nc educator evaluation system training for new administrators mary keel, ed.d tara patterson, msa...

NC Educator Evaluation System Training for New

AdministratorsMary Keel, Ed.D

Tara Patterson, MSARobin Loflin Smith, Ed.D

Purpose

• Provide introductory understanding of the NC Professional Teaching standards and the evaluation process

• To assist principals in using the online evaluation tool with fidelity

• To share updates to the McREL online tool

State Board of Education Mission• Every public school student

will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.

• -Adopted August 2006

North Carolina Professional Teaching Standards

These standards serve as the basis for teacher preparation, teacher evaluation, and professional development

What do you already know?

1. OrientationWithin ____ weeks of a teacher’s first day

of work, orientation on the N.C. Educator Evaluation System (NCEES) must be provided.

A. One C. Three

B. Two D. Four

2. Self Assessment

Teachers should complete

a self-assessment:

A.Every year C. Within the online tool

B.By themselves D. All of the Above

3. Pre- Observation Conference

Pre-Observation conferencesare required:

A.Before the first formal observation

B.Before all observations

C.Only with beginning teachers

D.Only if it is the teacher’s renewal year

4. ObservationsFormal observations must be:

A.Completed by March 1st

B.At least 20 minutes in length

C.At least 45 minutes in length or class period

D.Scheduled in advance with the beginning teacher

5. Post Observation Conference

Post-observation conferences

must be held:

A.Within 10 school days of the observation

B.After each formal observation

C.All of the above

6. Summary Rating FormThe summary ratings must be an average

of the notations on a teacher’s rubric from throughout the year.

A.True

B.False

7. Probationary TeachersIf a teacher is completing their third year,

they must receive ratings of _______ or higher to be issued a SP2 license.

A.Developing

B.Proficient

C.Accomplished

The Teacher Performance Evaluation Process Serves as a measurement of performance for

individual teachers Serves as a guide for teachers as they reflect

upon and improve their effectiveness Serves as the basis for instructional

improvement Focuses on the goals and objectives of

schools and districts as they support, monitor, and evaluate their teachers

The Teacher Performance Evaluation Process Guides professional development programs for

teachers

Serves as a tool in developing coaching and mentoring programs for teachers

Enhances the implementation of the approved curriculum

Informs higher education programs as they develop the content requirements for higher education programs

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

Teacher Responsibilities

Gather data, artifacts, evidence to support performance in relation to standards and progress in attaining goals

Develop and implement strategies to improve personal performance/attain goals in areas identified individually or collaboratively identified

Principal Responsibilities

Teacher Evaluation Process

Training

Before participating in the evaluation process, all teachers, principals and peer evaluators must complete

Orientation

Within two weeks of a teacher’s first day of work in any school year, the principal will provide the teacher with a copy of or directions for obtaining access to a copy of:

- The rubric for evaluating North Carolina teachers, the policy, and a schedule for completing all the components of the evaluation process. (Copies may be provided electronically)

Step 1: Training and Orientation

Self-Assessment

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

Growth Plan

• Proficient teachers set goals for professional growth based on the NC Professional Teacher Standards

Professional Development Plans

Individual PDP Monitored PDP Directed PDP

Rated “Proficient” or higher on all standards

Rated “Developing” on one or more standards

Rated “Not Demonstrated” on any standard orRated “Developing” on one or more standards for two consecutive years

Teacher sets individual goals for growth

Not recommended for dismissal, demotion, or non-renewal at this time

Not recommended for dismissal, demotion, or non-renewal at this time

Administrator and teacher meet to discuss PDP 3 times – Beginning of the year, Mid-year, End-of-Year

Administrator and teacher meet to discuss and set goals together – Meet at least 3 times (beginning of the year, mid-year, and end-of-year to review progress)

Administrator sets goals for teacher based on observations and documentation – meets with teacher to review the development plan. Meet at least 3 times to review progress.

One school year to reach proficiency

One school year or less to reach proficiency (as determined by the LEA)

Observation Cycle: Pre-ConferenceBefore the first formal observation the principal shall meet with the teacher to discuss:

The teacher’s self- assessment based on the Rubric for Evaluating North Carolina Teachers

The teacher’s most recent professional growth plan, and the lesson(s) to be observed

The teacher will provide the principal with a written description of the lesson(s)

The goal of this conference is to prepare the principal for the observation. Pre-Observation conferences are not required for subsequent observations.

Observation Cycle: Observations

• A formal observation shall last at least forty-five minutes or an entire class period

• Probationary Teachers

The principal shall conduct at least three formal observations of all probationary teachers.

A peer shall conduct one formal observation of a probationary teacher.

Step 3:Observation

Cycle

Observation Cycle: Observations

Career Teachers – Abbreviated Observation on Standards 1 and 4

Two informal observations (at least 20 minutes each)

No Pre-conference required

Observation Cycle Post-Conference

The principal shall conduct a post-observation conference no later than ten school days after each formal observation.

During the post-observation conference, the principal and teacher shall discuss and document on the Rubric the strengths and weaknesses of the teacher’s performance during the observed lesson. The evaluator and the teacher must sign the observation electronically to lock the observation.

Principal Responsibilities: Conclusion of Teacher Evaluation Process Give a rating for each Element in the Rubric;

Make a written comment on any Element marked “Not Demonstrated”;

Give an overall rating of each Standard in the Rubric;

Provide the teacher with the opportunity to add comments to the Teacher Summary Rating Form;

Review the completed Teacher Summary Rating Form with the teacher; and

Secure the teacher’s signature on the Record of Teacher Evaluation Activities and Teacher Summary Rating Form.

Principal Responsibilities: Conclusion of Teacher Evaluation ProcessPrior to the end of the school year and in accordance with LEA timelines, the principal shall conduct a summary evaluation conference with the teacher.

During the summary evaluation conference, the principal and teacher shall discuss the;

teacher’s self-assessment

teacher’s most recent Professional Growth Plan

components of the North Carolina Teacher Evaluation Process completed during the year

classroom observations, artifacts submitted or collected during the evaluation process and other evidence of the teacher’s performance on the Rubric.

Activity

Imagine you are in the classroom of an accomplished teacher.

– What would you see?

– What would you hear?

At your table:

Discuss and record your thoughts on individual sticky notes. Visit:

http://www.wallwisher.com/wall/ncregion2teachers

ncees.ncdpi.wikispaces.net

North Carolina Professional Teaching Standards

Ratings for Standards1-5

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

Standard 1: TeachersDemonstrate Leadership• Teachers lead in their classrooms:

Take responsibility for all students’ learningCommunicate vision to studentsUse data to organize, plan, and set goalsUse a variety of assessment data throughout

the year to evaluate progressEstablish a safe and orderly environmentEmpower students

Standard I: Teachers Demonstrate Leadership Activity • At your table review the descriptors in Standard I Element A

• List examples of evidence that would illustrate a teacher who is rated from “Developed” to “Distinguished”

Things to remember:

• The levels are cumulative across the rows of the rubric.

• To list teacher and students behavior

• It may be helpful to divide your paper into 4 quadrants

• Be prepared to share with the group

Standard I: Teachers demonstrate leadershipB: Teachers demonstrate leadership in the school.

C: Teachers lead the teaching profession.

D: Teachers advocate for schools and students.

E: Teachers demonstrate high ethical standards.

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

A: Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults.

B: Teachers embrace diversity in the school community and in the world.

C: Teachers treat students as individuals.

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

D: Teachers adapt their teaching for the benefit of students with special needs.

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

Six Step Partner Share

• Walk 6 steps, find a colleague:

Share one strategy you have seen accomplished teachers do that models an environment that is inviting, respectful, supportive, inclusive & flexible

• When time is called, go to a second person:

Share one strategy you have observed accomplished teachers do that maintains high expectations for students

• When time is called, choose a third person:

Share one strategy you have observed for collaboration with families/significant adults of students

Standard III: Teachers know the content they teachA: Teachers align their instruction with the North Carolina Standard Course of Study.

B: Teachers know the content appropriate to their teaching specialty.

C: Teachers recognize the interconnectedness of

content areas/disciplines.

D: Teachers make instruction relevant to students.

Lunch

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

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

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

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

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

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

Standard IV: Teachers facilitate learning for their students.

G. Teachers communicate effectively:Communicate clearly with students in a variety

of waysAssist students in articulating thoughts and

ideas clearly and effectively

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’ 21st Century knowledge, skills, performance, and dispositions

Provide opportunities for self-assessment

Standard IV: Group Activity

• Count off a-h

• Meet with your element partners

• Using your corresponding element (a - h) for your group, select 2 of the indicators under your element (page 9 or 10 in your manual)

• Brainstorm 2-3 specific behaviors a teacher might use to demonstrate each of the items selected (What would the students be doing?)

• Pick one of the two items and be prepared to report out to the group

Standard V: Teachers reflect on their practice

If the students are not getting it, what can I (the teacher) do differently?

Standard VI: Teachers contribute to the academic success of students

The work of the teacher results in acceptable, measureable progress for students based on established performance expectations using appropriate data to demonstrate growth.

Standard 6 Effective Teachers

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

Classroom Lesson

Element A

Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.

Element B

Teachers plan instruction appropriate for their students.

Element C

Teachers use a variety of instructional methods.

Element D

Teachers integrate and utilize technology in their instruction.

Element E

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

Element F

Teachers help students work in teams and develop leadership qualities.

Element G

Teachers communicate effectively.

Element H

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

1. OrientationWithin ____ weeks of a teacher’s first day

of work, orientation on the N.C. Educator Evaluation System (NCEES) must be provided.

A. One C. Three

B. Two D. Four

2. Self Assessment

Teachers should complete

a self-assessment:

A.Every year C. Within the online tool

B.By themselves D. All of the Above

3. Pre- Observation Conference

Pre-Observation conferencesare required:

A.Before the first formal observation

B.Before all observations

C.Only with beginning teachers

D.Only if it is the teacher’s renewal year

4. ObservationsFormal observations must be:

A.Completed by March 1st

B.At least 20 minutes in length

C.At least 45 minutes in length or class period

D.Scheduled in advance with the beginning teacher

5. Post Observation Conference

Post-observation conferences

must be held:

A.Within 10 school days of the observation

B.After each formal observation

C.All of the above

6. Summary Rating FormThe summary ratings must be an average

of the notations on a teacher’s rubric from throughout the year.

A.True

B.False

7. Probationary TeachersIf a teacher is completing their third year,

they must receive ratings of _______ or higher to be issued a SP2 license.

A.Developing

B.Proficient

C.Accomplished

McREL Online Tool

• Principal Demo

https://mxweb3.media-x.com/home/ncval/demo/

Username: principaldemo1-10

Password: 123456

McREL Online Tool

• Record of Teacher Evaluation Activities

• Observation

• Summary Rating Form

“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

Region 2

ncregion2.ncdpi.wikispaces.net

**Complete the “Ticket Out the Door” on the home page.

Contact Information