Presentation on theme: "Welcome Please mark each consensogram with a dot. Dots are being passed out."— Presentation transcript:
Welcome Please mark each consensogram with a dot. Dots are being passed out.
Understanding the NC Teacher Evaluation Process Collaborative Conference for Student Achievement April 19, 2011
A Coherent Plan for Statewide Impact Great Teachers & Principals Turnaround of Lowest-Achieving Schools Data Systems to Improve Instruction Build District & School Transformation Capacity Support STEM Thematic Schools Network Adopt Common Core Standards Transition to New Standards and Assessments Enhance Statewide Longitudinal Data System Develop Statewide Instructional Improvement System Improve Teacher and Principal Evaluation Processes Institute Regional Leadership Academies Expand Teacher Recruitment and Licensure Programs Initiate Strategic Staffing Deliver Virtual & Blended Classes Initiate Statewide Professional Development Quality Standards and Assessment
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 4
Adding Standard Six 5 Teachers demonstrate leadership Standard One Teachers establish a respectful environment Standard Two Teachers know the content they teach Standard Three Teachers facilitate learning for their students Standard Four Teachers reflect on their practice Standard Five Teachers facilitate student academic growth Standard Six
Effective Teachers 6 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
NC TEACHER EVALUATION Activity: Name That Element
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 8
Standard III – Teachers know the content that they teach. Teachers make instruction relevant to students.
Standard V- Teachers reflect on their practice. Teachers link professional growth to their professional goals.
Standard II- Teachers establish a respectful environment for a diverse population of students Teachers treat students as individuals.
WHAT WOULD IT LOOK LIKE IF…. Performance Rating Scale
13 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
ELEMENT – Teachers plan instruction appropriate for their students Descriptor Recognizes data sources important to planning instruction. Developing
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. Distinguished
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. Accomplished
DevelopingProficientAccomplishedDistinguished 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 21 st 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.
Using the Rubric to Evaluate Early Childhood Teachers Cindy Wheeler Managing Director, Teacher Licensure Unit NCDPI 18
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
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 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 childrens learning] can help make a stronger connection between early childhood experiences and later school success Purpose of 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 About the Manual
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 Section V: Samples to Help Illustrate the Standards and Elements for Early Childhood Classrooms
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 About Section V
Lets 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 childrens interests and choices Section V: Samples to Help Illustrate the Standards and Elements for Early Childhood Classrooms
http://www.ncpublicschools.org/publications/or dering/http://www.ncpublicschools.org/publications/or dering/ Item Code: KG116 Resource Manual for Administrators and Principals Supervising and Evaluating Teachers of Young Children To order a copy of the Resource Manual through NC DPI Publishing
21 ST CENTURY LEARNING Activity:
29 21 st Century Skills Framework www.P21.org Partnership for 21 st Century Skills
With a partner/group, discuss the 21 st 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.
TEACHER EVALUATION PROCESS Checking for Understanding:
STEP 1: Training and Orientation STEP 2: Teacher Self- Assessment and Pre-Observation Conference STEP 3: Observations and Post-Observation Conferences (Administrative/Peer) STEP 4: Summary Evaluation Conference, Scoring the Teacher Summary Rating Form and Professional Development Plan Teacher Evaluation Process 32
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: 123456 33
Contact Information Questions Eliz Colbert – firstname.lastname@example.org@dpi.state.nc.us Yvette Stewart – email@example.com@dpi.state.nc.us NC Teaching Standards Commission Carolyn McKinney – firstname.lastname@example.org@dpi.state.nc.us Office of Early Learning Cindy Wheeler, Teacher Licensure Unit – email@example.com firstname.lastname@example.org Online Evaluation System demo site https://mxweb.media-x.com/home/ncval/demo 35