1. Using the North Carolina Educator Evaluation Rubric to Support Teacher Growth

2. Say Hello and Get to Know

3. My Role Is: Principal Curriculum Human Resources Other

4. I know where to find an electronic copy of the NC Teacher Evaluation Manual

5. NCEES.ncdpi.wikispaces.net

6. Have you Heard?

7. Teachers get evaluated 3 to 4 times per year.

8. Teachers in their first year can’t get higher than Proficient.

9. Teachers have to do something at the district level to be distinguished.

10. During observations, everything in the first column must be checked before anything in the next column can be checked.

11. A Multipurpose Rubric Formative ToolData Container Evaluation Criteria Summary Rating Form Observation Rubric

12. Formative Feedback Formative Feedback Formative Feedback DevelopingProficientAccomplishedDistinguished 3321 2210 2111 3210 1110 A Series of Formative Assessments Summative Evaluation

13. What Goes in? NOTE: The observation cycle schedule determines when data must be collected, but it does not restrict which data may be collected.

14. Educator Evaluation is about Growth and Improvement

15. When you’re green, you grow

16. When you’re ripe, you rot

17. What do teachers need to remain Ripe and Growing?

18. Feedback is Essential

19. North Carolina Educator Evaluation Process Process The evaluation process requires bravery and the ability to have challenging conversations about practice. Bravery ◆ to believe there are always ways to improve ◆ to invite critical feedback ◆ to give critical feedback

20. The Context Must Be Clear It is important to apply close-reading techniques to the language of NCEES rubric to make distinctions between rating levels when observing, evaluating or using the rubric to self-assess.

21. Standard IV Facilitating Instruction Do You Know It? Do You Show It? Is It Visible In the Actions of Your Students? Is It Visible Beyond the Instructional Space of Your Classroom? KnowledgeAction Interaction Extension

22. Why does it matter?

23. Artifacts and Evidence of Great Teaching

24. Evidence of: Knowledge Action Interaction Extension

25. Evidence of: Knowledge Action Interaction Extension

26. Evidence of: Knowledge Action Interaction Extension... At all stages of inquiry, teachers guide, focus, challenge, and encourage student learning The National Science Foundation

27. Evidence of: Knowledge Action Interaction Extension

28. Knowledge Action Interaction Extension Is It Visible Beyond the Instructional Space of Your Classroom? Is It Visible In the Actions of Your Students? Do You Show It? Do You Know It? Use the Most Appropriate Examples Understanding the Rubric Helps Teachers

29. Specific Feedback Takes advantage of the language in the rubric to frame discussions about practice

30. Using the Rubric to Give Helpful Feedback

31. Standard IV Facilitating Instruction Do You Know It? Do You Show It? Is It Visible In the Actions of Your Students? Is It Visible Beyond the Instructional Space of Your Classroom? KnowledgeAction Interaction Extension

32. How do you help colleagues grow? Provide feedback within the context of the teaching standards –Promote –Probe –Push

33. Supporting Improvement Promote –Identify behaviors or practices that were successful Probe –Ask questions to better understand or confirm your understanding Push –Ask questions to push or stretch

34. Standard IV Facilitating Instruction Do You Know It? Do You Show It? Is It Visible In Your Students? Is It Visible Beyond Your Classroom Walls? KnowledgeAction Interaction Extension Promote Push Probe

35. Thoughts... Questions… Ponderings…

36. Standard 6 Nuts & Bolts

37. Teacher Evaluation in North Carolina

38. The North Carolina Educator Effectiveness System (NCEES) has six standards of performance for teachers and eight standards for principals. NC has a conjunctive model, meaning that teachers and principals must be proficient (or better) on all standards in order to receive an overall effectiveness rating. We do not average or index these standards. Unlike the observational standards, student growth (standard 6 for teacher, standard 8 for principals), requires three years of valid data in order to generate a rating

39. Standards 6 & 8 – The Basics Teachers 165432 Demonstrate Leadership Establish Environment Know Content Facilitate Learning Reflect on Practice Contribute to Academic Success Principals (and other Administrators) 165432 7 8 Strategic Leadership Instructional Leadership Cultural Leadership Human Resource Leadership Managerial Leadership External Development Leadership Micro- political Leadership Academic Achievement Leadership

40. 3-Year Rolling Average Teacher 66 Contribute to Academic Success 6 1.0 + (-2.5) + 1.2 1.0 Met Expected Growth -2.5 Did not meet Expected Growth 1.2 Met Expected Growth Rating from 2 years ago Rating from 1 year ago Rating from this year Standard 3 = -0.1 Met Expected Growth 3- year average rating on standard 6 for determining status Note: A similar methodology applies to principals as well.

41. Teacher Status 666 2 years ago 1 year ago This year Standards 1-5 In the year Standard 6 Three year rolling average and/or Does Not Meet Expected Growth Any rating lower than proficient ++ / 3 ) ) 1. In Need of Improvement 15432 Demonstrate Leadership Establish Environment Know Content Facilitate Learning Reflect on Practice

42. Teacher Status Standards 1-5 In the year Standard 6 Three year rolling average and Meets or Exceeds Expected Growth Proficient or Higher on Standards 1 - 5 2. Effective 15432 Demonstrate Leadership Establish Environment Know Content Facilitate Learning Reflect on Practice 666 2 years ago 1 year ago This year ++ / 3 ) )

43. Teacher Status Standards 1-5 In the year Standard 6 Three year rolling average and Exceeds Expected Growth Accomplished or Higher on Standards 1 - 5 3. Highly Effective 666 2 years ago 1 year ago This year ++ / 3 ) ) 15432 Demonstrate Leadership Establish Environment Know Content Facilitate Learning Reflect on Practice

44. Teacher Status – First Status For all teachers and principals the first status (for a cohort) for Standard 6 or Standard 8 will be generated from the best two out of three valid Standard 6 or 8 ratings. School-level growth that has been assigned to a teacher as a result of a waiver (from NCFEs or ASW) will function as a valid Standard 6 rating. School-level growth that has been assigned as a result of a lack of data for a teacher (i.e., not from a waiver) will not count as a valid Standard 6 rating.

45. Status Scenarios 666 1.0 Met Expected Growth -2.5 Did not meet Expected Growth 1.2 Met Expected Growth Rating from 2012-13 Rating from 2013-14 Rating from 2014-15 Teacher has individual-level data for three years. Standard 6 from the 2013-14 school year is the lowest of the three ratings. Teacher’s Standard 6 status is 1.1 – “Meets Expected Growth”.

46. Status Scenarios 666 1.0 Met Expected Growth -2.5 Did not meet Expected Growth 1.2 Met Expected Growth Rating from 2012-13 Rating from 2013-14 Rating from 2014-15 Teacher has individual-level data for the first two years. The 2014-15 data is school- level growth from a waiver. Standard 6 from the 2013-14 school year is the lowest of the three ratings. Teacher’s Standard 6 status is 1.1 – “Meets Expected Growth”.

47. Status Scenarios 666 1.0 Met Expected Growth -2.5 Did not meet Expected Growth 1.2 Met Expected Growth Rating from 2012-13 Rating from 2013-14 Rating from 2014-15 Teacher has individual-level data for the final two years. The 2012-13 data is school- level growth because teacher did not have individual-level data. The teacher does not receive a status in the fall of 2015 because teacher does not have 3 years of valid data. First status in Fall 2016 (provided teacher has valid data in SY 2015-16).

48. Status Scenarios – Second Year 666 1.0 Met Expected Growth -2.5 Did not meet Expected Growth 1.2 Met Expected Growth Rating from 2012-13 Rating from 2013-14 Rating from 2014-15 6 4.0 Exceeded Expected Growth Rating from 2015-16 Teacher receives second status in fall of 2016. Rating from 2012- 13 “rolls off”. Rating from 2013- 14 returns to the rolling average (even though it was dropped from prior year’s calculation). Teacher’s status is “Meets Expected Growth” with an average of 0.9.

49. Synthesize Paraphrase Pair Share

50. Professional Learning Opportunities NCEES Webinars - Registration Links on NCEES Wiki NCEES Process: Completing the Teacher Observation July 21 @ 1:00 pm NCEES Process: End of Year for Teacher and Principal Evaluations July 23 @ 9:00 am NCEES Process: Understanding Standard 6 July 23 @ 1:00 pm

51. The Home Base Professional Development Tool

52. Courses Offered by NC DPI

53. Accessing PD in Home Base

54. Models for implementation: maximizing learning opportunities Districts and charters should determine which model best serves the needs of their educators and can best be supported by available resources.

55. Cohort or PLC with an on-site facilitator: Synchronous or blended learning

56. LEA appointed on-site facilitator guides and monitors progress. Educators complete the module as a group. Participants work independently online and collaboratively face-to- face. Facilitator is present with the team during group meetings. Facilitator leads and coordinates discussions, implements timelines, sets beginning and end dates, and coordinates meetings. Face-to-face meetings can occur during PLC meetings, staff meetings, or department meetings, before and after school, during half-day sessions, or as decided by the LEA.

57. Cohort or PLC with online facilitator Online facilitator

58. Cohort or PLC with online facilitator Similar to last model except that the facilitator and learners meet online not face-to-face. Districts provide facilitator and a means of online interaction. Communication can be –asynchronous manner (where participants do not have to be present at the same time) Ex. Edmodo, LMS like Moodle, blogs wikis etc. –synchronously (when the group meets in “real-time” on a regular, scheduled basis). Ex. Go-to-Meeting, Adobe Connect.

59. Cohort or PLC without a facilitator

60. Though we strongly recommend using a facilitator to maximize learning from the modules…. A group of educators can work together as a team. Start and complete the module together. Arrange for times to meet and hold group discussions.

61. Cohort or PLC with an online instructor

62. NCDPI will provide a section of the course. Access to Moodle will be provided. LEA must provide a trained and qualified instructor for each section. Instructor will be able to teach a separate section of the module. The instructor has the ability to customize the modules somewhat through discussion forums and incorporation of more collaborative learning.

63. Course taught by an NCDPI instructor DPI

64. Independent learning

66. State-level Titles in Catalogue Global Awareness Differentiation Understanding by Design Teaching Standards Executive Standards Evaluation Process

67. Locating the Help Guides

68. Just Keep Scrolling

69. Self-paced Mini-module: Course #1906 Creating & Managing PD through Home Base This mini-module will take you through the process of creating, managing, and delivering professional development through Home Base — whether self-paced or instructor-led, Moodle-based or non-Moodle. It does not delve deeply into best practices for teacher professional development nor teach you to use Moodle but focuses on the use of the Home Base PD tool itself. The mini-module should take you approximately 3 hours to complete. No credit will be recorded on the PD system transcript; however, your administration may combine this mini-module with additional staff development to award credit at the local level.

70. How Might the PD Tool Work for... Brainstorm ideas for future modules applicable across the state. Brainstorm ways to implement the PD System within districts and charters.

71. District and Charter Ideas Align to/support strategic plan Align to/support School Improvement Goals “Just in Time” learning Maintain a record of locally developed PD

72. Power Users A power-user is a district or charter implementing the local professional development system in order to provide learning opportunities to educators which are deeply aligned to the district or charter’s goals and priorities, and address individual educator’s professional growth needs.

73. Power Users ●How do you use the PD System? o What type(s) of courses are you implementing? ●What challenges have you faced implementing the PD System? o How have you addressed those challenges? ●Who is creating the courses? ●What is your process for creating courses? ●What challenges have you faced creating courses? o How have you addressed these challenges?

74. Thank you!