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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.
Welcome Please mark each consensogram with a dot. Dots are being passed out. To be done as people are entering… My understanding of the Teacher Evaluation System Elementary/Middle/High/Other Teacher/Principal/Central Office/Other My understanding of 21st century skills

2 Understanding the NC Teacher Evaluation Process
Collaborative Conference for Student Achievement April 19, 2011

3 A Coherent Plan for Statewide Impact
Quality Standards and Assessment Turnaround of Lowest-Achieving Schools Build District & School Transformation Capacity Adopt Common Core Standards Great Teachers & Principals Improve Teacher and Principal Evaluation Processes Initiate Statewide Professional Development Support STEM Thematic Schools Network Transition to New Standards and Assessments Institute Regional Leadership Academies Deliver Virtual & Blended Classes Expand Teacher Recruitment and Licensure Programs Initiate Strategic Staffing Enhance Statewide Longitudinal Data System Develop Statewide Instructional Improvement System Data Systems to Improve Instruction

4 NC Standards for Teachers
Standard 1: Teachers demonstrate leadership Standard 2: Teachers establish a respectful environment for a diverse population of students Standard 3: Teachers know the content they teach Standard 4: Teachers facilitate learning for their students Standard 5: Teachers reflect on their practice Gallery 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 One Teachers demonstrate leadership Standard Two Teachers establish a respectful environment Standard Three Teachers know the content they teach Standard Four Teachers facilitate learning for their students Standard Five Teachers reflect on their practice Standard Six Teachers facilitate student academic growth

6 Effective Teachers Effective Teacher Highly Effective Teacher
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

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 leadership Standard 2: Teachers establish a respectful environment for a diverse population of students Standard 3: Teachers know the content they teach Standard 4: Teachers facilitate learning for their students Standard 5: Teachers reflect on their practice Gallery 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 students Teachers treat students as individuals.

12 WHAT WOULD IT LOOK LIKE IF….
Performance Rating Scale WHAT 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 performance Distinguished 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 Exceeded basic competence on standards for performance most of the time Accomplished Innovation + High Performance Demonstrated basic competence on standards of performance Proficient Solid, effective application + success Demonstrated adequate growth during the period of performance, but did not demonstrate competence on standard(s) of performance Developing Never demonstrated Skill not mature or unsuccessful 13

14 ELEMENT – Teachers plan instruction appropriate for their students
Descriptor Recognizes data sources important to planning instruction. Standard 4 – Teachers facilitate learning. Rating – developing Developing

15 ELEMENT- Teachers demonstrate high ethical standards
Descriptor Models 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 leadership Rating - Distinguished Distinguished

16 ELEMENT- Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults. Descriptor- Maintains a positive and nurturing learning environment. Standard 2 Accomplished Accomplished

17 Developing Proficient Accomplished Distinguished
Understands how they contribute to students graduating from high school Uses data to understand the skills and abilities of students Takes responsibility for the progress of students to ensure they graduate from high school Provides evidence of data driven instruction throughout all classroom activities Establishes 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 Wheeler Managing Director, Teacher Licensure Unit NCDPI

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 Learning A 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 Manual To help make the NC TEP (Teacher Evaluation Process) meaningful to early childhood educators in public and nonpublic school classrooms e.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 classrooms Across settings - Public and nonpublic settings Across grade levels - Pre-k and Kindergarten Across roles - Administrators, principals, teachers, mentors, evaluators, coaches and facilitators

21 Purpose of the Manual To be responsive to the expanding demand for early education and the expanding role of early childhood principals, administrators, and teachers As 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 Process Section III – Key Principles of Early Childhood Education Section IV – Resources for Professionals Section 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 Evaluators Section 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 Manual Contains brief descriptors of a variety of widely accepted early childhood teaching practices, organized by the Standards and Elements Samples not intended to provide a comprehensive list of all possible indicators of teaching quality in early childhood classrooms Helps early childhood teachers understand and interpret the ratings they receive Helps teachers plan topics for their Professional Learning Community meetings and studies

24 About Section V This section does not replace or substitute for any part of the NC TEP rubric. Evaluation ratings can only be made using the NC TEP rubric The 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 KSCOS Proficient teacher – consistently uses ELS or KSCOS Accomplished 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 the Resource Manual through NC DPI Publishing Item Code: KG116 Resource Manual for Administrators and Principals Supervising and Evaluating Teachers of Young Children

27 Activity: 21ST CENTURY LEARNING

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 manual Partnership for 21st Century Skills 29 29

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 Orientation STEP 2: Teacher Self-Assessment and Pre-Observation Conference STEP 4: Summary Evaluation Conference, Scoring the Teacher Summary Rating Form and Professional Development Plan STEP 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, 2011 https://mxweb.media-x.com/home/ncval/demo Username: principaldemo (#1-40) teacherdemo (#1-10) Password: Full use of the system required beginning July 2011 Show help documents Self-assessment PDP Observation Rubric Summary Rating Sheet Reports

34 Questions

35 Contact Information Questions Eliz Colbert – Yvette Stewart – NC Teaching Standards Commission Carolyn McKinney – Office of Early Learning Cindy Wheeler, Teacher Licensure Unit – Online Evaluation System demo site https://mxweb.media-x.com/home/ncval/demo


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