using the north carolina educator evaluation rubric to support teacher growth

Using the North Carolina Educator Evaluation Rubric to Support Teacher Growth

Say Hello and Get to Know

My Role Is:

• Principal• Curriculum• Human Resources• Other

I know where to find an electronic copy of the NC Teacher

Evaluation Manual

NCEES.ncdpi.wikispaces.net

Have you Heard?

Teachers get evaluated 3 to 4 times per year.

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

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

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

column can be checked.

A Multipurpose Rubric

Formative Tool Data Container Evaluation Criteria

Summary Rating Form Observation Rubric

Formative Feedback

Formative Feedback

Formative Feedback

Developing Proficient Accomplished Distinguished

3 3 2 1

2 2 1 0

2 1 1 1

3 2 1 0

1 1 1 0

A Series of Formative Assessments

Summative Evaluation

What Goes in?

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

Educator Evaluation is about Growth and Improvement

When you’re green, you grow

When you’re ripe, you rot

What do teachers need to remainRipe and Growing?

Feedback is Essential

North Carolina Educator Evaluation Process

ProcessThe evaluation process requires bravery and the ability to have challenging conversations about practice.

Bravery

◆ to believe there are always ways to improve

◆ to invite critical feedback

◆ to give critical feedback

The Context Must Be Clear• It is important to apply close-reading techniques to the language

of NCEES rubric to make distinctions between rating levels when observing, evaluating or using the rubric to self-assess.

Standard IVFacilitating Instruction

Do You Know It?

Do You Show It?

Is It Visible In the

Actions of Your

Students? Is It Visible Beyond

the Instructional

Space of Your

Classroom?

Knowledge Action Interaction Extension

Why does it matter?

Artifacts and Evidence of Great Teaching

Evidence of:

Knowledge

Action

Interaction

Extension

Evidence of:

Knowledge

Action

Interaction

Extension

... At all stages of inquiry, teachers guide, focus, challenge, and encourage student learning

The National Science Foundation

Evidence of:

Knowledge

Action

Interaction

Extension


Is It Visible Beyond

the Instructional

Space of Your

Classroom?Is It Visible In the

Actions of Your

Students?Do You Show It?

Do You Know It?

Use the Most Appropriate Examples

Understanding the Rubric Helps Teachers

Specific Feedback

• Takes advantage of the language in the rubric to frame discussions about practice

Using the Rubric to Give Helpful Feedback


Do You Know It?

Do You Show It?

Is It Visible In the

Actions of Your

Students? Is It Visible Beyond

the Instructional

Space of Your

Classroom?


How do you help colleagues grow?• Provide feedback within the context of the teaching standards

– Promote

– Probe

– Push

Supporting Improvement

• Promote

– Identify behaviors or practices that were successful

• Probe

– Ask questions to better understand or confirm your understanding

• Push

– Ask questions to push or stretch


Do You Know It?

Do You Show It?

Is It Visible In Your

Students?

Is It Visible Beyond

Your Classroom

Walls?

Knowledge Action Interaction ExtensionPromote PushProbe

Thoughts... Questions… Ponderings…

Standard 6 Nuts & Bolts

Teacher Evaluation in North Carolina

Teacher Evaluation in North Carolina

• The North Carolina Educator Effectiveness System (NCEES) has six standards of performance for teachers and eight standards for principals.

• NC has a conjunctive model, meaning that teachers and principals must be proficient (or better) on all standards in order to receive an overall effectiveness rating. We do not average or index these standards.

• Unlike the observational standards, student growth (standard 6 for teacher, standard 8 for principals), requires three years of valid data in order to generate a rating

Standards 6 & 8 – The Basics

Teachers

1 65432Demonstrate Leadership

Establish Environment

KnowContent

Facilitate Learning

Reflect on Practice

Contribute to Academic

Success

Principals (and other Administrators)

1 65432 7 8Strategic Leadership

InstructionalLeadership

Cultural Leadership

Human Resource

Leadership

ManagerialLeadership

External Development

Leadership

Micro-political

Leadership

Academic Achievement

Leadership

3-Year Rolling Average Teacher

6 6 Contribute to Academic

Success

Contribute to Academic

Success61.0 + (-2.5) + 1.2

1.0Met Expected Growth

-2.5Did not meet Expected Growth


Rating from 2 years

ago

Rating from 1 year

ago

Rating from this year

Standard Standard Standard3

= -0.1 Met Expected Growth

3- year average rating on standard 6 for

determining status

Note: A similar methodology applies to principals as well.

Teacher Status

6 6 62 years

ago1 year

agoThisyear

Standards 1-5In the year

Standard 6Three year rolling average

and/or

Does Not Meet Expected Growth

Any rating lower than proficient

+ + / 3))1. In Need of Improvement



KnowContent

Facilitate Learning

Reflect on Practice

Teacher Status



and

Meets or Exceeds Expected Growth

Proficient or Higher on Standards 1 - 5

2. Effective



KnowContent

Facilitate Learning

Reflect on Practice

6 6 62 years

ago1 year

agoThisyear+ + / 3))

Teacher Status



and

Exceeds Expected Growth

Accomplished or Higher on Standards 1 - 5

3. Highly Effective

6 6 62 years

ago1 year

agoThisyear+ + / 3))



KnowContent

Facilitate Learning

Reflect on Practice

Teacher Status – First Status

•For all teachers and principals the first status (for a cohort) for Standard 6 or Standard 8 will be generated from the best two out of three valid Standard 6 or 8 ratings.

•School-level growth that has been assigned to a teacher as a result of a waiver (from NCFEs or ASW) will function as a valid Standard 6 rating.

•School-level growth that has been assigned as a result of a lack of data for a teacher (i.e., not from a waiver) will not count as a valid Standard 6 rating.

Status Scenarios

6 6 61.0Met Expected Growth



Rating from 2012-13

Rating from 2013-14

Rating from 2014-15

• Teacher has individual-level data for three years.

• Standard 6 from the 2013-14 school year is the lowest of the three ratings.

• Teacher’s Standard 6 status is 1.1 – “Meets Expected Growth”.

Status Scenarios




Rating from 2012-13

Rating from 2013-14

Rating from 2014-15

• Teacher has individual-level data for the first two years.

• The 2014-15 data is school-level growth from a waiver.

• Standard 6 from the 2013-14 school year is the lowest of the three ratings.

• Teacher’s Standard 6 status is 1.1 – “Meets Expected Growth”.

Status Scenarios




Rating from 2012-13

Rating from 2013-14

Rating from 2014-15

• Teacher has individual-level data for the final two years.

• The 2012-13 data is school-level growth because teacher did not have individual-level data.

• The teacher does not receive a status in the fall of 2015 because teacher does not have 3 years of valid data.

• First status in Fall 2016 (provided teacher has valid data in SY 2015-16).

Status Scenarios – Second Year




Rating from 2012-13

Rating from 2013-14

Rating from 2014-15

64.0Exceeded Expected Growth

Rating from 2015-16

• Teacher receives second status in fall of 2016.

• Rating from 2012-13 “rolls off”.

• Rating from 2013-14 returns to the rolling average (even though it was dropped from prior year’s calculation).

• Teacher’s status is “Meets Expected Growth” with an average of 0.9.

Synthesize

Paraphrase

Pair

Share

Professional Learning Opportunities

NCEES Webinars - Registration Links on NCEES Wiki

NCEES Process: Completing the Teacher ObservationJuly 21 @ 1:00 pm

NCEES Process: End of Year for Teacher and Principal Evaluations

July 23 @ 9:00 am

NCEES Process: Understanding Standard 6July 23 @ 1:00 pm

The Home Base Professional

Development Tool

Courses Offered by NC DPI

Accessing PD in Home Base

Models for implementation: maximizing learning opportunities

Districts and charters should determine which model best serves the needs of their educators and

can best be supported by available resources.

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

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

• LEA appointed on-site facilitator guides and monitors progress.

• Educators complete the module as a group.

• Participants work independently online and collaboratively face-to-face.

• Facilitator is present with the team during group meetings.

• Facilitator leads and coordinates discussions, implements timelines, sets beginning and end dates, and coordinates meetings.

• Face-to-face meetings can occur during PLC meetings, staff meetings, or department meetings, before and after school, during half-day sessions, or as decided by the LEA.

Cohort or PLC with online facilitator

Online facilitator

Cohort or PLC with online facilitator

• Similar to last model except that the facilitator and learners meet online not face-to-face.

• Districts provide facilitator and a means of online interaction.

• Communication can be– asynchronous manner (where participants do not have to be

present at the same time) Ex. Edmodo, LMS like Moodle, blogs wikis etc.

– synchronously (when the group meets in “real-time” on a regular, scheduled basis). Ex. Go-to-Meeting, Adobe Connect.

Cohort or PLC without a facilitator

Cohort or PLC without a facilitator

Though we strongly recommend using a facilitator to maximize learning from the modules….

• A group of educators can work together as a team.• Start and complete the module together. • Arrange for times to meet and hold group discussions.

Cohort or PLC with an online instructor

Cohort or PLC with an online instructor

• NCDPI will provide a section of the course.• Access to Moodle will be provided.• LEA must provide a trained and qualified

instructor for each section. • Instructor will be able to teach a separate

section of the module.• The instructor has the ability to customize the

modules somewhat through discussion forums and incorporation of more collaborative learning.

Course taught by an NCDPI instructor

DPI

Independent learning

State-level Titles in Catalogue

• Global Awareness• Differentiation• Understanding by Design• Teaching Standards• Executive Standards• Evaluation Process

Locating the Help Guides

Just Keep Scrolling

Self-paced Mini-module: Course #1906

Creating & Managing PD through Home Base

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

How Might the PD Tool Work for...

•Brainstorm ideas for future modules applicable across the

state.

•Brainstorm ways to implement the PD System within districts and charters.

District and Charter Ideas

• Align to/support strategic plan• Align to/support School Improvement Goals• “Just in Time” learning• Maintain a record of locally developed PD

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

Power Users● How do you use the PD System?

o What type(s) of courses are you implementing?● What challenges have you faced implementing the PD System?

o How have you addressed those challenges?

● Who is creating the courses?● What is your process for creating courses?● What challenges have you faced creating courses?

o How have you addressed these challenges?

Thank you!

using the north carolina educator evaluation rubric to support teacher growth

Documents

teacher rubric

principal rubric

rubric sample

ncees rubric

rubric measures

new teachers

teachers practice

teachers actions