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Evaluation with FidelityAsheville City Schools
Educators
September 2012
Joyce GardnerRegion 8 Professional Development
Consultant• WRESA
Session Materials
region8wnc.ncdpi.wikispaces.net
Purpose
• To develop a deeper conceptual understanding of each of the NC Professional Teaching Standards.
• To practice assigning ratings for Inter-rater reliability
At the end of this meeting, participants will:
• Understand the steps of the NCEES evaluation process.
• Identify teacher behaviors and actions that describe the standards and elements of the NC Professional Teaching Standards.
• Understand the importance of data in distinguishing among the ratings.
• Improve the fidelity of ratings for teacher evaluation.
Who is in the room?
Why are we here?
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
A Coherent Plan forStatewide Impact
North Carolina Professional Teaching
Standards
Wordle
Engaging, relevant, meaningful content
“covering material” is replaced by uncovering
solutions
Critical thinking, problem solving, information
literacy
21st Century Instruction
Putting the Pieces Together
promotes
EffectiveLeadership
StudentLearning
Quality Teaching
1. Assessing teacher performance2. Designing a professional growth plan
Principals’ Responsibilities
Manage the Process
Know the NCPTS
Identify strengths and
needs
Ensure accurate
performance ratings
Supervise action plans
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.
• 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 individually or collaboratively.
Annual Evaluation Policy:
17
Teacher Evaluation Process
18
STEP 1:
Training and Orientation
STEP 2:
Self-Assessment, Goal Setting and Pre-Conference
STEP 3:
Observation Cycle
(Administrative and Peer)
STEP 4:
Summary Evaluation and Goal Setting
Component 3: Teacher Self-AssessmentUsing the Rubric , the teacher shall rate their performance and reflect on his or her performance throughout the year.
Component 5: Observations A. Formal observation: 45 min. or entire class period B. Probationary Teachers: 3 formal by principal and 1 formal by
peer C. Career Status Teachers: Evaluated
annually. During the renewal year: 3 total- 1 must be formal Observations shall be noted using the Rubric.
Component 1: TrainingBefore participating in the evaluation process, all teachers, principals and peer evaluators must complete training on theevaluation process.
Component 2: OrientationWithin two weeks of teacher’s first day, the principal will provide:A. The Rubric for Evaluating North Carolina Teachers;B. Teacher Evaluation Policy ID Number: TCP-C-004 ; andC. A schedule for completing evaluation process. Component 4: Pre-Observation
Conference Before the first formal observation, the principal meets with the teacher to discuss: self- assessment, professional growth plan
& a written description of the lesson(s) to be observed. Goal: To prepare principal for the observation.
STEP 1:
Training and Orientation
STEP 3:
Observation Cycle
(Administrative and
Peer)
STEP 2:
Self-Assessment, Goal Setting
and Pre-Conference
Component 7: Summary Evaluation Conferenceand Scoring the Teacher Summary Rating Form- Prior to end of school -Principal conducts summary evaluation conference with teacher to discuss components of the evaluation. At the conclusion:A. Give rating for each Element in Rubric B. Comment on “Not Demonstrated” C. overall rating of each Standard D. Provide teacher with opportunity to add comments to the Summary Rating Form E. Review completed Teacher Summary Rating Form with teacher and F. Secure the teacher’s signature on the Record of Teacher Evaluation Activities and Teacher Summary Rating Form.
Component 8: PD PlansIndividual Growth Plans-“Proficient” or better Monitored Growth Plans-At least 1 “Developing” Directed Growth Plans-“not Demonstrated” or“Developing” rating for 2 sequential yrs.
STEP 4:
Summary Evaluation and Goal Setting
Component 6: Post-Observation ConferenceThe principal shall conduct a post-observation conference no later than ten school days after each formal observation. Discuss and Document strengths and weaknesses on the Rubric.
Teacher Evaluation ProcessFor more information regarding the evaluation process, go to http://ncees.ncdpi.wikispaces.net/
Component 1: TrainingBefore participating in the evaluation process, all teachers, principals and peer evaluators must complete training on the evaluation process.
Component 2: Orientation
Within two weeks of teacher’s first day, the principal will provide:
A. The Rubric for Evaluating North Carolina Teachers;
B. Teacher Evaluation Policy ID Number: TCP-C-004
C. A schedule for completing evaluation process.
Before Week 3 of School Year
STEP 1:
Training and Orientation
Component 4: Pre-Observation Conference Before the first formal observation, the principal meets with the teacher to discuss: self- assessment, professional growth plan a written description of the lesson(s) to be observed. Goal: To prepare principal for the observation.
Before First Formal Observation
STEP 2:
Self-Assessment, Goal Setting
and Pre-Conference
Component 3: Teacher Self-AssessmentUsing the Rubric , the teacher shall rate their performance and reflect on his or her performance throughout the year.
Component 5: Observations
A. Formal observation:
45 min. or entire class period
B. Probationary Teachers:
3 formal by principal and 1 formal by peer
C. Career Status Teachers: Evaluated annually.
During the renewal year: 3 total- 1 must be formal
Observations shall be noted using the Rubric.
Within the 1st nine weeks
STEP 3:
Observation Cycle
(Administrative and Peer)
STEP 3:Observation Cycle
(Administrativeand Peer)
Component 6: Post-Observation ConferenceThe principal shall conduct a post-observation conference no later than ten school days after each formal observation. Discuss and Document strengths and weaknesses on the Rubric
Component 7: Summary Evaluation Conference and Scoring the Teacher Summary Rating Form-
A. Give rating for each Element in Rubric B. Comment on “Not Demonstrated” C. overall rating of each Standard D. Provide teacher with opportunity to add comments to the Summary Rating Form E. Review completed Teacher Summary Rating Form with teacher and F. Secure the teacher’s signature on the Record of Teacher Evaluation Activities and Teacher Summary Rating Form.
Component 8: PD PlansIndividual Growth Plans-“Proficient” or better Monitored Growth Plans-At least 1 “Developing” Directed Growth Plans-“not Demonstrated” or“Developing” rating for 2 sequential yrs.
Before the End of the School Year
STEP 4:
Summary Evaluation and Goal Setting
North Carolina Professional Teaching Standards
STANDARD I: Teachers
demonstrate leadership.
STANDARD II: Teachers
establish a respectful
environment for a diverse
population of students.
STANDARD III: Teachers
know the content they
teach.
STANDARD IV: Teacher facilitate
learning for their students.
STANDARD V: Teachers reflect on
their practice.
STANDARD VI: Teachers
facilitate academic growth.
24
A Closer Look at the Standards
Standard I: Teachers demonstrate leadership
A. 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
26
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
27
Standard I: Teachers demonstrate leadership
C. Teachers lead the teaching profession:
Strive to improve the profession Contribute to the establishment of
positive working conditionsParticipate in decision-making structuresPromote professional growth
28
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
29
Standard I:Teachers demonstrate leadership
E. Teachers demonstrate high ethical standards:Demonstrate ethical principles Uphold the Code of Ethics and
Standards for Professional Conduct
30
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
31
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 culturesSelect 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 view32
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
33
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
34
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
35
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
36
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
37
Standard III:Teachers 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
38
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 21st Century content, including global awareness; financial, economic, business and entrepreneurial literacy; civic literacy; and health and wellness awareness
39
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
40
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
41
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
42
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
43
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
44
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
45
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
46
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-assessment47
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
48
Standard V:Teachers reflect on their practice
B. Teachers link professional growth to their professional goals: Participate in continued, high quality
professional development
49
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
50
Gallery Walk with the Standards• Count off 1-5 (Standards 1-5)• Start with the Standard that matches
your number.• With a partner, read each of the
elements and descriptors posted. • Describe an observable behavior that
exemplifies this element on a sticky note and post it beside the element.– Validate or question what someone else has
written – Add new behaviors/examples to the
standard.
How do you see the Standards?Let’s Get 21st Century with it!• Standard I:
– Teachers demonstrate leadership.• Standard II:
– Teachers establish a respectful environment for adiverse population of students.
• Standard III: – Teachers know the content they teach.
• Standard IV: – Teachers facilitate learning for their students
• Standard V: – Teachers reflect on their practice.
How do you see the Standards?Let’s Get 21st Century with it!
• Standard I: – Teachers demonstrate leadership.• Standard II: – Teachers establish a respectful environment for a
diverse population of students.• Standard III: – Teachers know the content they teach.• Standard IV: – Teachers facilitate learning for their students• Standard V: – Teachers reflect on their practice.
Count off 1-5. Join your Standard Group.Create a representation (visual, song, poem, “tweet”, text message, or any other “right-brain” idea of the standard). (Think Multiple Representations!)
Ratings Matter…
Beginning Teachers • Effective 2010-2011
• Must be rated “Proficient” on all five North Carolina Professional Teaching Standards on the most recent Teacher Summary Rating Form in order to be eligible for the Standard Professional 2 License.
North Carolina Professional Teaching Standards
STANDARD I: Teachers
demonstrate leadership.
STANDARD II: Teachers
establish a respectful
environment for a diverse
population of students.
STANDARD III: Teachers
know the content they
teach.
STANDARD IV: Teacher facilitate
learning for their
students.
STANDARD V: Teachers reflect on
their practice.
STANDARD VI: Teachers
facilitate academic growth.
56
Standard VI is new.
Effective Teachers
57
Student Growth Meets Expectations
Proficient or Higher on All
Standards
Effective Teacher
Student Growth Exceeds
Expected Growth
Accomplished or Higher on All
Standards
Highly Effective Teacher
Rubric for Evaluating North Carolina Teachers
• Consistently and significantly exceeded basic competenceDistinguished
• Exceeded basic competence most of the timeAccomplished
• Demonstrated basic competence Proficient
• Demonstrated adequate growth toward achieving standards, but did not demonstrate basic competence
Developing
Thinking about those ratings?
Practice Assigning Ratings
• We have 3 Scenarios
• Practice with Poll EveryWhere
61
How To Vote via Texting
TIPS
EXAMPLE
22333
22333
How To Vote via PollEv.com
EXAMPLE
How To Vote via Twitter
1. Capitalization does not matter, but spaces and spelling do.2. Since @poll is the first word, your followers will not receive this
tweet
EXAMPLE
Thinking Fidelity. We have 3 scenarios.
Based on this information, rate each teacher:
• Distinguished
• Accomplished
• Proficient
• Developing
Assessing Inter-RaterReliability
#1
Mr. Johnson has established effective classroom procedures that require everyone to treat each other with respect. He encourages all students to engage in classroom activities even if they are unsure of their responses. He attends school-related activities to support students.
Assessing Inter-RaterReliability#1
Mr. Johnson has established effective classroom procedures that require everyone to treat each other with respect. He encourages all students to engage in classroom activities even if they are unsure of their responses. He attends school-related activities to support students.
Mr. Johnson is Proficient in Standard 2, Element A.
Assessing Inter-Rater Reliability
#2
Ms. Ball consistently uses her questioning skills to promote higher-order thinking skills. Her questions help guide students toward developing their own understanding by encouraging them to think creatively, synthesize knowledge, and draw their own conclusions. She models problem solving in her classroom instruction.
Assessing Inter-Rater Reliability
#2
Ms. Ball consistently uses her questioning skills to promote higher-order thinking skills. Her questions help guide students toward developing their own understanding by encouraging them to think creatively, synthesize knowledge, and draw their own conclusions. She models problem solving in her classroom instruction.
Ms. Ball is Accomplished in Standard 4, Element E.
Assessing Inter-Rater Reliability
#3
Ms. Parish knows the acronyms of most educational jargon. She has heard of many innovative practices and changes in the way teachers are teaching and students are learning. She reads a professional journal to keep informed.
74
Assessing Inter-Rater Reliability#3
Ms. Parrish knows the acronyms of most educational jargon. She has heard of many innovative practices and changes in the way teachers are teaching and students are learning. She reads a professional journal to keep informed.
Ms. Parrish is Developing in Standard 5.
Processing our results….
Discuss why you chose these ratings.
What are possible reasons for variations?
Assessing Inter-rater Reliability
Using the NC Professional Teaching Standards module on the NC Education site:
https://center.ncsu.edu/nc
Rating Teacher Behaviors
• Read each behavior and decide which Rating is appropriate. (Don’t look at the back of the card)!
• When you are finished, build a progression of behaviors from Developing to Distinguished. Think about the growth inherent in the behaviors.
Rating Teacher Behaviors
• Read each Rating from the Gallery Walk.
• Fill in any blanks so that you have a progression of behaviors from Developing to Distinguished. Think about the growth inherent in the behaviors.
http://tinyurl.com/teacherbehaviors
Share your work
• How is teacher growth reflected in the behaviors you selected?
What about data?
Consider the role of data and evidences…
Coaching for Success
“People are like dirt.
They can either nourish you and help you grow as a person or
they can stunt your growth and make you wilt and die.”
~Plato
Video Clip & Discussion
http://tinyurl.com/9r4xd7d
Online Tool (McREL)…
McRel log-in site:
https://mxweb3.media-x.com/home/ncval/
McRel Demo Site:
https://mxweb3.mediax.com/home/ncval/demo/
Pause, reflect and self-check…find the answers in the manual.
Training
Educators may use the North Carolina Educator Evaluation System without training.
A. True
B. False
Orientation
Orientation on the NCEES must be provided within _______ weeks of a teacher’s first day of work.A. OneB. TwoC. ThreeD. Four
Self-Assessment
Teachers should complete a self-assessment:
A. Every year
B. By themselves
C. Within the online tool
D. All of the above
Pre-Observation Conference
Pre-Observation conferences are 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
Observations
Formal observations must be:
A. Completed by March 1st
B. At least 20 minutes in length
C. At least 45 minutes in length
D. Only if it is the teacher’s renewal year
Post-Observation Conference
Post-observation conferencesmust be held:
A.Within 10 school days of the observation
B.After each formal observation
C.All of the above
Summary Rating Form
The summary ratings must be an average of the notations on a teacher’s rubric from throughout the year.
A. True
B. False
The PDP
If a teacher receives a rating of “developing” on the summary rating form, they must be placed on a:
A. Individual Growth Plan
B. Monitored Growth Plan
C. Directed Growth Plan
Probationary Teachers
If 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
Resources
• Online manual for principals http://www.ncpublicschools.org/docs/profdev/training/online-evaluation/principal-directions.pdf
• Online manual for teachers http://www.ncpublicschools.org/docs/profdev/training/online-evaluation/teacher.pdf
• Online manual for superintendents http://www.ncpublicschools.org/docs/profdev/training/online-evaluation/superintendent.pdf
Resources
• Directions for electronic signatures https://mxweb.media-x.com/home/ncval/help/EES_NC_ElectronicSignature.pdf
• Teacher Effectiveness Coordinator: Jennifer Preston, [email protected]
Drop-In NCEES support…coming to a location near
you!
Face-to- Face and Virtual
Evaluation
http://tinyurl.com/AshevilleAPs
Questions
Survey
http://go.ncsu.edu/ncdpi-resa_survey - short cut to survey
http://go.ncsu.edu/ncdpi-resa_survey.qr - link to QR code