1. Standard VI Teachers Contribute to the Academic Success of Students

2. Overview The central focus of READY is improving student learning... by enabling and ensuring great teaching. 7/1/2016 page 2

3. What is our goal? Student Readiness Achievement and growth for all students Great Teachers and Leaders An effective teacher in every classroom and leader in every school Before Teaching and Leading Develop effective teachers and leaders in preparation programs During Teaching and Leading Use meaningful evaluation and professional development to increase effectiveness of teachers and leaders 7/1/2016 page 3

4. Teacher Ratings Categories Teachers 165432 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

5. Online Tool Reports

6. Available Reports

7. Overall Observation Report

8. Record of Teacher Evaluation Activities

9. Summary Report

10. Standard 4: Teachers Facilitate Learning for Students

11. Artifact Report

12. Rubric Report

13. Evaluation Comparison Chart

14. https://mxweb3.media-x.com/home/ncval/demo/ Username: principaldemo9 Password: 123456

15. Solo Practice Log into the demo site or the live online tools Review the reports What conclusions can you make from the data as it relates to district/school/teacher EVAAS data? https://mxweb3.media-x.com/home/ncval/demo/ Username: principaldemo15 Password: 123456

16. What do we need? Standard 6 and 8 We need a state-adopted growth model and a fair 6 & 8 rating strategy Status We need an overall method to determine educator effectiveness status Measures of Student Learning (MSLs) For those grades and subjects that are currently non- tested, we need ways to measure growth Observation + Other Measures 7/1/2016 page 16

17. Standard 6 is a measure of Growth

20. Teacher Ratings Categories Teachers 165432 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

21. Key Notes

22. Ratings Teachers 165432 Demonstrate Leadership Establish Environment Know Content Facilitate Learning Reflect on Practice Contribute to Academic Success 5 Rating Categories3 Ratings Categories Why the difference? Identifying only three rating categories on standard 6 & 8 improves certainty of categorization.

23. What is the difference between ratings and a status?

24. RatingStatus

26. Three Years of Data 7/1/2016 page 26 Any three years of data attributable to a teacher or principal will be combined and used: Any grades Any subjects Any schools Any districts The three years of data do not start until they are specific to that teacher and his or her students

27. Status The Three Status Categories are 1.In Need of Improvement 2.Effective 3.Highly Effective 7/1/2016 page 27

28. Teacher Status In Need of Improvement Effective Highly Effective Standards 1-5 In the year Standard 6 Three-year rolling average 666 2 years ago 1 year ago This year ++ / 3 ) ) 15432 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

29. What will teachers see?

33. Detail on the Sixth Standard Rating

34. Measures of Student Learning Measures of Student Learning are being designed for non-tested subjects for district use to populated Standard 6 7/1/2016 page 34

35. NC’s experienced teachers know their students and their content NC teachers are best-qualified to provide input on meaningful assessment of currently non-tested grades and subjects Valid measures of what students know and are able to do will likely exceed traditional multiple- choice assessment Guiding Principles 7/1/2016 page 35

36. Measures of what students know and are able to do after completing a course or grade Tightly linked to the instruction that a teacher delivers One part of how North Carolina will evaluate the effectiveness of its teachers Similar to the common summative assessments that many districts already have in place What MSLs Are 7/1/2016 page 36

37. Multiple-choice standardized exams for all areas of the Standard Course of Study Assessments that need to be delivered with the same level of security as EOCs and EOGs Designed without teacher input The only source of data used to make decisions about a teacher’s effectiveness Part of the school accountability model What MSLs Are Not 7/1/2016 page 37