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2017-2018 Guidelines and Protocol for Mentoring and Evaluation Services
Early Educator Support, Licensure and Professional Development (EESLPD) Unit Early Education Branch
Programs and Educational Services Section
Belief Statement: All children deserve an education that prepares them to live successful, healthy, fulfilled lives of service. We empower North Carolina early education
teachers to provide that education.
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Table of Contents Topic Page
General Information
EESLPD Services
3
Professional Development o Mentor/Evaluator o Teacher and Site Administrator o Professional Conduct o Meetings
4-5
Communication o Forms and Documents o Team Meetings
6
EESLPD Assignment Process 7-9
Mentor and Evaluator Responsibilities 10-19
Establishing UID’s 19
Troubleshooting/Access to NCEES (HomeBase) 20
Resources-PDP Plan Types 21-22
Resources-Evaluation Schedule 23
Resources- Links 24
Contacts 25-28
Acknowledgement Page 29
We believe that all children deserve an education that prepares them to live successful,
healthy, fulfilled lives of service. We empower North Carolina early education teachers to provide that education.
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General Information Early Educator, Support, Licensure and Professional Development (EESLPD) services are structurally placed in the Early Education Branch, within the Division of Child Development and Early Education (DCDEE). This branch includes 3 units; NC Pre-Kindergarten (NC Pre-K), Early Educator, Support, Licensure and Professional Development (EESLPD), and Workforce Education. The work of the EESLPD Unit is guided by the NC Child Care Rules, NC Pre-K Program Requirements (2015-2016), NC State Board of Education Teacher Licensure Policy and the NC Department of Public Instruction’s Educator Licensing Procedures. The NC Child Care Rules, include Rules .2900 (NC Developmental Day Programs) and .3000 (NC Pre-Kindergarten Programs).
EESLPD Unit Services The EESLPD Unit is designated as the statewide education office for NC early childhood education teachers who work in nonpublic schools and are required to hold NC Educator’s Licensure. NC early childhood education teachers employed in NC Pre-K classrooms and NC Developmental Day programs must attain and maintain a NC Birth-through-Kindergarten Continuing Licensure, whether the classroom is located in a public or nonpublic school.
EESLPD Services include: 1. Mentor and Evaluation support to enrolled teachers is provided via their respective regional hub, the EESLPD Offices at East Carolina University or UNC Charlotte. A State map can be found at: http://ncchildcare.nc.gov/pdf_forms/NCPre-K_EESLPD_Regional_Map.pdf. 2. Teacher Enrollment and Licensure Actions, supporting attainment and maintenance of NC BK Licensure, are processed by the EESLPD Unit at DCDEE. 3. Professional Development for teachers, site administrators, Mentors and Evaluators (paid staff and partners) is provided by the EESLPD Offices at East Carolina University and UNC Charlotte. The EESLPD Unit requires the use of the North Carolina Professional Teaching Standards, the NC BK Specialty Standards, the Code of Ethics for North Carolina Educators, and the NC Foundations for Early Learning and Development (August 2013). Mentor Teaching Standards and any training materials provided during orientation and subsequent meetings are also required. The EESLPD Unit does not promote any specific curricula, assessments and/or child management programs.
We believe that all children deserve an education that prepares them to live successful, healthy, fulfilled lives of service. We empower North Carolina early education teachers to
provide that education.
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Professional Development Mentor/Evaluator Required Professional Development/Training Before serving in any capacity as an EESLPD Mentor and/or Evaluator, the following professional development opportunities (at a minimum) must be completed: Professional Development
Mentor Evaluator Teacher Site Administrator
NC Teacher Evaluation Process Part 1 (online)
YES YES YES YES
NC Teacher Evaluation Process Part 2 (face to face)
YES YES YES YES
Mentor Training YES YES NO Only if assigned as a M/E Partner
Evaluator Training YES YES NO Only if assigned as a M/E Partner
NC Foundations for Early Learning and Development (modules 1-11)
YES YES YES Recommended and YES if assigned as a M/E Partner
Resource Manual YES YES NO Only if assigned as a M/E Partner
PLC Process YES YES NO Only if assigned as a M/E Partner
Teacher and Site Administrator Training Teachers must enroll with the EESLPD Unit, via the State Office, and complete all pre-requisite Professional Development (PD) along with their Site Administrator. Training requirements and offerings can be found on the EESLPD Unit website. Teachers will not be assigned a Mentor and/or Evaluator until all pre-requisite training has been completed.
We believe that all children deserve an education that prepares them to live successful, healthy, fulfilled lives of service. We empower North Carolina early education teachers to
provide that education.
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Professional Development Continued EESLPD Collaborative Partners Individuals interested in applying to become an EESLPD Mentor and/or Evaluator (partner) must complete and submit the Mentor/Evaluator Application along with all supporting documentation. The criteria, application and instructions may be found at: http://ncchildcare.nc.gov/general/mb_eeslpd.asp, under Information for Mentors. Professional Conduct Professional conduct is necessary to maintain strong, positive, and supportive relationships and effectively represent the EESLPD vision and work. EESLPD mentors and evaluators (including partners) must understand and adhere to guidelines and protocol responsibilities so that early education teachers’ passion for best practice is nurtured as they prepare children to live successful, healthy, fulfilled lives of service. When providing support services to teachers across the state, EESLPD Mentors and Evaluators are representing the EESLPD Offices at UNC Charlotte and East Carolina University, as well as the Division of Child Development and Early Education under the NC Department of Health and Human Services. All EESLPD Mentors and Evaluators, as representatives of these agencies, must be respectful and professional in their work with the Teachers, Site Administrators and other colleagues in each site and program (star-rated child care and preschool demonstration sites). Upon entering an early childhood program, team members are to identify themselves as a representative of the EESLPD Office and indicate their role as related to the EESLPD Offices at UNC Charlotte or ECU. Communicate positively and professionally with all staff.
All team members are expected to work collaboratively to support educators at all licensure levels. Evaluators are expected to communicate with mentors on a regular basis to provide cohesive support to teachers. Evaluators also serve in a coaching capacity (formative evaluation process) that requires careful articulation for the teachers, site administrators and others who provide services to assigned teachers (e.g., DCDEE Consultants (Regulatory), Technical Assistance (TA) Providers from Smart Start, CCR&R, Head Start, NC Pre-K Contract Administrators, NC Pre-K Program Policy Consultants, Child Care Health Consultants and IHE BK faculty supervisors, Healthy Social Behavior Specialists).
Evaluators and site administrators are expected to work collaboratively to support Continuing (SPII) Licensed teachers - when the site administrator /Director is NOT the Evaluator.
We believe that all children deserve an education that prepares them to live successful, healthy, fulfilled lives of service. We empower North Carolina early education teachers to
provide that education.
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Communication
Forms and Documents EESLPD Office Staff and Collaborative Partners will receive all documents, forms, and information required to carry out EESLPD services via their respective hub (ECU or UNC Charlotte) Lead Project Coordinator and/or Regional Lead. If teachers have forms to be signed (Certification of Teaching Competence [CTC] from
universities/colleges or other forms), the Project Lead Coordinator should be immediately
notified for further instructions on how to proceed. At no time, should any form be signed by
a team member unless given instructions to do so. Best practice: the IHE BK faculty should
be directed to Heather Marler, Manager- EESLPD and Work Force Units, or to the Early
Education Branch manager (Cindy Wheeler).
Surveys and personal evaluations of the programs and/or staff are not to be conducted.
Team Meetings EESLPD Office Staff and Collaborative Partners are supported on a regular basis via full team and regional team meetings, held face to face or virtually throughout each program year. The Lead Project Coordinators and Regional Leads will be responsible for coordinating all meeting efforts with field based EESLPD staff and will work closely with EESLPD state office staff. All Team members are expected to attend and participate, as the work of the EESLPD Unit is informed and shaped by Team members.
Team calendars will be developed, maintained and disseminated via University hubs (UNC Charlotte and ECU) to their respective staff and collaborative partners. Each calendar will be made available to the State Office.
Ensuring Program Consistency Lead Project Coordinators from the EESLPD Offices at UNC Charlotte and ECU will schedule joint observations with staff. Regional Leads may schedule joint observations with Mentors/Evaluators/Partners as directed by the Lead Project Coordinators. The purpose of joint observation visits and debriefing meetings is to ensure consistent implementation of EESLPD Unit processes and procedures. Regional Leads are assigned to counties within a designated region of the State and are available to coach and support Mentors and Evaluators, including collaborative partners. See the County/Regional Map and Staff Contacts for regional information.
We believe that all children deserve an education that prepares them to live successful, healthy, fulfilled lives of service. We empower North Carolina early education teachers to
provide that education.
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The EESLPD Assignment Process NC Pre-K lead teachers and NC Developmental Day preschool teachers employed by nonpublic sites are required to enroll with the EESLPD Unit and receive mandated mentoring, evaluation and professional development services to attain and maintain NC B-K Continuing Licensure. The EESLPD Unit Intake/Enrollment Specialist confirms all components of the enrollment process are complete and notifies the teacher, site administrator, and relevant hub and licensure via the incomplete or complete enrollment letter. If the teacher is eligible and has a complete enrollment packet, the teacher’s information is provided to the assigned EESLPD Unit Licensure Specialist for review and submission of any needed licensure actions. Once all licensure actions are submitted and then approved and issued by the NC Department of Public Instruction, the teacher is added to the relevant hub wait list for services.
We believe that all children deserve an education that prepares them to live successful, healthy, fulfilled lives of service. We empower North Carolina early education teachers to
provide that education.
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The EESLPD Assignment Process Continued Lead Project Coordinators, Regional Leads, or designated staff will assign Mentors and Evaluators to eligible teachers. Once assignments are finalized, the State office will be informed so that accurate assignments can be made in the NCEES (HomeBase) system. Changes to a teacher’s contact information (email address, phone number, etc.) should be reported to the Lead Project Coordinator/designee who will inform the State Office. The Lead Project Coordinator or designee will reflect all changes on the Assignment Spreadsheet and State Office Staff will make necessary changes in HRMS and NCEES (HomeBase). Employment/Site changes, including resignations/separations, must be submitted by the teacher or site administrator on an EESLPD Change Form to the State Office.
Review of Initial Assignments Mentors contact teachers holding LE and Initial (SPI) Licensure to ensure that the teacher is still employed at the site. Evaluators contact teachers who hold Continuing (SPII) Licensure. The mentor is to notify the Regional Lead, Lead Project Coordinator, or designee, and paired Evaluator about any teacher who is no longer employed at the site, along with any known information regarding the reasons the teacher is no longer employed at the site. This information will be relayed from the Lead Project Coordinator (or designee) to the EESLPD Unit Intake and Enrollment Specialist and the relevant Licensure Specialist. If an assignment has only a mentor or an evaluator listed (not a pair), or is on the wait list, the teacher is not to be contacted at this time (the teacher’s assigned contact at this point is the Lead Project Coordinator or Regional Lead, who will send notification to the teacher regarding services. Mentor Assignments Mentors are assigned to work only with teachers who hold one of the following licenses:
· NC Birth-Kindergarten Initial license (SPI) · NC Provisional BK Add-on licensure (Initial -SPI) · NC BA/BS degree and a NC Initial Provisional Lateral Entry BK License
Mentors are not assigned to teachers who hold Continuing (SPII) licensure. Evaluators function as “coaches” throughout the evaluation process for each assigned Continuing (SPII) teacher.
We believe that all children deserve an education that prepares them to live successful, healthy, fulfilled lives of service. We empower North Carolina early education teachers to
provide that education.
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EESLPD Assignment Process Continued Evaluator Assignments Evaluators are assigned to teachers regardless of licensure level. The NC Teacher Evaluation Process is both a formative and summative evaluation process. This requires evaluators to support teachers through coaching and technical assistance as needed throughout the year and, particularly, in cases where a teacher may be at the “Developing” level in several standards (monitored PDP) or at the “Developing and Not Demonstrated” level in several Standards in their second year (directed PDP). Mentor and Evaluator Teams A variety of factors go into determining the mentor and evaluator pairs to serve each teacher. To maintain consistency, every effort is made to assign the same mentor and evaluator to teachers who work in the same program. Once the mentor/evaluator pairs have been established, communication is essential to ensure the teacher receives high quality support. Mentor/evaluator pairs should schedule regular (at least monthly) check-in appointments with each other to ensure this continuity. Evaluators should inform the mentor of scheduled post observation conferences and summary evaluation conferences. If unable to attend either face to face, via phone or virtually, mentors may contact the teacher or ask the teacher to contact them after the post observation conference for follow up. They may also contact the evaluator. Two Lead Teachers in One Classroom (Co-Leads) Only one teacher may be served per year. One of these teachers must be designated as the lead teacher of record for the duration of the BTSP/LETP. New Teachers Refer any newly presented teachers to the EESLPD Unit website for the Enrollment and Change Form. New teachers are not to be picked up until notification that they are ready to be served. This communication will come from the Lead Project Coordinator or Regional Lead.
We believe that all children deserve an education that prepares them to live
successful, healthy, fulfilled lives of service. We empower North Carolina early education teachers to provide that education.
Page 10 of 29
Mentor and Evaluator Responsibilities
CONTACT
Mentor Evaluator Mentors make initial contact with the teacher when notified by the Regional Lead of completed assignment and not earlier than September 1st each year. This is to ensure that the teacher is working in the program/classroom on record.
1) The Mentor’s initial contact is used to set up the Team Agreement meeting/Getting to Know You Conference. Mentors must immediately notify Lead Project Coordinator/Regional Lead if the teacher is no longer working in the NC Early Childhood Education classroom. 2) For teachers with less than an Initial license (BK SP I) who are affiliated with UNC-G and UNC- Wilmington (should be designated on assignment list): a. The EESLPD Unit will not serve this teacher until the student teaching requirement is completed under the direction of the college/university (typically the fall of the next program year) and the college or university requests the Initial License (BK SPI) for the teacher. At this time, the EESLPD Office does not have an agreement with UNC-G and UNC-Wilmington. This procedure will help to minimize duplication of services to support teachers with less than a NC license Any questions about this process are to be directed to the EESLPD Unit. b. The teacher is to be informed that his/her services will be put on hold until the teacher submits a NC Initial License (BK SP I) to the EESLPD Unit. At that point, resources will be re-assigned. For example, if a teacher has been assigned who is attending one of the schools listed above, the teacher is to be removed from the mentor’s caseload while following the step provided below. d. The Lead Project Coordinator and Regional Lead is to be notified of this finding. They will notify the appropriate DCDEE Licensure Consultant so that the college/university can be contacted to confirm the teacher’s status for the EESLPD Unit and the college/university and sent written confirmation of the plan for such teacher.
Evaluators make initial contact with Continuing Licensed teachers when notified by the Regional Lead of completed assignment and not earlier than September 1st each year. This is to ensure that the teacher is working in the program/classroom on record. For all teachers, the Evaluator will schedule all Pre-Observations, Observations, Post Observations, and Summative Conferences. For teachers holding less than Continuing (SPII) Licensure, the Evaluator will coordinate schedules with the Mentor, teacher, and site administrator. For Continuing (SPII) Licensed teachers, the Evaluator will coordinate schedules with the teacher and site administrator.
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TEAM AGREEMENT MEETINGS At the start of each program year, a Mentor/Evaluator Team (for Initial/LE teachers) or an Evaluator (for Continuing (SPII teachers) must conduct a Team Agreement meeting with the teacher and Site Administrator. When teachers gain access to the NCEES (HomeBase) online evaluation system, they will enter the Team Agreement meeting date in the “Orientation and Training” Activity. In addition to reviewing the outlined roles of each team member, the teacher and/or site administrator is to be provided with either a copy of or directions for obtaining access to the following:
a) Rubric for Evaluating North Carolina Teachers (NC-DPI website links): http://www.ncpublicschools.org/docs/effectiveness-model/ncees/teachers/formready-teacher-eval.pdf or http://www.ncpublicschools.org/docs/effectiveness-model/ncees/teachers/individual/form-ready-rubric.pdf b) State board policy governing teacher evaluations (http://sbepolicy.dpi.state.nc.us/policies/TCP-C-004.asp?pri=02andcat=Candpol=004andacr=TCP c) A schedule for completing all the components of the evaluation process. (See page 24)
*The teacher’s name will not be visible in NCEES (HomeBase) until the teacher has entered the Team Agreement Date as the Orientation and Training Activity in NCEES (HomeBase).
Mentor Evaluator
A Team Agreement meeting is to be conducted with the teacher (LE and Initial (SPI), teacher assistant (optional), Site Administrator, Evaluator (if available) and other invited county representatives (e.g., Local NC PRE-K Contractor, Education or PD Consultants). These meetings may be conducted virtually for returning teachers and/or in groups for multiple teachers in one program or county, if feasible; to maximize time and to ensure that all team members can participate.
Evaluators will receive the signed electronic copy from the Mentor for LE and Initial (SPI) teachers and sign the Evaluator’s responsibilities. The Evaluators ensure that the form has all signatures and saves it on their technology device as the “official document”. Evaluator will attach the completed Team Agreement as an artifact in the first observation “pre-observation” container. For Continuing (SPII) Teachers, who do not have a Mentor: The Evaluator conducts a Team Agreement meeting with teachers holding Continuing (SPII) Licensure. These meetings may be conducted virtually for returning teachers and/or in groups for multiple teachers in one program or county, if feasible, to maximize time. Evaluator will attach the completed Team Agreement as an artifact in the first observation “pre-observation” container.
GETTING-TO-KNOW-YOU CONFERENCE Strong supportive relationships are the bedrock of our work. When these relationships are present, teachers are empowered to grow and support children’s growth toward successful, healthy and fulfilled lives of service. One activity to support relationship building is the Getting to Know You Conference. Mentors and Evaluators should identify and implement additional activities/strategies to support strong relationships.
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Mentor Evaluator Mentors will conduct a Getting-to-Know-You conference with new teachers after the Team Agreement meeting or schedule it to be completed within 4 weeks of the initial contact (based on assigned caseload). The “Getting-to-Know-You” questions, provided by your assigned hub, may be used to guide the conversation.
(Optional) Evaluators may decide to conduct a Getting-to-Know-You conference with new Continuing (SPII) Licensed teachers after the Team Agreement meeting or within 4 weeks of initial contact (based on assigned caseload). The “Getting-to-Know-You” questions, provided by your assigned hub, may be used to guide the conversation.
SELF-ASSESSMENT The Teacher Evaluation Process is driven by the teacher and grounded in self-reflection. Each year, the teacher reflects on his/her current practice (all teachers regardless of licensure level) by completing the Self-Assessment (Rubric for Evaluating NC Teachers) at the beginning of the year. The Self-Assessment is entered into NCEES (HomeBase) and teachers are encouraged to update it throughout the year. Sharing the Self-Assessment with mentors and evaluators is optional; however, is a great tool to support the development of the Professional Development Plan.
Mentor Evaluator Mentors support teachers’ understanding of best practice/the rubric and reflection on their practice throughout the year. Mentors remind teachers to complete the Self-Assessment before pre-observation conference with their evaluator (1st observation).
Evaluators support teachers’ understanding of best practice/the rubric and reflection on their practice throughout the year.
PROFESSIONAL DEVELOPMENT PLANS (PDP’s) Professional Development Plans (PDP’s) support teachers’ identification and achievement of the annual goals they set for themselves. PDP goals are grounded in movement toward developmentally appropriate practice, are teacher driven, and are based upon a model of growth. There are 3 steps to the PDP process/review. 1). Initial PDP (completed at beginning of year), 2) Mid-year PDP (completed mid-way through year), and 3) End of Year PDP (completed at end of year). Review the PDP Plan Types document in the resource section for details on Individual, Monitored, and Directed PDP’s. Until teachers have access to NCEES (HomeBase), they can access the PDP form in the EESLPD Unit Teacher Manual – Section 6 (on the website or LiveBinder): EESLPD Teacher Manual – LiveBinder: http://www.livebinders.com/play/play/1125106 Access key: EESLPD_TEACHER
Mentor Evaluator 1) For LE/Initial (SPI) Teachers: Mentors meet
with the teacher and site administrator to review and provide feedback on the SMART goals after the first formal observation (may be virtually with returning teachers). If the teacher needs support in writing goals, SMART components should be reviewed with
5) For Continuing (SPII Teachers): Evaluators meet with the teacher and site administrator to review and provide feedback on the SMART goals after the first formal observation (may be virtually with returning teachers). If the teacher needs support in writing goals, SMART components should be reviewed with the teacher by asking open-ended
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the teacher by asking open-ended questions (e.g. “Tell me what is specific, what is measurable”, etc.)
2) Mentors set up a timeline with the teacher to monitor the goals and collection of evidences to support progress and/or completion of the goals.
3) Mentors review the evidences and check the written descriptions for the Mid-Year Review and provide feedback to the Evaluator by January 30th.
4) Mentors review the evidences and check the written descriptions for the End-of-Year Review and provide feedback to the Evaluator by May 15th.
Once the teacher has access to the NCEES (HomeBase) online evaluation system, all components of the PDP must be completed and acknowledged (signed) by all parties by the target due dates (listed above). It is the Mentor’s responsibility to assist the teacher with NCEES (HomeBase) and to review and “sign off” on teachers’ PDPs three times each school year: initial, mid-year, and end of year.
questions (e.g. “Tell me what is specific, what is measurable”, etc.)
1) Evaluators set up a timeline with the teacher to monitor the goals and collection of evidences to support progress and/or completion of the goals.
2) Evaluators review the evidences and check the written descriptions for the Mid-Year Review and provide feedback in NCEES (HomeBase) by February 27th.
3) Evaluators review the evidences and check the written descriptions for the End-of-Year Review and provide feedback in NCEES (HomeBase) by May 15th.
Note: Evaluators may call, email or use other technology (e.g., SABA, WebEx, Go-to-Meeting, Skype, Google Hangout) to review the PDP and approve it (three times each school year - Preliminary, Mid-Year Review and End-of-Year Review).
Once the teacher has access to the NCEES (HomeBase) online evaluation system, all components of the PDP must be completed and acknowledged (signed) by all parties by the target due dates (listed above). It is the Evaluator’s responsibility to assist the Continuing (SPII) teacher with NCEES (HomeBase) and to review and “sign off” on teachers’ PDPs three times each school year: initial, mid-year, and end of
year.
PRE-SERVICE CHECKLIST FOR LATERAL ENTRY TEACHERS Completion of Pre-Service Checklist activities are required for Lateral Entry Teachers (1st Year of mentoring services) ONLY.
Mentor Evaluator Mentors will distribute the Pre-service Checklist to any new teacher with Lateral Entry Licensure at the initial meeting. The Pre-service Checklist for Lateral Entry will be provided to Mentors from their assigned hub. Mentors will support teachers through this process and mail the checklist to the EESLPD State Office once it is completed by the teacher. Please note: the mentor should support the teacher throughout the completion of the listed activities, which may require an extended timeline that can exceed the 10 day timeline noted.
N/A
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FOUNDATIONS Early Childhood Educators who are enrolled and working with the EESLPD Unit to attain and/or maintain NC Birth-through-Kindergarten licensure are required to align their instruction with NC Foundations for Early Learning and Development (Foundations). Teachers will implement these standards in their work as the NC Standard Course of Study (NCSCOS) appropriate to the age group of children being taught. The NCSCOS is required as part of the NC Teacher Evaluation process.
To inform and support the alignment of curricula and the NC Standard Course of Study for Pre-K, enrolled lead teachers are required to complete the Foundations, version 2013, online modules. Enrolled teachers and their site administrators will be provided more details and a pacing guide during the annual team agreement meeting conducted by their assigned mentor and/or evaluator. Teachers will complete online modules over the course of the program year and receive individualized classroom-based support from their assigned evaluator and/or mentor.
If the local education agency (public school) or the local NC Pre-K contracting agency has provided the 12 NC FELD modules to teachers enrolled with the EESLPD Unit, a certificate must be submitted to the EESLPD Unit as verification.
Mentor Evaluator Mentors will provide teachers, holding LE or Initial (SPI) licensure with the EESLPD Pacing Guide for the Foundations online modules. Mentors will provide these teachers with individualized, classroom-based support for modules 1-6 during year one of services and modules 7-11 during year two. At the end of each program year, Mentors will complete and submit the Foundations Tracking document, noting module completion for all LE and Initial (SPI) licensed teachers that they serve. The respective EESLPD hub will then provide a credit-bearing certificate to the teacher for the modules completed over the course of the year.
Evaluators will provide teachers, holding Continuing (SPII) Licensure with the EESLPD Pacing Guide for the Foundations online modules. Evaluators will provide these teachers with coaching support as they complete modules 1-6 during year one of services and modules 7-11 during year two. At the end of each program year, Evaluators will complete and submit the Foundations Tracking document, noting module completion for all Continuing (SPII) licensed teachers that they serve. The respective EESLPD hub will then provide a credit-bearing certificate to the teacher for the modules completed over the course of the year. For ALL licensed teachers, the Evaluator will embed conversation of module completion, the application of new knowledge into practice, and self-reflection into each Post Observation Conference.
OBSERVATIONS Observations are completed throughout the year to support teachers’ growth. Evaluators conduct observations according to the EESLPD Unit Teacher Evaluation Schedule, which can be found it the resource section. Observations are scheduled in collaboration with the teacher/site administrator and mentor (minimum 2 weeks’ notice). Observations last a minimum of 45 minutes, not to exceed 1 hour. At least one joint observation should be scheduled with the site administrator to shadow. The joint observation would include the debriefing and write up of the observation, and the post conference. Note: SPII licensed teachers do not have mentors. Coaching, technical assistance and mentoring to teachers should be provided as needed.
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Note: Teachers must have 6 months of continuous EESLPD services in order to receive credit for a "year of teaching" to meet the BTSP requirements.
Mentor Evaluator Mentors do not complete formal observations on the teacher. Informal peer observations are an option when necessary to support the individual needs of a teacher.
The prescribed Teacher Evaluation Schedule and protocol for conducting evaluations for all licensure types is to be followed. Evaluators will communicate with the site administrator and mentor (for teachers with LE or Initial (SPI) Licensure) to schedule the observation date in order for them to participate in the post conference. Evaluation Protocol
1) Provide a date for teachers to enter their Self- Assessment and to complete the “Orientation and Training” Activity in the NC Educator Effectiveness System (NCEES). Note: Teachers START the process in the NCEES (HomeBase), by entering the orientation date, before the Evaluator is able to enter the data for the first observation.
2) Evaluators record each teacher’s observations using the Rubric for Evaluating NC Teachers (throughout year) and Summary Rating Sheet (end of year) annually in the NC Educator Effectiveness System. Evaluators acknowledge (sign) all Observations in NCEES (HomeBase) FIRST. Instructions for using the system are from the Team Training Script, received during training.
3) For all observations and Summary Evaluation Conference, Evaluators will record all of the data using the NCEES (HomeBase).
PRE AND POST OBSERVATION CONFERENCES
The goal of the Pre-Observation Conference is to prepare the Evaluator for the observation. The Conference may be conducted virtually and is held prior to the first observation. If available, the Evaluator uploads the teacher’s written Pre-Observation Conference questions in the NCEES (HomeBase). NOTE: Pre-Observation Conferences may be held for subsequent observation, but are not required. When used, teachers should be asked to complete no more than 5 Pre-Conference questions, which should align with the needs of the individual teacher.
Evaluators conduct a Post-Observation Conference no later than 10 school days after each formal observation. While face to face Post Observation Conferences are encouraged, they may be held virtually
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or via conference call, if needed. Evaluators complete the Rubric for Evaluating NC Teachers in NCEES (HomeBase) within 10 days of the observation, including documentation of pre- and post-conferences. When used, teachers should be asked to complete no more than 5 Post-Conference questions, which should align with the needs of the individual teacher.
MENTOR EVALUATOR Mentors should make every effort to attend (in person, virtually, or by phone) the Post Conference after each observation. If it is not possible to attend a Post Conference, mentors should follow up with the evaluator or teacher within a few days. .
For the first observation of each year a Pre-Observation Conference is required.
Pre-Observation Conference questions are meant to be used as a starting point and guide for the Pre-Observation Conference. Teachers are not required to provide written responses to these questions prior to the Pre-Observation Conference. They may be used by an evaluator, as deemed necessary, based upon the individual needs of the teacher. The Pre-Observation questions will be provided by the assigned hub.
During the Pre-Observation Conference, discuss the teacher’s Self-Assessment based on the Rubric for Evaluating NC Teachers, the teacher’s most recent professional growth plan, and the learning activities to be observed.
During each Post-Observation Conference, the Evaluator will implement NC DPI Reflective Coaching Practices (located in the EESLPD Team and Partners Google Drive) to discuss and document on the Rubric the strengths and areas for growth from the observed learning activities. The focus is to be on the standards, elements and descriptors. If needed, a copy of the rubric can be provided to help the teacher make connections between the notes from the observation and the evaluation standards. Ratings do not need to be the focus of discussion during the post conferences for each observation. Post Observation Conference questions (located in the EESLPD Team and Partners Google Drive) can be used to guide reflection and conversation. When written Post-observation questions are available, the Evaluator will upload these into NCEES (HomeBase). Note: the Mentor should be informed of scheduled post observation conferences with the Initial (SPI/LE) teacher. If possible, the Mentor should attend the conference in person, virtually or by phone or contact the teacher after the conference.
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SUMMARY EVALUATION CONFERENCES
ALL DATA ENTRY MUST BE COMPLETED BY 5:00 P.M., JUNE 15 ANNUALLY.
**Summary Rating Forms/all data entry must be entered and signed in NCEES (HomeBase) by May 15th for all teachers who are converting to Continuing (SPII) license and teachers renewing their Continuing (SPII) license. Note: Evaluators are to include the Teacher, Site Administrator, and Mentor for LE and Initial (SPI) Licensed teachers and as time permits for the Summary Evaluation Conference.
MENTOR EVALUATOR Mentors should make every effort to attend (in person or virtually) the Summary Evaluation Conference. If it is not possible to attend, Mentors should connect with the Evaluator before then to provide feedback and make a point to follow up with evaluator and/or teacher within a few days. *Mentors need to remind teachers to print a hard copy/save an electronic copy of Summary Rating form and final PDP (to support next steps growth and provide evidence/documentation that teacher completed year).
*Evaluators analyze data for all formal observations and artifacts/evidences before completing the Summary Rating Form. * Evaluators complete the Summary Rating Form (ratings for each element, overall rating for each standard and add comments). * Evaluators conduct the Post-Observation Conference for the final observation and Summary Evaluation Conference. * Evaluators secure acknowledgement (signatures) for the Summary Rating Form and Summary Evaluation Conference NCEES (HomeBase). Evaluators sign FIRST, then the teacher. * Evaluators review teacher’s progress/evidences toward meeting PDP goals and add comments and acknowledge (sign) the teacher’s end of year PDP. * Evaluators remind the teacher to print a hard copy/save an electronic copy of Summary Rating form and final PDP (to support next steps growth and provide evidence/documentation that teacher completed year).
PROFESSIONAL LEARNING COMMUNITIES (PLC’s) The PLC process provides a supportive environment for teachers’ growth and increased positive child growth/outcomes. The PLC process is teacher led/directed, informed by developmentally appropriate practice including on-going assessment data, learning and development trends, teacher research, and teacher Self-Assessment. Full implementation can take up to 4 years.
Mentor Evaluator Mentors will ensure teachers with LE/Initial (SPI) Evaluators will ensure teachers with Continuing (SPII)
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Licensure are supported through a Professional Learning Community. Training is provided for Evaluators and Mentors through the EESLPD Unit. Evaluators and Mentors will work with teachers and Site Administrators to discuss the process of establishing and/or maintaining a PLC. To the extent possible, PLCs must be informed and driven by evidence-based practices (using child [ongoing] assessment data, classroom or school learning and development trends, teacher research, teacher Self-Assessment and observation data).
Licensure are supported through a Professional Learning Community. Training is provided for Evaluators and Mentors through the EESLPD Unit. Evaluators and Mentors will work with teachers and Site Administrators to discuss the process of establishing and/or maintaining a PLC. To the extent possible, PLCs must be informed and driven by evidence-based practices (using child [ongoing] assessment data, classroom or school learning and development trends, teacher research, teacher Self- Assessment and formal observation data).
DEMONSTRATION SITES Demonstration classrooms are available to support early educators. Currently EESLPD has demonstration classrooms in Pender Co (Burgaw), Guilford Co (Greensboro), Wake County (Raleigh), and another one “coming soon” in Cabarrus Co (Waxhaw). The NC Department of Public Instruction (NCDPI) has 8 demonstration sites that may be available for guided observation. EESLPD Demonstration classrooms are selected based upon criteria and procedures that are aligned with NCDPI. Demonstration site visits are required for Lateral Entry BK licensed teachers. For this reason, they will receive priority when scheduling visits to approved nonpublic demonstration sites. Team Members may discuss other options with their Regional Lead for teachers holding Initial (SPI) or Continuing (SPII) level licensure who may need to visit a high quality classroom to improve their professional growth. The nonpublic Demonstration classroom in Burgaw can accommodate a limited number of visits each month. Please adhere to the protocol for requesting a Guided Observation - available by contacting the Lead Project Coordinators at UNCC and ECU.
Mentor Evaluator
Data Collection At this time, the EESLPD Offices at ECU and UNC Charlotte are in the process of developing an inter-rater reliability process, which will support reliability in the field and further documentation of our work. Until this process is implemented, Mentors and Evaluators (staff) will continue to document their work via monthly electronic surveys. This data is used to complete monthly service reports provided to the State Office.
Mentor Evaluator Optional – The EESLPD Unit Mentor Checklist, available in the EESLPD Team and Partners Google Drive, may be used to guide work. Evaluators will not submit the checklist to the EESLPD Unit. Mentor Logs In order to track monthly contacts with assigned teachers and time spent in Mentor visits, electronic contacts, PLCs and travel, paid Mentors will be sent a survey link at the beginning of each month to report on the services provided during the
Optional – The EESLPD Unit Evaluator Checklist, available in the EESLPD Team and Partners Google Drive, may be used to guide work. Evaluators will not submit the checklist to the EESLPD Unit.
Evaluator Logs In order to track monthly contacts with assigned teachers and time spent in Evaluation/Observation visits, Electronic contacts, PLCs and travel, paid Evaluators will be sent a survey link at the beginning of each month to report on the services provided during the previous month. The survey link will be sent
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Procedures for Establishing UID’s
Teacher UID – Unique Identifier The Lead Project Coordinator (or designee) will contact Gordon Millspaugh, EESLPD Licensure Staff, to request UID’s, who will secure the UID through NCDPI. The Lead Project Coordinator (or designee) will notify the teacher in writing when the UID has been established, which may take up to two weeks. New Staff and Partner Mentor and Evaluators As a participant in the NCEES (HomeBase), the EESLPD Unit must provide the following information to DPI to create Unique Identifiers (UID) for each user. Users include teachers, mentors, evaluators, and site administrators who serve as evaluators. The UID is needed for all users of this system.
· Participant name, ethnicity and social security number will be entered into a NCDPI secure/firewall protected data system that will create a UID.
· The UID system is a secure database that is password protected. It is used throughout NCDPI and other states as a Unique Identifying System for similar purposes.
· If the EESLPD Unit does not have the above mentioned information, participants will be asked to complete and submit a UID Form. The form will be sent by the Lead Project Coordinator (or designee) when needed.
Note: If a UID (work for a public school and provide EESLPD Unit Evaluation Services for NC PRE-K teachers in public schools and nonpublic schools), has already been assigned, it will not be required to submit this information again
previous month. The survey link will be sent to each Mentor individually by Rachel Kaplan from the State EESLPD Unit and will include specific instructions and timeline for completing the survey.
To document daily work with teachers Mentor/Evaluator Logs may be used and can be accessed via the EESLPD Unit Google Group’s Google Drive. Reporting Suspected Abuse/Neglect Any suspected abuse and neglect of children, of any age, in programs where services are being delivered, must be reported, as required by law. Other areas of noncompliance that place children in unsafe, unhealthy, and unsupervised positions should be reported directly to the Division of Child Development Regulatory Section’s Intake Unit, 919-527-6640.
Mentor
to each Evaluator individually by Rachel Kaplan from the State EESLPD Unit and will include specific instructions and timeline for completing the survey.
To document daily work with teachers Mentor/Evaluator Logs may be used and can be accessed via the EESLPD Unit Google Group’s Google Drive. Reporting Suspected Abuse/Neglect Any suspected abuse and neglect of children, of any age, in programs where services are being delivered, must be reported, as required by law. Other areas of noncompliance that place children in unsafe, unhealthy, and unsupervised positions should be reported directly to the Division of Child Development Regulatory Section’s Intake Unit, 919-527-6640.
Evaluator
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Access/Trouble-shooting - NC Educator Effectiveness System Database Teachers, EESLPD Unit Mentors and Evaluators, including collaborating partners, who are required to use the NC DPI Home Base Educator Effectiveness System may experience technical issues upon implementation. To resolve technical issues all users must follow these steps:
View the Help Guides located in the NC DPI Home Base Educator Effectiveness System after log-in.
Step 1: Teachers will review the video with step-by-step directions, located under “Help Guides” in NC DPI Home Base Educator Effectiveness System, Step 2: Teachers will contact the Evaluator and/or Mentor for help if still needed, Step 3: Evaluator and/or Mentor will contact the Regional Lead or Lead Project Coordinator, if help is needed. Step 4: Lead Project Coordinator will contact the State Office, if needed.
We believe that all children deserve an education that prepares them to live successful, healthy, fulfilled lives of service. We empower North Carolina early education teachers to
provide that education
Common UID Issues Who Do I Contact?
UID hasn’t been established Project Lead Coordinator (or designee) who will contact State Office
Teacher has not received the UID Project Lead Coordinator (or designee) who will follow up with teacher
Re-assigned teachers to new mentor and evaluators
Project Lead Coordinator (or designee) works with Gordon Millspaugh
Teacher “lost” or “can’t find password Teacher contacts Project Coordinator (or designee) to request a PW re-set
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MONITORING GROWTH AND DEVELOPMENT- PDP’s
During each school year, teachers will develop a Professional Development Plan (PDP) based on Observations and Summary Evaluation Conference using the NC DPI Home Base Educator Effectiveness System. Types of PDPs include: Individual Growth Plan, Monitored Growth Plan and the Directed Growth Plan (see chart on next page).
Monitored or Directed PDP
Evaluators, Mentors and Site Administrators will provide intentional coaching, technical assistance and mentoring strategies to support teachers on monitored and/or directed PDPs (example: role model for teachers, provide resources, provide current research, visitation of high quality classrooms).
Evaluators should follow this protocol for teachers who are not making progress on the NC Teacher Evaluation:
1. Provide specific guidance to the mentor and site administrator (strategies, resources, time lines). Brainstorm who and when each of the team members will perform the next steps for the teacher.
2. Follow-up with the mentor and site administrator to discuss the progress the teacher has implemented within 3-4 weeks after the first discussion. The site administrator will take on a major role in supporting the teacher. The evaluator will provide specific guidance to the teacher on the mandated evaluation progress and how his/her decision to make little or no progress will affect their license.
3. If the teacher has not made progress by the second post conference, contact the Regional Lead. The Regional Lead will provide guidance and may schedule a time to attend the next observation and post conference with the Evaluator, site administrator and Mentor (for SPI/LE teachers).
4. If the teacher has not made progress by the third post conference, the Evaluator, site administrator, Regional Lead and Lead Project Coordinator will schedule a phone conference to discuss the support that has been given. Lead Project Coordinator will provide guidance and may schedule a time to attend the next observation and post conference.
Note: For any licensed teacher, additional observations may be needed for those on a monitored or directed PDP:
a. Follow the EESLPD Unit Evaluation Schedule (located on page 23). b. Inform the teacher if he/she is placed on the “Monitored or Directed PDP” at the end of
the school year, submit the information to the Lead Project Coordinator.
At the end of each school year, EESLPD Unit Mentors and/or Evaluators will monitor teachers’ growth and development accordingly and support the adjustment of the PDP, based on Summative Results. These PDPs should be discussed openly throughout the year and it should be clear to a teacher that these plans are a part of the process.
We believe that all children deserve an education that prepares them to live successful, healthy, fulfilled lives of service. We empower North Carolina early education teachers to
provide that education.
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Resources
Professional Development Plan Types
We believe that all children deserve an education that prepares them to live successful, healthy, fulfilled lives of service. We empower North Carolina early education teachers to
provide that education.
Individual Growth Plan Monitored Growth Plan Directed Growth Plan
Any teacher regardless of licensure type or level (LE, Initial(SPI) Continuing (SP II)
Score “Proficient or Higher” ratings on all five Standards on the Teacher Summary Rating Form Teacher develops the Plan (may develop in conjunction with the mentor if less than Continuing (SP II); or with the Evaluator and/or Site Administrator for Continuing (SPII)teachers. *First year- teacher may have one developing standard
Score “Developing” on the Teacher Summary Rating Form · two or more Standards for
teachers who have completed the evaluation process in their first year
· one or more Standards for teachers who have completed the evaluation process for 2 or more years
Scores “Not Demonstrated” on any Standard and rated at “Developing” on one or more Standards for two sequential years on the Teacher Summary Rating
Action required Continue to follow Observation and Summative Evaluation procedures as described for licensure type and level (see previous section)
Site administrator, Teacher and Mentor and/or Evaluator, develop. Identify Standard and Elements to be improved, set goals, activities to achieve proficiency within one year At least 1 additional (informal or formal) observation required.
Mentor and/or Evaluator and Site Administrator (teacher is not included). Identify Standard and Elements to be improved, set goals, activities to achieve proficiency within one year or less, as determined by the LEA (DCDEE-EESLPD Unit). At least 2 additional (informal or formal) observations required for SP IIs; 2 for less than SP IIs. Plus additional informal observations—walk-through—as needed.
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Resources Continued 2017-18 Evaluation Schedule
Teachers who hold less than a BK Continuing (SPII) license must be assigned a mentor and evaluator by Nov. 30th in order for the year to count (NCSBE policy). Teachers who hold a BK or Preschool Add-on Continuing (SPII) license will be assigned an evaluator. Summary Rating Forms must be entered and signed in NCEES by May 15th for all teachers who are converting to Continuing (SPII) license and teachers renewing their Continuing (SPII) license.
Licensure Level
Individual Growth Plan Monitored Growth Plan Directed Growth Plan
Lateral Entry and Initial License (SPI)
4 formal observations 1. October 31(standards 2,3,4) 2. December 20 (all standards) 3. February 20 (all standards) 4. May 15th – teachers converting to SPII license and May 29th - other teachers (all standards)
Summary Evaluation Conference May 15th - teachers converting to Continuing (SPII) license. May 29 – other teachers
4 formal observations, plus 1 extra observation (formal/informal) 1. October 31 (standards 2,3,4) 2. December 20 (all standards) 3. February 20 (all standards) 4. March 30 (formal/informal) 5. May 15 or 29 (all standards) See below Summary Evaluation Conference May 15th - teachers converting to Continuing (SPII) license. May 29 – other teachers
4 formal observations, plus 2 extra observations (formal/informal) 1. October 31 (standards 2,3,4) 2. December 20 (all standards) 3. February 20 (all standards) 4. March 30 (formal/informal) 5. April 30 (formal/informal) 6. May 29 (all standards) Summary Evaluation Conference May 15th – teachers converting to Continuing (SPII) license. May 29th - other teachers
Continuing (SPII) 1st – 4th Year of 5-year renewal cycle
3 observations 1. December 20 (standards 2,3,4 – formal) 2. February 20 (formal/informal) 3. May 29 (formal/informal)
Summary Evaluation Conference during last observation (all teachers) May 29
3 observations, plus 1 extra observation (formal/informal)
1. November 29 (standards 2,3,4) 2. January 30 (all standards) 3. March 30 (formal/informal) 4. May 29 (formal/informal) Summary Evaluation Conference (all teachers) May 29
3 observations, plus 2 extra observations (formal/informal)
1. November 21 (standards 2,3,4) 2. December 20 (all standards) 3. February 20 (all standards) 4. March 30 (formal/informal) 5. May 29 (formal/informal)
Summary Evaluation Conference (all teachers) May 29
Continuing (SPII) License expires June 2018 and Continuing (SPII) Provisional Add-on license
3 formal observations 1. December 20 (standards 2,3, 4) 2. February 20 (all standards) 3. May 15 (all standards) May 15th - teachers renewing Continuing (SPII) license.
3 formal observations, plus 1 extra observation (formal/informal)
1. December 20 (standards 2,3,4) 2. January 30 (all standards) 3. March 30 (all standards) 4. May 15 (formal/informal) May 15th – teachers renewing Continuing (SPII) license.
3 formal observations, plus 2 extra observations (formal/informal)
1. November 21 (standards 2,3,4 formal) 2. December 20 (all standards) 3. February 20 (all standards) 4. March 30 (formal/informal) 5. May 15 (formal/informal)
May 15th – teachers renewing Continuing (SPII) license.
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Resources Continued North Carolina Professional Teaching Standards: http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf NC BK Specialty Standards: http://ncchildcare.nc.gov/pdf_forms/NCPre-K_NC_BK_Speciality_Standards.pdf Code of Ethics for North Carolina Educators: http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/code-of-ethics.pdf Mentor Teaching Standards: http://www.dpi.state.nc.us/docs/educatoreffectiveness/regional/jobfairs/nc-mentor-standards.pdf NC Foundations for Early Learning and Development: http://ncchildcare.nc.gov/pdf_forms/NC_foundations.pdf Rubric for Evaluating NC Teachers: http://www.dpi.state.nc.us/docs/effectiveness-model/ncees/teachers/individual/rubric.pdf NC Teacher Evaluation Process Manual: http://www.ncpublicschools.org/docs/effectiveness-model/ncees/instruments/teach-eval-manual.pdf NC Educator Effectiveness System (NCEES) Professional Development: http://www.ncpublicschools.org/effectiveness-model/ncees/ NCEES Log-In: https://ncees.homebase.ncpublicschools.gov/alternateLogin.html NC State Board Policy governing teacher evaluations: https://stateboard.ncpublicschools.gov/policy-manual/evaluations-qualifications/teacher-performance-appraisal-process Resource Manual: http://ncchildcare.nc.gov/pdf_forms/NCPre-K_EvalResource_Manual.pdf The “Resource Manual for Administrators and Principals Supervising and Evaluating
Teachers of Young Children” provides information, resources and examples to help principals
and supervisors understand what best practices look like in a public or non-public Preschool
classroom. It should be used as a supplemental guide that offers examples of
evidences/artifacts for the North Carolina Teacher Evaluation Process. The manual should NOT
be used as a checklist.
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EESLPD Contacts
EESLPD Unit (State Office) Contact for questions about…
Cindy Wheeler, Senior Manager- Early Education Branch Office: 919-527-6556 [email protected]
Oversight of the NC Pre-Kindergarten Program, Early Educator Support Licensure and Professional Development and the Workforce Education Units.
NC Pre-K and NC State Board of Education Teacher Licensure Policy, NC Pre-K State Advisory Committee, NC Pre-K State Evaluation, Pre-K Rate Exceptions
Jenine Gatewood, NC Pre-K and
EESLPD Hubs’ Unit Manager (NC
Pre-K and EESLPD)
Office: 919-527-6527 [email protected]
NC Pre-K Program Requirements, Monitoring and NC State Board of Education Policy
NC Pre-K Program Policy Regional Team and Field-based Mentoring/Evaluation services (EESLPD ECU and UNCC)
NC Pre-K Plan Approvals: Classrooms (curricula, assessments, developmental screens); Instructional Staff (Teachers and Teacher Assistants)
Teacher eligibility, Steps in the BTSP
NC Pre-K Program Policy Team
Sharon Stukes, NC Pre-K Program
Policy Consultant
Cell: 704-594-0151 [email protected] Sharon Spigner, State Lead and
Education Consultant (NC Pre-K and
EESLPD)
Office: 919-527-6554 Cell: 980-322-7262 [email protected] Jeanne Barnes, NC Pre-K Program Policy Consultant Office: 919-527-6601 [email protected]
NC Pre-K Program Requirements and Guidance, policy and operational procedures, child eligibility for NC Pre-K, teacher, teacher assistant, administrator/principal eligibility
Local NC Pre-K Staff Orientation and Ongoing County/Regional Support
NC Pre-K Plan change requests: classroom adds and instructional staff, including substitute teachers and teacher assistants
Local NC Pre-K Advisory Committee and local NC Pre-K contract administrative agency support and meeting with NC Pre-K providers
NC Pre-K Policy Monitoring
NC Pre-K Program regional support to local NC Pre-K Contract Administrative Agencies
Liaison to NCDPI and EESLPD Hubs (ECU and UNCC)
EESLPD Mentor and Evaluator Training; NC Educator Effectiveness System
(NCDPI teacher evaluation training, process) for BK licensed teachers
NC Pre-K Policy Monitoring
Heather Marler, Manager-EESLPD
and Workforce Education Units
Office: 919-527-6600 [email protected]
NC Pre-K Program PLAN Administrator/Director/Principal Approvals
Workforce Education application and qualification information for facility licensed nonpublic and public early childhood education (child care) programs
NCDPI Teacher Education-Licensure Policy
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Fay Lewis EESLPD Unit Licensure
Consultant
Office: 919-527-6550 [email protected]
Gordon Millspaugh EESLPD Unit
Licensure and HRMS and NC DPI
Home Base Educator Effectiveness
System
Office: 919-527-6552
Breania Best, EESLPD Unit BK
Licensure Specialist
Office: 919- 527-6614
NC Educator (BK) Licensure policy and actions for Pre-K teachers/nonpublic schools
BK Licensure status: clearance of lateral entry and provisional add-on licensure
Obtaining and submitting Plan of Study issued by an accredited NC University/College to the EESLPD Unit
Required semester hours to support coursework in teacher’s Plan of Study
SP II licensure renewal policy and credits
NCDPI Online Licensure Management System
Data requests by county
Tamiah Pittman, EESLPD Unit
Intake/Enrollment and Administrative
Support Specialist
Office: 919-527-6676 [email protected]
Teacher enrollment with the EESLPD Unit (Enrollment and Change Form, Status of Enrollment, Receipt of Enrollment)
Rachel Kaplan - Early Education Branch Administrative Officer Office: 919-527-6548 [email protected]
NC Pre-K program research, data, policy and contracts/budgets
NC Pre-K Data Systems and EESLPD Data Management
NC Pre-K webinars
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Malinda Rathbone
Regional Lead
Kyle Worley
Regional Lead
Stephanie Bridges
Regional Lead
Joanie Oliphant
Regional Lead
• Provide leadership to regional team of mentors and evaluators • Perform inter-rater reliability checks of team members to ensure
consistency in conducting evaluations of teachers. • Conduct mentoring-evaluation activities for a caseload of 20-25
teachers. • Conduct required professional development for teachers, site
administrators and partners • Provide coaching support to partners. • Research and development activities (e.g., Resource Manual to
support NC Teacher Evaluation System; Documents/Forms review/revisions; PD re-design)
EESLPD Unit Mentors/Evaluators • Conduct mandated mentoring and evaluation activities to support teachers who hold NC Educator License: Lateral Entry, Provisional, Initial License (BK Standard Professional I) and Continuing (Standard Professional II) licensure.
• Work in assigned regions and collaborate/communicate with state and regional leads to ensure consistent application of guidelines, protocol and licensure policy and procedures
Research and development activities (e.g., Resource Manual to support NC Teacher Evaluation System; Documents/Forms review/revisions)
EESLPD Unit Collaborative Partners • Conduct mandated mentoring and evaluation activities to support teachers who hold NC Educator Licenses
• Employed by partner agencies, organizations, child care and Head Start programs, public schools, NC Developmental Day Programs
Meet requirements as stipulated by the EESLPD Office’s plan to support licensed teachers
EESLPD Office at UNC Contact for questions about…
Dr. Rich Lambert - Lead Investigator
Amanda Vestal
Lead Project Coordinator
Heather Taylor
Quality Assurance Program Lead
Jessica Ward
Administrative Support
UNCC- EESLPD Project Information or Concerns
EESLPD-West Management Questions or Concerns
Teacher, mentor and evaluator assignments
Changes to contact information
Inter-Rater Reliability
Program Data
Changes to contact information
PD- registration and completion
Website Maintenance
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EESLPD Office at ECU Contact for questions about…
Barbara Brehm
Lead Investigator
Debbie Saperstein
Lead Project Coordinator
Carla Stafford
Quality Assurance PD Lead
Lisa Phelps
Administrative Support
ECU-EESLPD Project Information or Concerns
ECU-EESLPD- Management Questions or Concerns
Teacher, mentor and evaluator assignments
Changes to contact information
Professional Development
Inter-rater Reliability
Changes to contact information
Angela Jahr
Regional Lead
Tracey-Lee Lucas
Regional Lead
Teresa Petty
Regional Lead
• Provide leadership to regional team of mentors and evaluators • Perform inter-rater reliability checks of team members to ensure
consistency in conducting evaluations of teachers. • Conduct mentoring-evaluation activities for a caseload of 20-25
teachers. • Conduct required professional development for teachers, site
administrators and partners • Provide coaching support to partners.
Research and development activities (e.g., Resource Manual to support NC Teacher Evaluation System; Documents/Forms review/revisions; PD re-design)
EESLPD Unit Mentors and
Evaluators
• Conduct mandated mentoring and evaluation activities to support teachers who hold NC Educator License: Lateral Entry, Provisional, Initial (BK Standard Professional I) and Continuing (Standard Professional II) licensure
• Work in assigned regions and collaborate/communicate with state and regional leads to ensure consistent application of guidelines, protocol and licensure policy and procedures
• Research and development activities (e.g., Resource Manual to support NC Teacher Evaluation System; Documents/Forms review/revisions)
EESLPD Unit Collaborative Partners
• Conduct mandated mentoring and evaluation activities to support teachers who hold NC Educator License
• Employed by partner agencies, organizations, child care and Head Start programs, public schools, NC Developmental Day Programs
• Meet requirements as stipulated by the EESLPD Office’s plan to support licensed teachers
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Acknowledgement and Signature Page
All EESLPD team members, both collaborative and paid UNCC or ECU staff, must sign, date and
return this page after review led by either the Lead Project Coordinator or Regional Lead. This
must take place at the beginning of each program year.
All signed forms must be submitted to the appropriate EESLPD University office within 10 days of signing.
EESLPD Team Member Name: ___________________________________ Position: _________________________________ I, __________________________, have read and discussed the EELPD
(Print Your Name Here)
Guidelines for Mentors, Evaluators and Trainers and will implement services
in accordance with the EESLPD Guidelines and Protocol for Mentoring and
Evaluation Services.
______________________________________________Date___________
(Place Your Signature Here) *EESLPD Unit mentors, evaluators and trainers are required to follow these guidelines. In cases where the guidelines and protocol are not followed, a conference will be scheduled with the individual to discuss practices. The discussion may result in a written plan to support the use of the appropriate materials, research and practices required to ensure consistent practices across the team. The plan will include providing additional technical support and resources to ensure that all processes and procedures are followed.