1. 1 Update on Teacher Effectiveness July 25, 2011 Dr. Rebecca Garland Chief Academic Officer

2. Policy Agenda 1.Aggregation of Standards for Federal Reporting 2.Sixth and Eighth Standards 3.Annual Evaluation Requirement and Abbreviated Evaluation Option 4.Student Surveys 2

3. 3 Aggregation of Standards for Federal Reporting

4. U.S. Department of Education Requirement: States must report on the percentage of teachers and principals that fall into each category of their evaluation instruments. 4

5. NC Department of Public Instruction Response: Can North Carolina report on the percentage of teachers/principals that fall into each category on each standard of their respective evaluation instruments? 5

6. Outcome: North Carolina must aggregate ratings on individual standards to report one rating per teacher or principal. 6

7. Decision: For the 2010 – 2011 school year, the NCDPI will use the median to aggregate standards for teachers and principals. This information will be linked to the school report cards. Data will be reported in the aggregate, not at the individual level. 7

8. 8 Sixth and Eighth Standards

9. Federal Shift in Focus Highly Qualified Effective Teaching AYP Waivers –Teacher Evaluations Reported –Support to Low Performing Schools –College Ready Standards 9

10. 10 Teacher Evaluation Standards: 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

11. How to Capture Student Performance Delaware – 50% Tennessee – 35%? North Carolina – Proficient in all standards 11

12. 12 New Teacher Evaluation Process 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 contribute to the academic success of students Standard Six

13. Sixth Standard for Teachers: TEACHERS CONTRIBUTE TO THE ACADEMIC SUCCESS OF STUDENTS. The work of the teacher results in acceptable, measurable progress for students based on established performance expectations using appropriate data to demonstrate growth. 13

14. 14 Principal Evaluation Standards: Strategic Leadership Standard One Instructional Leadership Standard Two Cultural Leadership Standard Three Human Resource Leadership Standard Four Managerial Leadership Standard Five External Development Leadership Standard Six Micropolitical Leadership Standard Seven

15. 15 Principal Evaluation Standards: Strategic Leadership Standard One Instructional Leadership Standard Two Cultural Leadership Standard Three Human Resource Leadership Standard Four Managerial Leadership Standard Five External Development Leadership Standard Six Micropolitical Leadership Standard Seven

16. Eighth Standard for Principals: ACADEMIC ACHIEVEMENT LEADERSHIP Summary: School executives will contribute to the academic success of students. The work of the school executive will result in acceptable, measurable progress for students based on established performance expectations using appropriate data to demonstrate growth. 16

17. Issues for Consideration: 17 The measures of growth used to rank a teacher on the sixth standard. Under Consideration : combination of team, individual, and school value-added measures.

18. 18 Annual Evaluation Requirement and Abbreviated Evaluation

19. Reasons for Annual Evaluation: Required for school districts that accepted funding through the American Recovery and Reinvestment Act (all districts in NC). Required for all school districts and charter schools that accepted funding from Race to the Top (all districts and group of charters). 19

20. Annual Evaluation: Each local board shall require career teachers to be evaluated annually. The annual evaluation requirements shall be met by either: (1) Using the Teacher Evaluation Process as set forth in 16 NCAC 6C.0503; or (2) Using an abbreviated evaluation consisting of Standards (One), Four, and Six of the Teacher Evaluation Process. 20

21. Concerns about Annual Evaluation: The new evaluation instrument is more thorough and specific, and, therefore, takes longer for evaluators to complete. The budget reduced the number of assistant principals. Principals may not have time to complete the entire evaluation process for all staff members. 21

22. 22 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

23. Student Surveys: Student surveys can play a role in professional development for teachers, teacher evaluation, and school improvement. These surveys also capture specific teacher behaviors that lead to student success, which can be useful formative information for the professional development process. 23

24. Assessments for Non-Tested Areas: Work groups of teachers will vet potential assessment items for inclusion on measures of growth for all non-tested subjects and grades. Work groups will be created and receive initial training this summer. 24

25. Technical Assistance: The NCDPI will release a request for proposals for technical assistance on 25 Selecting a growth model, Combining individual, team, and school- wide value-added measures in the sixth standard, and Entering data from new assessments in non- tested subjects into the growth model

26. 26 The Work Ahead: Professional Development Developing a Model Implementing a Model

27. Preparing our Teachers Professional development for current teachers Collaboration with Teacher Education programs Collaboration with partners –Teach for America –UNC-GA 27

28. Tools and training, blending online and face-to-face learning experiences to help educators increase effectiveness and transition to new standards and assessments. Included are the creation of instructional toolkits, NC Falcon formative assessment training modules, new standards roll-out, using data to make decisions and Response to Instruction. Professional Development D5 RttT

29. Components of Preparation Professional Development on Common Core and Essential Standards Professional Development on Pedagogy Professional Development on How to Improve on Performance on Teaching Standards 29

30. Agenda- Summer Institutes CONTENT (K-5, 6-12, and K-12 areas) PROCESS (Team Planning, Implementation Guidance, Developing Local Curricula) RESOURCES (Best Practices and Implementation Guide, Online Modules, Integrating Technology, Instructional Toolkits, etc.) 30

31. Additional Modules Understanding the Standards NC FALCON Developing Local Curricula NC Professional Teaching Standards Revised Bloom’s Taxonomy June 24 July 6 July 19 Fall 31

32. LEA PD Lead LEA PD Lead LEA PD Lead LEA PD Lead LEA PD Lead LEA PD Lead LEA PD Lead LEA PD Lead LEA PD Lead LEA PD Lead LEA PD Lead LEA PD Lead RttT Professional Development Lead Kenan Fellow Regional Lead RESA Director DPI Instructional Technology Coach DPI Curriculum Staff Regional Education Facilitator (Teacher on Loan) 32 Coaching Structure Key Partners

33. 33 Additiona l Support wikis chats forums blogs

34. Level 1: Reaction to Learning Experience Level 1: Reaction to Learning Experience Level 2: Demonstration of Learning Level 2: Demonstration of Learning Level 4: Evolved Practices and Behaviors on Site Level 4: Evolved Practices and Behaviors on Site Level 5: New Leader and Student Outcomes Level 5: New Leader and Student Outcomes Level 3: Organizational Support (Behaviors, Practices, Policies) Level 3: Organizational Support (Behaviors, Practices, Policies) The Work Adapted from Guskey, 2000, pp. 79-81 Guskey’s Framework: Five Levels 34

35. Evaluating Professional Development Immediately Following Participation 30 – 60 Days After Participation 1-2 Years After Participation Participant Reaction to Learning (Guskey Level 1) Leadership Competency (Guskey Level 2) Knowledge (Guskey Level 2) Impact of Climate on Implementation (Guskey Level 3) Action Plan Progress (Guskey Level 4) Level of Use (Guskey Level 4) Impact on Conditions for Teaching & Learning (Guskey Level 5A) Impact on Student Performance (Guskey Level 5B) 35

36. Current Work on Teacher Effectiveness funded by Gates The Met Project - including Student Surveys 36

37. Student perspectives can help guide: teachers as they work to improve; leaders as they set professional development priorities for teachers; coaches and mentors in supporting teachers; higher education institutions as they develop teacher training programs.