Presentation on theme: "Please mark each consensogram with a dot. Dots are being passed out."— Presentation transcript:
1 Please mark each consensogram with a dot. Dots are being passed out. WelcomePlease mark each consensogram with a dot. Dots are being passed out.To be done as people are entering…My understanding of the Teacher Evaluation SystemElementary/Middle/High/OtherTeacher/Principal/Central Office/OtherMy understanding of 21st century skills
2 Understanding the NC Teacher Evaluation Process Collaborative Conference for Student AchievementApril 19, 2011
3 A Coherent Plan for Statewide Impact Quality Standards and AssessmentTurnaround of Lowest-Achieving SchoolsBuild District & School Transformation CapacityAdopt Common Core StandardsGreat Teachers & PrincipalsImprove Teacher and Principal Evaluation ProcessesInitiate Statewide Professional DevelopmentSupport STEM Thematic Schools NetworkTransition to New Standards and AssessmentsInstitute Regional Leadership AcademiesDeliver Virtual & Blended ClassesExpand Teacher Recruitment and Licensure ProgramsInitiate Strategic StaffingEnhance Statewide Longitudinal Data SystemDevelop Statewide Instructional Improvement SystemData Systems to Improve Instruction
4 NC Standards for Teachers Standard 1: Teachers demonstrate leadershipStandard 2: Teachers establish a respectful environment for a diverse population of studentsStandard 3: Teachers know the content they teachStandard 4: Teachers facilitate learning for their studentsStandard 5: Teachers reflect on their practiceGallery walk to review… charts around the room with standards..each pair/trio add what they know about standard; discuss and move in a fixed way. When return to first chart you started, then that is chart your group will teach.
5 Adding Standard Six Standard Six Standard Three Standard OneTeachers demonstrate leadershipStandard TwoTeachers establish a respectful environmentStandard ThreeTeachers know the content they teachStandard FourTeachers facilitate learning for their studentsStandard FiveTeachers reflect on their practiceStandard SixTeachers facilitate student academic growth
6 Effective Teachers Effective Teacher Highly Effective Teacher Student Growth Meets ExpectationsProficient or Higher on All StandardsEffective TeacherStudent Growth Exceeds Expected GrowthAccomplished or Higher on All StandardsHighly Effective Teacher
7 Activity: Name That Element NC TEACHER EVALUATION Using a piece of paper given, participants will mark their best guess of what standard each descriptor represents when read.Based on descriptors from Teacher Evaluation rubric, ask audience to share their thoughts about why they think that falls under their answer.
8 NC Standards for Teachers Standard 1: Teachers demonstrate leadershipStandard 2: Teachers establish a respectful environment for a diverse population of studentsStandard 3: Teachers know the content they teachStandard 4: Teachers facilitate learning for their studentsStandard 5: Teachers reflect on their practiceGallery walk to review… charts around the room with standards..each pair/trio add what they know about standard; discuss and move in a fixed way. When return to first chart you started, then that is chart your group will teach.
9 Standard III – Teachers know the content that they teach. Teachers make instruction relevant to students.Standard 3 – know content
10 Standard V- Teachers reflect on their practice. Teachers link professional growth to their professional goals.
11 Teachers treat students as individuals. Standard II- Teachers establish a respectful environment for a diverse population of studentsTeachers treat students as individuals.
12 WHAT WOULD IT LOOK LIKE IF…. Performance Rating ScaleWHAT WOULD IT LOOK LIKE IF….First explain the performance continuum on the next slide and check for understanding. Explain this exercise:Using the same descriptors we discussed in the earlier activity, decide what level on the performance rating scale it would fall under and why.Share actual answers (as an example) on next slide.
13 Performance Rating Scale Consistently and significantly exceeded basic competence on standards of performanceDistinguishedNot DemonstratedDid not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance*Requires documentationKnowledge and skills replicatedExemplar of performanceExceeded basic competence on standards for performance most of the timeAccomplishedInnovation + High PerformanceDemonstrated basic competence on standards of performanceProficientSolid, effective application + successDemonstrated adequate growth during the period of performance, but did not demonstrate competence on standard(s) of performanceDevelopingNever demonstratedSkill not mature or unsuccessful13
14 ELEMENT – Teachers plan instruction appropriate for their students DescriptorRecognizes data sources important to planning instruction.Standard 4 – Teachers facilitate learning.Rating – developingDeveloping
15 ELEMENT- Teachers demonstrate high ethical standards DescriptorModels the tenets of the Code of Ethics for North Carolina Educators and the Standards for Professional Conduct and encourages others to do the same.Standard 1 – Teachers demonstrate leadershipRating - DistinguishedDistinguished
16 ELEMENT- Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults.Descriptor-Maintains a positive and nurturing learningenvironment.Standard 2AccomplishedAccomplished
17 Developing Proficient Accomplished Distinguished Understands how they contribute to students graduating from high schoolUses data to understand the skills and abilities of studentsTakes responsibility for the progress of students to ensure they graduate from high schoolProvides evidence of data driven instruction throughout all classroom activitiesEstablishes a safe and orderly classroom.Communicates to students the vision of being prepared for life in the 21st Century.Evaluates student progress using a variety of assessment data.Creates a classroom that empowers students to collaborate.Encourages students to take responsibility for their own learning.Uses classroom assessment data to inform program planning.Empowers and encourages students to create and maintain a safe and supportive school and community environment.
18 Using the Rubric to Evaluate Early Childhood Teachers Cindy WheelerManaging Director, Teacher Licensure UnitNCDPI
19 Resource Manual for Administrators and Principals Supervising and Evaluating Teachers of Young Children Richard Lambert, Bobbie Rowland, and Heather Taylor UNC Charlotte, Center for Educational Measurement and Evaluation Cindy Wheeler – NC DPI, Office of Early LearningA Supplementary Manual to Support the Evaluation of Teachers of Young Children, Specifically Pre-K and Kindergarten Teachers Who are Required to Hold and Maintain a NC Teaching License, While Teaching in Public or Nonpublic Schools
20 Purpose of the ManualTo help make the NC TEP (Teacher Evaluation Process) meaningful to early childhood educators in public and nonpublic school classroomse.g., how to translate the North Carolina Professional Teaching Standards & Elements into indicators of high quality teaching in early childhood classrooms (preschool through Kindergarten)To illustrate how the NC TEP can be used to promote the professional development of early childhood teachers (e.g., self-assessment process, Professional Learning Communities)To outline the procedures and identify resources for using the NC TEP with early childhood teachers in public and nonpublic classroomsAcross settings - Public and nonpublic settingsAcross grade levels - Pre-k and KindergartenAcross roles - Administrators, principals, teachers, mentors, evaluators, coaches and facilitators
21 Purpose of the ManualTo be responsive to the expanding demand for early education and the expanding role of early childhood principals, administrators, and teachersAs society expects more from early childhood education, and families are seeking high quality early education experiences for their children that are based on current research, the field is focusing on quality improvement (teacher effectiveness and child learning)Quality improvement [that focuses on teacher effectiveness and impacts to children’s learning] can help make a stronger connection between early childhood experiences and later school success
22 About the Manual Section I – Introduction & Purpose Section II – Overview of the Evaluation ProcessSection III – Key Principles of Early Childhood EducationSection IV – Resources for ProfessionalsSection V – Samples to Help Illustrate the Standards & Elements for Early Childhood Classrooms (Teacher Behaviors, Child Behaviors, Classroom Conditions, and Artifacts)Section VI – The Big Picture: Tips for EvaluatorsSection VII – Evidence Summary Sheets
23 Section V: Samples to Help Illustrate the Standards and Elements for Early Childhood Classrooms Presents sample teacher behaviors, child behaviors, classroom conditions, and artifacts that help illustrate the Standards and Elements for early childhood classrooms – Meat of the ManualContains brief descriptors of a variety of widely accepted early childhood teaching practices, organized by the Standards and ElementsSamples not intended to provide a comprehensive list of all possible indicators of teaching quality in early childhood classroomsHelps early childhood teachers understand and interpret the ratings they receiveHelps teachers plan topics for their Professional Learning Community meetings and studies
24 About Section VThis section does not replace or substitute for any part of the NC TEP rubric.Evaluation ratings can only be made using the NC TEP rubricThe sample teacher behaviors, child behaviors, classroom conditions, and artifacts are not intended to be transformed into a checklist of any kind, but are useful for collecting evidences to support ratings
25 Section V: Samples to Help Illustrate the Standards and Elements for Early Childhood Classrooms Let’s look at Standard III – TEACHERS KNOW THE CONTENT THEY TEACH, Element III A:Teachers align instruction with Foundations Early Learning Standards and/or Kindergarten Standard Course of Study (KSCOS)Developing teacher – demonstrates an awareness of ELS or KSCOSProficient teacher – consistently uses ELS or KSCOSAccomplished teacher – examples?Distinguished teacher – examples?Artifacts: teacher uses charts, posters in the classroom to indicate children’s interests and choices
26 Resource Manual through NC DPI Publishing To order a copy of theResource Manual through NC DPI PublishingItem Code: KG116 Resource Manual for Administrators and Principals Supervising and Evaluating Teachers of Young Children
28 Attributes of a future ready graduate – what do you see here Attributes of a future ready graduate – what do you see here? Are these currently reflected in your classroom? In your school? Could be rhetorical question
29 21st Century Skills Framework Refer to pages 12 – 16 in the manualPartnership for 21st Century Skills2929
30 With a partner/group, discuss the 21st Century topic/outcome on the index card at your table. Be prepared to present an example of how a teacher can demonstrate understanding of the topic/outcome and communicate that understanding to students.May reference pages 14-15
31 TEACHER EVALUATION PROCESS Checking for Understanding:TEACHER EVALUATION PROCESS
32 Teacher Evaluation Process STEP 1:Training and OrientationSTEP 2:Teacher Self-Assessment and Pre-Observation ConferenceSTEP 4:Summary Evaluation Conference, Scoring the Teacher Summary Rating Form and Professional Development PlanSTEP 3:Observations and Post-Observation Conferences(Administrative/Peer)Review process; all along the way the teachers is asked to provide artifacts and evidences that document progress on the standards; evaluation process is based on an acedmic years worth of growth and not just a moment in time observation.
33 https://mxweb.media-x.com/home/ncval/demo NCEES Online Tool the entire observation process will be paperless as of July 1, 2011https://mxweb.media-x.com/home/ncval/demoUsername: principaldemo (#1-40)teacherdemo (#1-10)Password:Full use of the system required beginning July 2011Show help documentsSelf-assessmentPDPObservation RubricSummary Rating SheetReports
35 Contact InformationQuestionsEliz Colbert –Yvette Stewart –NC Teaching Standards CommissionCarolyn McKinney –Office of Early LearningCindy Wheeler, Teacher Licensure Unit –Online Evaluation System demo sitehttps://mxweb.media-x.com/home/ncval/demo