Using the Online Evaluation Tool with Fidelity Mary Keel, Ed.D. Robin Loflin Smith, Ed.D. Region 2 Professional Development Leads

North Carolina Standard Course of Study Purpose To provide rationale for the move to the Common Core State and NC Essential Standards Provide introductory understanding of the NC Professional Teaching standards and the evaluation process To assist principals in using the online evaluation tool with fidelity

3 State Board of Education Mission Every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21 st Century. - Adopted August 2006

North Carolina Standard Course of Study NC Call for Change ACRE Phase I ACRE Phase II & Common Core 2010 Race to the Top (RttT) 2011: RttT Career & College: Ready, Set Go!

5

North Carolina Professional Teaching Standards These standards serve as the basis for teacher preparation, teacher evaluation, and professional development. 6

North Carolina Professional Teaching Standards STANDARD I: Teachers demonstrate leadership. STANDARD II: Teachers establish a respectful environment for a diverse population of students. STANDARD III: Teachers know the content they teach. STANDARD IV: Teacher facilitate learning for their students. STANDARD V: Teachers reflect on their practice. STANDARD VI: Teachers facilitate academic growth. 7

Financially literate Globally aware Environmentally literate Critical consumers of media Precise communicators 21 st Century Competence Novel, real-world problem solvers Ability to analyze and synthesize information in order to create meaning Ability to understand the interconnectedness of systems and content Problem- Solving Competence 8 Critical Competencies Addressed

5 Elements Teachers lead in the classroom Teachers lead in the school Teachers lead in the profession Teachers advocate for school and students Teachers demonstrate high ethical standards Standard 1: Teachers Demonstrate Leadership

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

“Get over the idea that only children should spend their time in study. Be a student so long as you have something to learn, and this will mean all of your life.” Henry L. Doherty Standard 3: Teachers Know the Content they Teach

Are the students learning what the teacher is teaching? How well are teachers using multiple indicators, both formative and summative, to evaluate student progress? How well are teachers embedding 21 st Century Skills into their daily instruction? Is technology being implemented in a way that it is promoting our students’ global competence? Standard 4: Teachers Facilitate Learning for Their Students

FORMATIVE ASSESSMENT Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to help students improve their achievement of intended instructional outcomes. The Council of Chief State School Officers (CCSSO, 2008)

4 Key Words: Process During Feedback Students

Statewide professional development in the use of formative assessment in the classroom

If the students are not getting it, what can I (the teacher) do differently? Standard 5: Teachers Reflect on Their Practice

Standard 6 Effective Teachers 17 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

North Carolina Teacher Evaluation Process 18

19 Standard 1: Teachers Demonstrate Leadership c. Teachers lead the teaching profession. Teachers strive to improve the teaching profession. They contribute to the establishment of positive working conditions in their school. They actively participate in and advocate for decision-making structures in education and government that take advantage of the expertise of teachers. Teachers promote growth for all educators and collaborate with their colleagues to improve the profession. DevelopingProficientAccomplishedDistinguished Not Demonstrated (Comment Required) □ Has knowledge of opportunities and the need for professional growth and begins to establish relationships with colleagues.... and Contributes to the: □ Improvement of the profession through professional growth. □ Establishment of positive working relationships □ School’s decision-making processes as required... and □ Promotes positive working relationships through professional growth activities and collaboration.... and □ Seeks opportunities to lead professional growth activities and decision- making processes.

Fair Formative rubrics Multiple measures to assess Basis for professional development plan 20 NC Educator Evaluation System

Based on: Leadership, teaching, learning Growth model Framework for 21 st Century Learning 21

Teacher Evaluation Process 22 STEP 1: Training and Orientation STEP 2: Self-Assessment, Goal Setting STEP 3: Observation Cycle (Administrative and Peer) STEP 4: Summary Evaluation and Goal Setting

STEP 1: Training and Orientation A.Rubric for evaluating North Carolina teachers B.State Board policy governing teacher evaluations C.A schedule for completing all the components of the evaluation process

Self-Assessment, Goals Individual self-assessment Professional Development Plan (PDP) STEP 2: Self-Assessment, Goal Setting

Observations Teacher’s years of experience Type of certificate Certificate renewal cycle Local school district policies 25 STEP 3: Observation Cycle (Administrative and Peer)

Summative Conference The teacher’s self-assessment The teacher’s most recent PDP Components of NC Teacher Evaluation Process Classroom observations Artifacts submitted or collected Other evidence of the teacher’s performance 26 STEP 4: Summary Evaluation and Goal Setting

Principal’s Responsibility Manage the process Know, understand the NCPTS Identify teacher’s strengths and areas for growth Ensure that the Teacher Summary Evaluation Report accurately reflects the teacher’s performance Develop and supervise implementation of action plans as appropriate

Developing Teacher demonstrated adequate growth toward achieving standard(s) during the period of performance, but did not demonstrate competence on the standard(s) of performance. 28

Proficient Teacher demonstrated basic competence on standard(s) of performance. **This is the minimum performance rating a beginning teacher must have for each of the standards in order to receive a Standard Professional II license at the end of three years. 29

Accomplished Teacher exceeded basic competence on standard(s) of performance most of the time. 30

Distinguished Teacher consistently and significantly exceeds basic competence on standard(s) of performance. 31

Probationary Teachers Principal must rate as “Proficient” on all five standards before recommending that teacher for career status. Process gives probationary teachers specific feedback to facilitate their growth 32

Beginning Teachers Must be rated “Proficient” on all standards to be eligible for Standard Professional 2 License Process gives new teachers specific feedback to facilitate their growth 33

Standards Activity Read the scenario Score the scenario based on the rating rubric Justify your rating by element and descriptor(s) Be prepared to share

Break

Welcome back! Let’s take a look at the evaluation instrument.

Rubric for Evaluating North Carolina Teachers

Rating with Fidelity

Log in If you don’t have your username and password…use the demo site. Username: principaldemo1 Password:

online-evaluation/principal-directions.pdf evaluation/ Use the Manuals for Assistance

Contact Information Questions about NC Educator Evaluation Tools? Contact PD Technical Support Questions? Contact Lisa Maxfield, (303) Questions about Standards? Contact the Training Materials

What parts of the presentation were helpful? What feedback do you have for the facilitators? What else do you need to know?To what extent do you feel prepared to manage the evaluation process? Exit Ticket

Starting the Process 1.Verify the Accuracy of Rosters 2.HR Submits Roster Changes to McRel 3.New UID # is Generated after New Hire Receives 1 st Paycheck 4. Online Evaluation Direction Manual NC Educator Evaluation System Icon > Products> 44

mxWeb > NCEES > Evaluation Manager Evaluations 45 Teacher Self-Assessment Pre-Observation Conference

46

47

Steps in the Process Observe the lesson Click on Observation Report Click on New Evaluation Icon Click on Calendar/Clock Icon (select date and click set) Click on Status Click on School Year (select term) Click on Drop-down Beside Start/End Time Complete Observation (save often) Click on Save and Done 48

Scoring the Teacher Summary Rating Form During Summary Evaluation Conference: Teacher’s Self Assessment Teacher’s Professional Growth Plan Classroom Observations Artifacts Other Evidence 49