1. NORTH CAROLINA TEACHER EVALUATION PROCESS TRAINING Teacher Training Charlotte-Mecklenburg Schools 2010 1 Spring 2010

2. Day 1 Introduction 21 st Century Skills Definitions 2

3. 3 In North Carolina, for every 100 9 th grade students… … 70 students graduate four years later … 41 students enter college … 28 students are still enrolled in their 2nd year …19 students graduate with either an Associate’s degree within three years or a Bachelor’s degree within six years Source: www.achieve.org NORTH CAROLINA’S Educational Pipeline

4. 4 Future-Ready Students For the 21st Century The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.

5. To accomplish this mission, North Carolina Public Schools will: Produce globally competitive students Be led by 21st century professionals Be healthy and responsible Leadership will guide innovation in NC Public schools Be governed and supported by 21st Century Systems 5

6. 6 21 st Century Skills Framework p. 12-16, Manual

7. 21 st Century Skills With your group, discuss what skills you think will be needed for students in the 21 st Century. Discuss how your school and CMS can measure our progress in defining, teaching and assessing 21 st century skills. Reference http://www.21stcenturyskills.org/ 7

8. New Evaluation Systems to align with the Standards! New Principal evaluation system effective July 1, 2008 for all NC Principals 3000 Principals and principal supervisors trained during the summer of 2008 8

9. Still to come: Evaluation systems for: Superintendents (Field Test 2009) Assistant Principals (Field Test 2009) Central Office Staff Media Specialists School Counselors, School Psychologists, Social Workers Standards for School Boards 9

10. 10 Teacher: Phase I:2008-2009 13 districts participating: JonesNewton-ConoverAlexander Orange Iredell/StatesvilleHertford ScotlandElkin CityWilson CamdenCherokee AlleghanyRutherford

11. Teacher: Phase II: 2009-2010 Anson AsheAsheville City Avery Beaufort Bertie Brunswick CaldwellCurrituck Chatham Clinton City Craven Dare Duplin Edenton-Chowan Edgecombe Franklin Gates Halifax Haywood Hoke Hyde Macon Martin Montgomery Moore Pasquotank Perquimans Person Richmond SurryRoanoke Rapids CityStanly Swain TyrrellVance WataugaWashingtonWayne [District teams trained regionally (Oct 2008 – Mar 2009)] 11

12. *Remaining 63 districts will begin implementation August 2010 12 Teacher: Phase III: 2010-2011

13. North Carolina Professional Educator Evaluation Systems Their purpose is to support and promote effective leadership, quality teaching, and student learning. The design is a growth model to improve instruction and enhance professional practice. The evaluation instruments are based on the Framework for 21 st Century Learning and the Standards 13

14. They are flexible enough to be fair to teachers and school executives of varying levels of experience and in school settings. The rubrics are formative in nature based on a rating scale from developing through distinguished. Multiple data sources, artifacts, and evidence will be used in assessing educator performance. They will provide the basis for performance goals and professional development activities. 14

15. 15 The teacher performance evaluation process will:  Serve as a measurement of performance for individual teachers.  Serve as a guide for teachers as they reflect upon and improve their effectiveness.  Serve as the basis for instructional improvement.  Focus the goals and objectives of schools and districts as they support, monitor, and evaluate their teachers.

16. 16  Guide professional development programs for teachers.  Serve as a tool in developing coaching and mentoring programs for teachers.  Enhance the implementation of the approved curriculum.  Inform higher education programs as they develop the content requirements for higher education programs. The teacher performance evaluation process will:

17. 17 Possible Artifacts: School Improvement Plan School Improvement Team North Carolina Teacher Working Conditions Survey Student Achievement Data Professional Development Student Work National Board Certification PTSA Professional Learning Communities (PLC) Lesson Plans Student Dropout Data Artifact – A product resulting from a teacher’s work (a natural by-product, not a newly created document) Definitions

18. 18 Definitions Beginning Teacher - Teachers who are in their first three years of teaching and who hold a Standard Professional 1 License Probationary Teacher – Teachers who have not obtained Career Status in their district Career Status Teachers –Teachers who have been granted Career Status in their district Formal Observation – an observation of a teacher’s performance for a minimum of 45 minutes or one complete lesson

19. Definitions 19 Informal Observation – An observation of a teacher for a minimum of 20 minutes North Carolina Teacher Rubric – A composite matrix of the standards, elements and descriptors of the North Carolina Standards for Teachers  Performance Standard – The distinct aspect of leadership or realm of activities which form the basis for the evaluation of a teacher  Performance Elements – The sub-categories of performance embedded within the standard  Performance Descriptors – The specific performance responsibilities embedded within the components of each performance standard

20. 20 Performance Rating Scale Developing – Demonstrated adequate growth but did not demonstrate competence on standard(s) of performance Proficient – Demonstrated basic competence on standard(s) for performance Accomplished – Exceeded basic competence on standard(s) of performance most of the time

21. Performance Rating Scale 21 Distinguished – Consistently and significantly exceeded basic competence on standard(s) of performance Not Demonstrated – Did not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance [NOTE: If the “Not Demonstrated” rating is used, the evaluator must comment about why it was used]

22. Definitions 22 Performance Goals - Goals for improvement in professional practice based on the self-evaluation and/or supervisor recommendation School Executives – Principals and assistant principals licensed to work in North Carolina Self-Assessment – Personal reflection about one’s professional practice to identify strengths and areas for improvement (conducted w/out input from others) Summary Evaluation Form – A composite assessment of the teacher’s performance based on the evaluation rubric and supporting evidence

23. 23 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

24. Teacher Responsibilities (Cont.): 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. 24

25. Principal/AP Responsibilities: ■Know and understand the North Carolina Professional Teaching Standards ■Participate in training to understand and implement the Teacher Evaluation Process ■Supervise the Teacher Evaluation Process and ensure that all steps are conducted according to the approved process 25

26. Principal/AP Responsibilities Cont. ■Identify the teacher’s strengths and areas for improvement and make recommendations for improving performance ■Ensure that the contents of the Teacher Summary Evaluation Report accurately reflect the teacher’s performance ■Develop and supervise implementation of action plans as appropriate 26

27. 27 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

28. “If your actions inspire others to dream more, learn more, do more and become more, you are a leader.” ~~John Quincy Adams 28

29. Day 2 Standard I Standard II 29

30. 30 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

31. 31 Standard I: Teachers demonstrate leadership B. 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

32. 32 Standard I: Teachers demonstrate leadership C. 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

33. 33 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

34. 34 Standard I: Teachers demonstrate leadership E. Teachers demonstrate high ethical standards: Demonstrate ethical principles Uphold the Code of Ethics and Standards for Professional Conduct

35. 35 In what ways can a teacher model or demonstrate Teacher Leadership in the classroom, school and the teaching profession? Table Activity: Choose a recorder and discuss the question above List selected ideas on chart paper (at least 1- 2 ideas each for the three areas above) Select a reporter to report out to the group

36. “A good deed is never lost: he who sows courtesy reaps friendship; and he who plants kindness gathers love.” ~Basil 36

37. 37 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

38. 38 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

39. 39 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

40. 40 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: Collaborate with specialists Engage students and ensure they meet the needs of their students through inclusion and other models of effective practice

41. 41 Standard II: Teachers establish a respectful environment for a diverse population of students E. 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

42. Standard II Think/Pair/Share Activity Pair with a person and share:  One strategy you have seen or done that models an environment that is inviting, respectful, supportive, inclusive & flexible When time is called, go to a second person and share:  One strategy for maintaining high expectations for students When time is called, choose a third person and share:  One strategy for collaboration with families/significant adults of students 42

43. “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 43

44. Day 3 Standard III 44

45. 45 Standard III: Teachers know the content they teach A. 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

46. 46 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

47. 47 Standard III: Teacher know the content they teach C. 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

48. 48 Standard III: Teachers know the content they teach D.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 21 st Century content, including global awareness; financial, economic, business and entrepreneurial literacy; civic literacy; and health and wellness awareness

49. Table Group Activity Artifacts/Behaviors Placing artifacts under performance elements Looking at artifacts with performance rating scale in mind 49

50. “The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” ~~William Ward 50

51. Day 4 Standard IV Standard V 51

52. 52 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

53. 53 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

54. 54 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

55. 55 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

56. 56 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

57. 57 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

58. 58 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

59. 59 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

60. Standard IV Group Activity Count off into groups A - H Using the corresponding element (A - H) for your group, select 2 of the listed items 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 Pick one of the two items and report out to the group 60

61. “Keep steadily before you the fact that all true success depends at last upon your self.” ~~Theodore T. Hunger “The talent of success is nothing more than doing what you can do, well.” ~~Henry W. Longfellow 61

62. 62 Standard V: Teachers reflect on their practice A. 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

63. 63 Standard V: Teachers reflect on their practice B. Teachers link professional growth to their professional goals: Participate in continued, high quality professional development

64. 64 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

65. Day 5 The Evaluation Process Review 65

66. The Evaluation Process Component 1: Training: –Complete training on process one time Component 2: Orientation: –Every year –Within two weeks of a teacher’s first day –Must include rubric, policy & schedule of evaluation 66

67. Component 3: Teacher Self-Assessment: –Uses the teacher rubric –Is done by individual (without input from others) –Used in developing PDP –Used in pre and post conference discussions 67

68. 68 How to Score the Rubric (Self-Assessment) c. Teachers lead the teaching profession. Teachers strive to improve the teaching profession. They contribute to the establishment of positive working conditions in their school. They actively participate in and advocate for decision-making structures in education and government that take advantage of the expertise of teachers. Teachers promote growth for all educators and collaborate with their colleagues to improve the profession. DevelopingProficientAccomplishedDistinguished Not Demonstrated (Comment Required) □ Has knowledge of opportunities and the need for professional growth and begins to establish relationships with colleagues.... and Contributes to the: □ Improvement of the profession through professional growth. □ Establishment of positive working relationships □ School’s decision-making processes as required... and □ Promotes positive working relationships through professional growth activities and collaboration.... and □ Seeks opportunities to lead professional growth activities and decision- making processes.

69. Self-Assessment Reflection Take the next 10 minutes and talk with a partner about the self-assessment process you completed. Discuss these questions: –Did you find it easy or difficult? –Would you feel confident discussing your assessment w/your evaluator? –What artifacts come to mind to support your ratings? 69

70. Component 4: Pre- Observation Conference –A pre-observation conference occurs before the first observation of the year –Discuss: self-assessment, PDP & lesson(s) to be observed –Teacher will have written description of lesson for first observation –Subsequent observations do not require a pre-observation conference 70

71. Component 5: Observation(s) –Probationary teachers require 4 formal observations: 3 administrative, 1 peer –Career status teachers (in their summative year of evaluation) must have three observations: at least 1 must be formal –Formal observations occur over one complete lesson (a minimum of 45 minutes), Informal observations occur over 20 minutes –The first observation must be a formal, announced observation –Subsequent observations may be unannounced –Evaluator uses the rubric as a recording tool 71

72. Component 6: Post-Observation Conferences –Must occur after each formal observation –Must occur no later than 10 school days after the observation –Designed for the purpose of identifying areas of strength and those in need of improvement –Requires review and signature of rubric 72

73. Component 7: Summary Evaluation Conference –Bring Self Assessment –Review Observations –Discuss Additional Artifacts –Sign Summary Rating Form & Record of Teacher Evaluation Activities –Begin discussion for future goals 73

74. Summary Rating Form Every element for every standard is marked (not demonstrated requires comment) Ratings are based on everything you know about that teacher, including observations Overall rating for each standard is chosen by the evaluator after reviewing all of the elements within a standard. Comments may be added by evaluator and/or the teacher. Signatures required on the final page 74

75. Evidence Opinion Observable and specific Not influenced by the observer’s perspective Objective Unambiguous Draws conclusions Influenced by the observer’s perspective Subjective May be subject to debate 75

76. Component 8: Professional Development Plans (PDPs) Goal Setting 2 – 3 goals established as part of a teacher’s Individual Growth Plan (IGP) after completing self-assessment SMART Goals: Specific, Measurable, Attainable, Relevant and Time-Bound 76

77. Professional Development Plans After completing Year 1 of implementation, this is how to determine the level of PDP for a teacher: Teachers who are rated as “Proficient” or higher on all Standards will develop an Individual Growth Plan Teachers who are rated as “Developing” on any Standard will be placed on a Monitored Growth Plan Teachers who are rated as “Not Demonstrated” on any Standard or has a rating of “Developing” for two sequential years will be placed on a Directed Growth Plan (meets GS requirements of an action plan) Monitored and Directed Plans meet the guidelines of being an “action plan” 77

78. Closing Questions & Answers Comments 78