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NORTH CAROLINA TEACHER EVALUATION PROCESS TRAINING Region 1 July, 2012.

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Presentation on theme: "NORTH CAROLINA TEACHER EVALUATION PROCESS TRAINING Region 1 July, 2012."— Presentation transcript:

1 NORTH CAROLINA TEACHER EVALUATION PROCESS TRAINING Region 1 July, 2012

2 Before We Begin… 2 Visit:  Add this wiki space to your favorites  Download and save the agenda and the presentation found under “Region 1 Events”

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4 Can We Agree?  To be actively involved  Value differences  Agree to disagree  Listen  Don’t take it personally  Be honest  Stay focused on established purpose and goals  Refrain from conducting side bar conversations

5 Introductions Your Name School System Your Role Identify 1 Professional Learning Goal for this Session

6 Housekeeping Parking Lot Penzu.com Breaks Reflection - Your input is essential and valued!

7 Our Agenda Our State School Board’s Mission Teacher Evaluation Process A Look at the Standards Answer Questions Reflection 7

8 8 State Board of Education’s Mission Statement The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century. Produce globally competitive students Be led by 21st century professionals Be governed and supported by 21st Century Systems Produce globally competitive students Be led by 21st century professionals Be governed and supported by 21st Century Systems

9 Let’s Review the Teacher Evaluation Process

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11 Component 1: Training Before 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

12 Component 4: Pre-Observation Conference Before the first formal observation, the principal meets with the teacher to discuss: self assessment, professional development plan, and 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-Assessment Using the Rubric, the teacher shall rate their performance and reflect on his or her performance throughout the year.

13 Self Assessment The purpose of the self assessment is allow educators to reflect on their practice, identifying their own professional strengths and areas of development. Your Self ‐ Assessment will lead directly into the development of your Professional Development Plan Goals. Lets Look at the Self Assessment. Go to McRel or look at manual: https://mxweb3.medix.com/home/ncval/demohttps://mxweb3.medix.com/home/ncval/demo

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15  The New Preliminary Professional Development Plan and Professional Development Plan are nearly identical.  The New Preliminary Professional Development Plan is created by the teacher.  The teacher and the administrator have the ability to add content to the form. The Professional Development Plan is created by the administrator. The teacher and the administrator have the ability to add content to the form. Professional Development Plans

16 Individual PDPMonitored PDPDirected PDP Rated “Proficient” or higher on all standards Rated “Developing” on one or more standards Rated “Not Demonstrated” on any standard or Rated “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 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)

17 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 1 st Nine Weeks STEP 3: Observation Cycle (Administrative and Peer) STEP 3: Observation Cycle (Administrative and Peer) Component 6: Post-Observation Conference The 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

18 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 Plans Individual 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

19 Rubric for Evaluating North Carolina Teachers Element Standard Indicators Rating Scale

20 20 Performance Rating Scale Developing Proficient Accomplished Distinguished Demonstrated adequate growth during the period of performance, but did not demonstrate competence on standard(s) of performance Demonstrated basic competence on standards of performance Exceeded basic competence on standards for performance most of the time Consistently and significantly exceeded basic competence on standards of performance Not Demonstrated Did not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance *Requires documentation Knowledge and skills replicated Exemplar of performance Innovation + High Performance Skill not mature or unsuccessful Solid, effective application + success Never demonstrated

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22 The developing teacher tells The proficient teacher explains The accomplished teacher demonstrates The distinguished teacher inspires 22

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24 Let’s Summarize

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26 20 th Century vs. 21 st Century Teacher Centered Students work in isolation Memorizing facts Textbook Driven Student Centered Students work collaboratively Solving Problems Research Driven 26

27 Exploring 21 st Century Student Attributes Sit with your preferred level –Elementary Future Ready Elementary Student “Nicky” –Middle Future Ready Middle School Student –High Future Read Graduate Choose at least 3 attributes found on your 21 st Century Learner Discuss the “teaching” necessary to develop each attribute (What would you see in the classroom?) Creatively Chart your response.

28 North Carolina Professional Teaching Standards 28

29 Focusing on the “Why” So why is the State focusing on educator effectiveness in the face of so many other changes? NC is implementing a new curriculum, new assessments, new technology tools to improve instruction, new ways of engaging students, and the list goes on Because all our efforts in other areas depend on an effective teacher in every classroom and an effective leader in every school building!

30 30 The Standards and Evaluation System Formative, Growth Data- driven PD Alignment

31 Standard I Teachers Demonstrate Leadership

32 5 Elements classroomTeachers lead in the classroom schoolTeachers lead in the school professionTeachers lead in the profession advocateTeachers advocate for school and students ethicalTeachers demonstrate high ethical standards Leadership Standard 1 Teachers Demonstrate Leadership

33 33 Carousel Assessment In what ways can a teacher model or demonstrate teacher leadership in the classroom, school and the teaching profession?  Count off by three’s  Go to the numbered poster  Identify a recorder  Record your answer to the question above  Move to the next poster when you hear the signal

34 Ms. Noonan Managing Transitions https://www.teachingchannel.org/videos/managing-transitions

35 Standard II Teachers Establish a Respectful Environment for a Diverse Population of Students

36 5 Elements relationshipTeachers provide an environment with a positive, nurturing relationship embrace diversityTeachers embrace diversity in school and world individualsTeachers treat students as individuals adaptTeachers adapt their teaching for the benefit of students with special needs collaboratively with familiesTeachers work collaboratively with families Standard 2 Teachers Establish a Respectful Environment for a Diverse Population of Students

37 Universal Design for Learning at a Glance

38 Six-Step Partner Share Walk 6 steps, find a colleague:  Share one strategy you have seen or done that models an environment that is inviting, respectful, supportive, inclusive and flexible. When time is called, go to a second person:  Share one strategy for maintaining high expectations for students.

39 Standard 2 Teachers establish a respectful environment for a diverse population of students Element: A.Provide an environment in which each child has a positive nurturing relationship with caring adults B.Embrace diversity in the school community and in the world C.Treat students as individuals D.Adapt their teaching for the benefit of students with special needs E.Work collaboratively with the families and significant adults in the lives of their students Reflective Question: Record your answer in your Penzu or turn to a table buddy and discuss. Do you have any ideas for involving those hard to get parents in a project with your class?

40 Standard III Teachers know the content they teach

41 4 Elements Teachers align their instruction with the NCSCS Teachers know the content appropriate to their teaching specialty Teachers recognize the interconnectedness of content areas/ disciplines Teachers make instruction relevant to students Standard 3 Teachers Know the Content they Teach

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43 Standard 3 Teachers know the content they teach Element: A.Align their instruction with the NCSCS B.Know the content appropriate to their teaching specialty C.Recognize the interconnectedness of content areas/ disciplines D.Make instruction relevant to students How will you integrate literacy skills into all content areas? Reflective Question: Record your answer in your Penzu or turn to a table buddy and discuss.

44 Standard IV Teachers Facilitate Learning for their Students

45 Standard 4 Teachers Facilitate Learning for their Students 8 Elements intellectual, physical, social, and emotional developmentTeachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students appropriateTeachers plan instruction appropriate for their students variety of instructional methodsTeachers use a variety of instructional methods technologyTeachers integrate and utilize technology in their instruction

46 Continued Standard 4 critical thinking and problem solving skillsTeachers help students develop critical thinking and problem solving skills leadership qualitiesTeachers help students work in teams and develop leadership qualities communicate effectivelyTeachers communicate effectively variety of methods to assessTeachers use a variety of methods to assess what each student has learned

47 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 47

48 Standard V Teachers Reflect on their Practice

49 Standard 5 Teachers Reflect on Their Practice 3 Elements analyze student learningTeachers analyze student learning link professional growthTeachers link professional growth to their professional goals function effectivelyTeachers function effectively in a complex, dynamic environment

50 4 Questions to Think About 1.What do we want students to learn? 2.How will we know if they have learned it? 3.How will we respond when they don’t learn it? 4.How will we respond when they already know it? Summer Institute Rebecca DuFour

51 Standard VI Teachers Contribute to the Academic Success of Students

52 Standard 6 is a measure of Growth

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54 Teacher Ratings Categories Teachers Demonstrate Leadership Establish Environment Know Content Facilitate Learning Reflect on Practice Contribute to Academic Success 5 Rating Categories Not Demonstrated Developing Proficient Accomplished Distinguished 3 Rating Categories Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth

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56 Key Notes

57 What is the difference between ratings and a status?

58 RatingStatus

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60 Teachers

61 What will teachers see?

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63 Remember Status and Standard VI An educator receives an effectiveness status only when he or she has 3 years of data on standard 6 A 3-year rolling average of growth data from standard 6 is used as part of determining overall status

64 Beginning Teachers Effective 2010–2011, beginning teachers 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.

65 Reflection Answer each question using your Penzu journal  How will you use feedback from your observations to improve your practice?  What artifacts demonstrate the ways you are a reflective practitioner?

66 Need Professional Development? New NC DPI Online Modules  Connecting with Our 21 st Century Learners  Introduction to Data Literacy  NC School Executive Standards and Evaluation Process  Digital Literacies in the K-12 Classroom  Understanding the Young Student Behavior in the Classroom  Literacy in History/Social Studies, Science, and Technical Subjects Additional modules:  The North Carolina Educator Evaluation System; Online Tutorials for Administrators  NC FALCON: Student Ownership modules  The North Carolina Professional Teaching Standards NC Education site (You will need an NC Education account to enroll https://center.ncsu.edu/nc/course/category.php?id=33281

67 Let’s Practice with the Online Tool 67 McRel Demo Site: https://mxweb3.medix.com/home/ncval/demo/ https://mxweb3.medix.com/home/ncval/demo/ North Carolina Educator Evaluation System Wiki: Teacher Booklet: https://mxweb.media- x.com/home/ncval/help/ _NCteacherbooklet.pdf Other Resources:

68 Session Evaluation Visit: Complete the evaluation/session reflection by clicking on the link found on the bottom of the agenda. Your feedback is important to us!

69 Contact Information Beth Edwards, PD Consultant, Region 1 (252) Dianne Meiggs, PD Consultant, Region 1 (252) Abbey Futrell, PD Consultant, Region 1 (252)


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