & Principals
Improve Teacher and Principal Evaluation Processes
Initiate Statewide Professional Development
Support STEM Thematic Schools Network
Transition to New Standards and Assessments
Institute Regional Leadership Academies
Deliver Virtual & Blended Classes
Expand Teacher Recruitment and Licensure Programs
Initiate Strategic Staffing
Enhance Statewide Longitudinal Data System
Develop Statewide Instructional Improvement System
Data Systems to Improve Instruction

4. NC Standards for Teachers
Standard 1: Teachers demonstrate leadership
Standard 2: Teachers establish a respectful environment for a diverse population of students
Standard 3: Teachers know the content they teach
Standard 4: Teachers facilitate learning for their students
Standard 5: Teachers reflect on their practice
Gallery walk to review… charts around the room with standards..each pair/trio add what they know about standard; discuss and move in a fixed way. When return to first chart you started, then that is chart your group will teach.

5. Adding Standard Six Standard Six Standard Three
Standard One
Teachers demonstrate leadership
Standard Two
Teachers establish a respectful environment
Standard Three
Teachers know the content they teach
Standard Four
Teachers facilitate learning for their students
Standard Five
Teachers reflect on their practice
Standard Six
Teachers facilitate student academic growth

6. Effective Teachers Effective Teacher Highly Effective Teacher
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

7. Activity: Name That Element NC TEACHER EVALUATION
Using a piece of paper given, participants will mark their best guess of what standard each descriptor represents when read.
Based on descriptors from Teacher Evaluation rubric, ask audience to share their thoughts about why they think that falls under their answer.

8. NC Standards for Teachers
Standard 1: Teachers demonstrate leadership
Standard 2: Teachers establish a respectful environment for a diverse population of students
Standard 3: Teachers know the content they teach
Standard 4: Teachers facilitate learning for their students
Standard 5: Teachers reflect on their practice
Gallery walk to review… charts around the room with standards..each pair/trio add what they know about standard; discuss and move in a fixed way. When return to first chart you started, then that is chart your group will teach.

9. Standard III – Teachers know the content that they teach.
Teachers make instruction relevant to students.
Standard 3 – know content

10. Standard V- Teachers reflect on their practice.
Teachers link professional growth to their professional goals.

11. Teachers treat students as individuals.
Standard II- Teachers establish a respectful environment for a diverse population of students
Teachers treat students as individuals.

12. WHAT WOULD IT LOOK LIKE IF….
Performance Rating Scale
WHAT WOULD IT LOOK LIKE IF….
First explain the performance continuum on the next slide and check for understanding. Explain this exercise:
Using the same descriptors we discussed in the earlier activity, decide what level on the performance rating scale it would fall under and why.
Share actual answers (as an example) on next slide.

13. Performance Rating Scale
Consistently and significantly exceeded basic competence on standards of performance
Distinguished
Not Demonstrated
Did not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance
*Requires documentation
Knowledge and skills replicated
Exemplar of performance
Exceeded basic competence on standards for performance most of the time
Accomplished
Innovation + High Performance
Demonstrated basic competence on standards of performance
Proficient
Solid, effective application + success
Demonstrated adequate growth during the period of performance, but did not demonstrate competence on standard(s) of performance
Developing
Never demonstrated
Skill not mature or unsuccessful 13

14. ELEMENT – Teachers plan instruction appropriate for their students
Descriptor
Recognizes data sources important to planning instruction.
Standard 4 – Teachers facilitate learning.
Rating – developing
Developing

15. ELEMENT- Teachers demonstrate high ethical standards
Descriptor
Models the tenets of the Code of Ethics for North Carolina Educators and the Standards for Professional Conduct and encourages others to do the same.
Standard 1 – Teachers demonstrate leadership
Rating - Distinguished
Distinguished

16. ELEMENT- Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults.
Descriptor-
Maintains a positive and nurturing learning
environment.
Standard 2
Accomplished
Accomplished

17. Developing Proficient Accomplished Distinguished
Understands how they contribute to students graduating from high school
Uses data to understand the skills and abilities of students
Takes responsibility for the progress of students to ensure they graduate from high school
Provides evidence of data driven instruction throughout all classroom activities
Establishes a safe and orderly classroom.
Communicates to students the vision of being prepared for life in the 21st Century.
Evaluates student progress using a variety of assessment data.
Creates a classroom that empowers students to collaborate.
Encourages students to take responsibility for their own learning.
Uses classroom assessment data to inform program planning.
Empowers and encourages students to create and maintain a safe and supportive school and community environment.

18. Using the Rubric to Evaluate Early Childhood Teachers
Cindy Wheeler
Managing Director, Teacher Licensure Unit
NCDPI

19. Resource Manual for Administrators and Principals Supervising and Evaluating Teachers of Young Children Richard Lambert, Bobbie Rowland, and Heather Taylor UNC Charlotte, Center for Educational Measurement and Evaluation Cindy Wheeler – NC DPI, Office of Early Learning
A Supplementary Manual to Support the Evaluation of Teachers of Young Children, Specifically Pre-K and Kindergarten Teachers Who are Required to Hold and Maintain a NC Teaching License, While Teaching in Public or Nonpublic Schools

20. Purpose of the Manual
To help make the NC TEP (Teacher Evaluation Process) meaningful to early childhood educators in public and nonpublic school classrooms
e.g., how to translate the North Carolina Professional Teaching Standards & Elements into indicators of high quality teaching in early childhood classrooms (preschool through Kindergarten)
To illustrate how the NC TEP can be used to promote the professional development of early childhood teachers (e.g., self-assessment process, Professional Learning Communities)
To outline the procedures and identify resources for using the NC TEP with early childhood teachers in public and nonpublic classrooms
Across settings - Public and nonpublic settings
Across grade levels - Pre-k and Kindergarten
Across roles - Administrators, principals, teachers, mentors, evaluators, coaches and facilitators

21. Purpose of the Manual
To be responsive to the expanding demand for early education and the expanding role of early childhood principals, administrators, and teachers
As society expects more from early childhood education, and families are seeking high quality early education experiences for their children that are based on current research, the field is focusing on quality improvement (teacher effectiveness and child learning)
Quality improvement [that focuses on teacher effectiveness and impacts to children’s learning] can help make a stronger connection between early childhood experiences and later school success

22. About the Manual Section I – Introduction & Purpose
Section II – Overview of the Evaluation Process
Section III – Key Principles of Early Childhood Education
Section IV – Resources for Professionals
Section V – Samples to Help Illustrate the Standards & Elements for Early Childhood Classrooms (Teacher Behaviors, Child Behaviors, Classroom Conditions, and Artifacts)
Section VI – The Big Picture: Tips for Evaluators
Section VII – Evidence Summary Sheets

23. Section V: Samples to Help Illustrate the Standards and Elements for Early Childhood Classrooms
Presents sample teacher behaviors, child behaviors, classroom conditions, and artifacts that help illustrate the Standards and Elements for early childhood classrooms – Meat of the Manual
Contains brief descriptors of a variety of widely accepted early childhood teaching practices, organized by the Standards and Elements
Samples not intended to provide a comprehensive list of all possible indicators of teaching quality in early childhood classrooms
Helps early childhood teachers understand and interpret the ratings they receive
Helps teachers plan topics for their Professional Learning Community meetings and studies

24. About Section V
This section does not replace or substitute for any part of the NC TEP rubric.
Evaluation ratings can only be made using the NC TEP rubric
The sample teacher behaviors, child behaviors, classroom conditions, and artifacts are not intended to be transformed into a checklist of any kind, but are useful for collecting evidences to support ratings

25. Section V: Samples to Help Illustrate the Standards and Elements for Early Childhood Classrooms
Let’s look at Standard III – TEACHERS KNOW THE CONTENT THEY TEACH, Element III A:
Teachers align instruction with Foundations Early Learning Standards and/or Kindergarten Standard Course of Study (KSCOS)
Developing teacher – demonstrates an awareness of ELS or KSCOS
Proficient teacher – consistently uses ELS or KSCOS
Accomplished teacher – examples?
Distinguished teacher – examples?
Artifacts: teacher uses charts, posters in the classroom to indicate children’s interests and choices

26. Resource Manual through NC DPI Publishing
To order a copy of the
Resource Manual through NC DPI Publishing
Item Code: KG116 Resource Manual for Administrators and Principals Supervising and Evaluating Teachers of Young Children

27. Activity:
21ST CENTURY LEARNING

28. Attributes of a future ready graduate – what do you see here
Attributes of a future ready graduate – what do you see here? Are these currently reflected in your classroom? In your school? Could be rhetorical question

29. 21st Century Skills Framework
Refer to pages 12 – 16 in the manual
Partnership for 21st Century Skills 29 29

30. With a partner/group, discuss the 21st Century topic/outcome on the index card at your table.
Be prepared to present an example of how a teacher can demonstrate understanding of the topic/outcome and communicate that understanding to students.
May reference pages 14-15

31. TEACHER EVALUATION PROCESS
Checking for Understanding:
TEACHER EVALUATION PROCESS

32. Teacher Evaluation Process
STEP 1:
Training and Orientation
STEP 2:
Teacher Self-Assessment and Pre-Observation Conference
STEP 4:
Summary Evaluation Conference, Scoring the Teacher Summary Rating Form and Professional Development Plan
STEP 3:
Observations and Post-Observation Conferences
(Administrative/Peer)
Review process; all along the way the teachers is asked to provide artifacts and evidences that document progress on the standards; evaluation process is based on an acedmic years worth of growth and not just a moment in time observation.

33. https://mxweb.media-x.com/home/ncval/demo
NCEES Online Tool the entire observation process will be paperless as of July 1, 2011
Username: principaldemo (#1-40)
teacherdemo (#1-10)
Password:
Full use of the system required beginning July 2011
Show help documents
Self-assessment
PDP
Observation Rubric
Summary Rating Sheet
Reports

34. Questions

35. Contact Information
Questions
Eliz Colbert –
Yvette Stewart –
NC Teaching Standards Commission
Carolyn McKinney –
Office of Early Learning
Cindy Wheeler, Teacher Licensure Unit –
Online Evaluation System demo site