Principals and Assistant Principals New to the NCEES Process September 28, 2012 North Carolina Educator Evaluation System

Today’s Presenters Paul Marshall Professional Development Consultant Region 5 Dr. Jody Cleven Professional Development Consultant Region 5

Wiki Resources

Our Agenda Welcome, Introductions, Agenda Overview Overview of the Standards Teacher Evaluation Process Ratings Online Evaluation Tool Answer Questions Complete the Ticket out the Door 4

Outcomes: Locate resources associated with the NCEES Understand the NC Professional Teaching Standards and the rubric for evaluating NC teachers Understand the process for evaluating teachers in NC Be able to navigate the online tool

NC 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 21st Century.”

Did you know that the NC Graduation Rate is the highest it has ever been?

Can We Agree? To be actively involved Value differences Agree to disagree Listen

Capacity Building Locate your area Introduce yourself Identify your challenge Find two experts Exchange information

Resources

Online Module-Phase I Modules

Wikicentral.ncdpi.wikispaces.net

NCEES.ncdpi.wikispaces.net

NC Professional Teaching Standards

Did you know that the NC Graduation Rate is the highest it has ever been?

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. 18

How do you see the 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: Teachers facilitate learning for their students. Standard V: Teachers reflect on their practice. Standard VI: Teachers contribute to the academic success of students

How do you see the Standards? Professional Teaching Standards URL teachingstandards.pdf

Standards 6 & 8

Growth Model Teachers Principals 6 Contribute to Academic Success Academic Achievement Leadership 8 Standard 6 is a measure of Growth 1/14/2016 page 22

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 1/14/2016 page 23

Teacher Ratings in ▲ School- wide EVAAS Growth Teacher EVAAS Growth 70% 30% Weighted Average Yearly Rating Does not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth Why is school-wide EVAAS growth included? To encourage collaboration and collective ownership of overall outcomes. Note: In , teachers without individual EVAAS growth will have school-wide growth for Standard 6. 6

Teacher Ratings in Yearly Rating Does not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth Sixth standard ratings available in two locations: 1.Rating only will be back-populated into the McREL tool and available to see on the 2011 – 2012 summary rating forms 2.Rating and component data available in EVAAS 6 Teacher-level EVAAS reports available by the end of September Teacher sixth standard ratings available by the end of October.

Status What is the difference between Ratings and Status? 1/14/2016 page 26

Status and Standard 6 An educator receives an effectiveness status only once they have 3 years of data on Standard 6 or 8 A 3-year rolling average of growth data from standard 6 or 8 is used as part of determining overall status 1/14/2016 page 27

3-Year Rolling Average 66 Contribute to Academic Success Met Expected Growth -2.5 Did not meet Expected Growth 1.2 Met Expected Growth Rating from Rating from Rating from Standard 3 =.2 Met Expected Growth 3- year average rating on standard 6 for determining status Note: A similar methodology applies to principals as well. Note: The values above represent values from the MRM model in EVAAS. 1/14/2016 page 28

Status So once a educator has a three-year average rating for Standard 6, how is status determined? 1/14/2016 page 29

Teacher Status In Need of Improvement Effective Highly Effective Standards 1-5 In the year Standard 6 Three-year rolling average years ago 1 year ago This year ++ / 3 ) ) Demonstrate Leadership Establish Environment Know Content Facilitate Learning Reflect on Practice Any rating lower than proficient And/Or Does Not Meet Expected Growth Proficient or Higher on Standards 1-5 And Meets or Exceeds Expected Growth Accomplis hed or Higher on Standards 1-5 And Exceeds Expected Growth

BREAK Return in 15 minutes. 34

Gallery Walk with the Standards With a partner, read each of the elements and descriptors. Read any feedback already written by others in the room. Do one of the following: – Write down a behavior that exemplifies this element. –Validate what someone else has written. –Add to what someone else has written.

Process for Evaluating Teachers

Principal’s Responsibility ManageKnowIdentifyEnsureSupervise

Teacher Evaluation Process 38 STEP 1: Training and Orientation STEP 2: Self-Assessment, Goal Setting and Pre-Conference STEP 3: Observation Cycle (Administrative and Peer) STEP 4: Summary Evaluation and Goal Setting

Component 1: Training Before participating in the evaluation process, all teachers, principals and peer evaluators must complete training on the evaluation process. Before Week 3 of School Year 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. STEP 1: Training and Orientation

Component 4: Pre-Observation Conference Before the first formal observation, the principal meets with the teacher to discuss: self- assessment, professional growth plan 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.

Rubric for Evaluating North Carolina Teachers

Within the 1 st nine weeks 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. STEP 3: Observation Cycle (Administrati ve 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

Annual Abbreviated Evaluation: Teachers contribute to the academic success of students. Standard Six Teachers facilitate learning for their students Standard Four Teachers demonstrate leadership. Standard One

Requirements for Abbreviated Evaluation: Self-Assessment Professional Development Plan Two Informal Observations Summary Evaluation Conference Summary Rating Form

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

Reflecting on Data How does your school compare to the district data? What trends do you see with your district’s data? These data represent only a portion of the educators employed by this local education agency. Not all teachers were evaluated during the If the number of individuals in a school is fewer than 5, then results are shown as a N/A.

School’s Data Which of the standards show the need for the most growth? Which standard do you need coaching in so you can help teachers grow whether its by PD or one-on-one assistance? Which standard do you need assistance in supervising?

Lunch

Scramble Time Pre-Conference Discussion Principal Electronic Signature Draft SMART Goals based on data Review data & Complete Self- Assessment Complete PDP Teacher Signature

Affinity Diagram Individually Consider the challenges/issues in using the process with fidelity Write one thought that comes to mind per sticky note

Affinity Diagram Whole Table Combine all sticky notes on the table Organize similar ideas. Label the categories. Identify two/three major ideas that emerged.

Challenges, Issues, and Solutions Sharing: Stixyboard

Ratings

Consistently and significantly exceeded basic competence Distinguished Exceeded basic competence most of the time Accomplished Demonstrated basic competence Proficient Demonstrated adequate growth toward achieving standards, but did not demonstrate basic competence Developing

Distinguished Consistently and significantly exceeded basic competence Accomplished Exceeded basic competence most of the time Proficient Demonstrated basic competence Developing Demonstrated adequate growth toward achieving standards, but did not demonstrate basic competence Image Credits:

Rating Teacher Behaviors With the standard and element(s) assigned to your table, work with your colleagues to place the teacher behavior sticky notes in the appropriate categories. Developing Proficient Accomplished Distinguished

Consistently and significantly exceeded basic competence Distinguished Exceeded basic competence most of the time Accomplished Demonstrated basic competence Proficient Demonstrated adequate growth toward achieving standards, but did not demonstrate basic competence Developing

Evaluation & Supervision Describe the relationship between supervision and evaluation.

Video Use standard IV and elements G & H? Rate the following lesson Discuss results of ratings

Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll. Element G

Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll. Element H

Online Tool

What The Teacher Does Check completion of training and orientation Self Assessment PDP

What The Admininstrator Does Sign off on PDP Arrange pre conference date Set date for observation Place notes in system Determine post observation date 66

Online Tool Practice Username: principaldemo1-40; teacherdemo1-40 Password: –Record of Teacher Evaluation Activities –Professional Development Plan –Create a New Observation

Exit Ticket After this session I feel…

Closure Please take a moment to answer the survey.

Contact Information Paul Marshall Professional Development Consultant Region 5 Dr. Jody Cleven Professional Development Consultant Region 5

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