1. Teacher PDP for the 2012-13 School Year
Joyce Gardner
Professional Development Consultant
DPI: Region 8
OPENING SLIDE---on “Show my Screen” at beginning of session.

2. URLs for PDP http://ncees.ncdpi.wikispaces.net/Webinar+Archive
 NC Educator Evaluation System (NCEES)
SMART Goal Activity
McREL Demo Site
principaldemo
teacherdemo
 NC Educator Evaluation System (NCEES)
State Board of Education Policy on Evaluation
SMART Goal Activity
McREL Demo Site
principaldemo
Teacherdemo
Live Survey Link

3. NCDPI Educator Recruitment & Development
Joyce Gardner,
Professional Development
Consultant
Region 8
Eliz Colbert, Ed.D
Lead Professional Development
Consultant
Robert Sox,
Professional Development Consultant
OPENING SLIDE---on “Show my Screen” at beginning of session.
We are members of the Educator Recruitment and Development Division at DPI.  This session will be an opportunity to review the process for designing a Professional Development Plan as well as share strategies for supporting teachers in writing goals in the PDP in SMART goal formatting.

4. NCEES Consultant
Kim Simmons North Carolina Educator Evaluation System Consultant
Kim Simmons is the North Carolina Educator Evaluation System (NCEES) Consultant for the evaluation process.  Kim leads this process and will target her work on the North Carolina Educator Evaluation System.

5. Each Region of North Carolina has been assigned one or two Professional Development Consultants who can also support and provide training for you as you work with the North Carolina Educator Evaluation System. Please contact the Professional Development Consultants in your region if you need face to face support or training.

6. NC Educator Evaluation System (NCEES) Wiki
You may access the webinar and other materials related to the NC Educator Evaluation System for future use by visiting our NCEES Wiki at
Please bookmark the wiki and visit the wiki frequently to get all the latest updates. This is a public wiki, so you do not have to request membership to access this wiki. Now, we will give you an overview of the agenda and intended outcomes for this webinar.

7. Outcomes
Review NCEES evaluation cycle and Teacher Self-Assessment
Formulate SMART Goals using Teacher Summary Rating Form and Teacher Self-Assessment
Review process for assigning a mentor
Review the Preliminary PDP and review signature process for teacher, evaluator, and mentor
Discuss Rollover PDP
Discuss PDP revisions in online tool effective April, 2012
We will begin with a review of the evaluation cycle and the artifacts that teachers may find useful when setting SMART goals to include in the PDP. Information about formulating high quality SMART goals will be provided to guide you in supporting the teacher when completing the PDP. As an instructional leader, you have the opportunity during this webinar to learn techniques for developing SMART goals that can be modeled for teachers in support of goal development and attainment. We will review the process for assigning a mentor, developing a New Preliminary PDP, as well as provide a review of rollover PDPs. We will review the signature/authentication process for the PDP will be reviewed as well as the 3 levels of support within the PDP andshare the latest updates to the online PDP.

8. Review of the Evaluation Process
This webinar will focus on parts of Step 2 and Step 4 of the Teacher Evaluation Process, creating the Professional Development Plan in the online tool, and setting SMART Goals. There are components within each of the 4 steps of the evaluation process that are stipulated and outlined in SBE Policy TCP-C-004.
Now, let’s take a closer look at how the process supports teachers as they self-reflect and write professional development goals that are targeted.

9. Teacher Evaluation Process
For more information regarding the evaluation process, go to
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 ; and
C. A schedule for completing evaluation process.
Component 3: Teacher Self-Assessment
Using the Rubric , the teacher shall rate their performance and reflect on his or her performance throughout the year.
STEP 1:
Training and Orientation
STEP 2:
Self-Assessment, Goal Setting and Pre-Conference
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.
Component 1: Training
Before participating in the evaluation process, all teachers, principals and peer evaluators must complete training on the
evaluation process.
STEP 4:
Summary Evaluation and Goal Setting
STEP 3:
Observation Cycle
(Administrative and
Peer)
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.
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.
Time: 1 min
The first distinction we need to make is between an observation and an evaluation. This language comes directly from page 17 of the Teacher Evaluation Process manual.
In Step 3, during observations, the principal and peer (in the case of a probationary teacher) shall *note* the teacher’s performance in relationship to the applicable Standards on the Rubric for Evaluating North Carolina Teachers. The data gathered during this step will inform decisions that are made about a teacher’s performance in Step 4.
Ratings are not actually given until Step 4, Summary Evaluation and Goal Setting.
Component 7: Summary Evaluation Conference and
Scoring the Teacher Summary Rating Form- Prior to end of school
Principal conducts summary evaluation conference with teacher to discuss components of the evaluation. At the conclusion:
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 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.

10. Teacher Self-Assessment
Using the Rubric for Evaluating North Carolina Teachers
Teacher completes the document by selecting ratings along the continuum
Teacher saves the document in the online system
A clear picture of current performance is established with a review of step 2 of the Evaluation Process. Teachers conduct the Teacher Self-Assessment, and look at their own performance, form conclusions about performance level, and act upon those conclusions to create a development plan. Accurate self-assessment requires introspection and realistic self-perception (Wilson & Pearson, 1995). The rater must also be able to reflect on their performance and determine where improvements are necessary (Braskamp & Ory, 1994). Research clearly shows a correlation between a rater’s self-assessment and performance improvement. Completing the Teacher Self-Assessment thoroughly will help the teacher to discern Standards and Elements to address when formulating SMART goals in the Professional Development Plan.
The teacher uses the Rubric for Evaluating North Carolina Teachers document to complete the self-assessment. That document may be accessed in the online tool by the teacher by logging into the system using UID and password, click on the NCEES icon and click on New Self-Assessment.

11. The teacher self-assesses and checks the appropriate indicators using the evaluation rubric.
Using multiple sources of evidence, the teacher marks indicators for the Standards and Elements to assess his/her level of development along the continuum from developing to distinguished. This self-assessment will contribute to the development of meaningful SMART goals when completing the Professional Development Plan.
In the online tools the teacher may click on the Observer Task tab to review observation and evaluation documentation previously captured and archived in the North Carolina Educator Evaluation System. The teacher may also choose to click on the Teacher Task Tab to review the Self-Assessment and PDP archives when applicable. These data points are important considerations as the teacher develops PDP goals.

12. Data is used to determine levels of performance for Self-Assessment
Teacher Summary Rating Form from previous year
Recent student achievement results
Observation data & professional development records
Walkthrough data
Differentiated lesson plans
Multiple sources of data may be used to support the teacher when determining levels of performance for the self-assessment. Some frequently referenced sources of data include: Teacher Summary Rating Form from the previous year; recent student achievement results; observation data and pd records; walkthrough data; differentiated lesson plans.

13. Self-Assessment Reflections
1. Which document in the online tools is used for the teacher self-assessment?
2. How would you use teacher self-assessment data to support teacher growth?
Take a moment to reflect on these two questions.
The Rubric for Evaluating North Carolina Teachers is required to be completed by teachers in the online tools for the teacher self-assessment.
The self-assessment ratings are used at the beginning of the year to assist the teacher in targeting areas to seek professional growth and to reflect on his or her performance throughout the school year. This self-assessment data is essential to the development of the Professional Development Plan goals.

14. SMART
Specific and Strategic Measurable Attainable and achievable Results-oriented Time-bound
SMART is an acronym.
S is for Specific and Strategic
M is for Measureable
A is for Time-Bound
R is for Results-oriented
T is for Time-Bound

15. Elements of an Effective Professional Development Plan
SMART Goals (2-3) well-written and supported by data
Feedback from administrator
Thorough self-assessment
Joyce: The intention of the Professional Development Plan is to provide a structure of support for teachers to meet their professional development goals by addressing their needs.
Activities and Actions, Expected Outcomes, Evidences of Completion, Resources Needed, and the Timeline for Accomplishing are all components of the PDP.
The use of well-written SMART goals based on the Teacher Self-Assessment and supported by meaningful, specific feedback from school administration, results in an effective PDP. The Professional Development Plan may be reviewed and revised throughout the school year.

16. SMART Goals and Professional Development Plans
SMART Goals provide a process for effective goal setting
Any existing observations and/or artifacts guide the goal setting
Goal setting is a critical step in creating professional development plans. SMART Goal setting is a researched process that makes success attainable. The educator’s bank of prior observation data and artifacts support and focus goal selection. Artifacts might include: student achievement data, EVAAS data, attendance at PLCs and other professional development opportunities, evidence of application of new strategies with students, or staff presentations for colleagues.

17. SMART Research
“Feelings of success in the workplace occur to the extent that people see that they are able to grow and meet job challenges by pursuing and attaining goals that are important and meaningful.”
Locke, E. A., & Latham, G. P. (2006). New Directions in Goal Setting Theory. Current Directions in Psychological Science, 15(5),
As noted in this quote from Locke and Latham, opportunities to grow to meet new challenges and to reach goals are important factors for feeling successful. SMART Goal research supports this notion of reaching success.

18. Why SMART Goals? Teacher Targeted Professional Growth
Increased Student Achievement
Greater effort and persistence
Motivation to seek new knowledge and information
Teacher
SMART
According to Locke & Latham: SMART Goals motivate people to reach goals and find success. SMART Goals are specific and time-sensitive.
Goals that are well constructed lead to Professional Growth that impacts student learning and increases student achievement.
Goals that are clearly stated and challenging can result in greater effort and/or persistence than easy, vague goals.
When we are confronted by new, complex tasks, SMART Goals can motivate us to add to our prior understandings and search for new knowledge to add to our skill set.
Locke, E. A., & Latham, G. P. (2006). New Directions in Goal Setting Theory. Current Directions in Psychological Science, 15(5),

19. Data for Setting Goals Determine greatest area of need
Determine the range of improvement
Review hard and soft data over time
What other data can be referenced when goal setting?
Goal setting begins with data collection and analysis. Goals setting is driven by data to identify the greatest area of need, and in this case, area of need for teacher growth.
We might ask;
What is the issue to be addressed?
Which area will give you the biggest leap in results?
Data is further used to establish a range of improvement (the difference between the base line or starting point and the desired result.) The artifacts and observations we just mentioned are examples of helpful data.
What other data can be referenced when goal setting?
Other data points that may be used – lesson plans, student needs, teacher self-assessment, prior observations, observation data, PLC notes, academic achievement, behavior, attendance, tardies, School Climate.

20. Range of Improvement
75% of Ms. Gardner’s fifth graders scored proficient or above on the End of Grade Mathematics test while her teammates’ students reach 90-95% proficiency. What would be a reasonable range of increase in percentage for one year for Ms. Gardner? 75% to 85%? 95%?
Goal setting must be specific and measureable.
Consider this example:
75% of Ms. Gardner’s fifth graders scored proficient or above on the End of Grade Mathematics test while her teammates’ students reach 90-95% proficiency.
What would be a reasonable range for improving the percentage of students that score at proficient or above?
To compute the range, subtract the current percentage of students who scored at proficient or above from the percentage you might consider for a goal.
While it’s important to focus on high expectations for teacher and student growth it’s equally important to establish goals that are reasonable and attainable. To jump 20 percentage points from 75% to 95% may be too much of a stretch goal. Perhaps a more reasonable range of improvement for Ms. Gardner would be to increase from 75% to 85%.
When establishing a range of improvement when setting goals, we must consider the teacher’s current expertise and needs.

21. Reasonable?
Standard I, Teachers Lead in the Profession: Ms. Baker will assume the lead of 3 Professional Learning Communities (PLCs): Writing, Differentiating Instruction, Revised Bloom’s, AND she will facilitate unit development for the 8th grade ELA team by mid-year (even though she has never been in a school leadership role).
For example, a stretch goal to address the teacher’s need for professional development in Standard I, Teachers Lead in the Profession could be:
Ms. Baker will assume the lead of 3 Professional Learning Communities -PLCs (one in Writing, one in Differentiating instruction, and one in Revised Bloom’s), AND facilitate unit development for the 8th grade ELA team by mid-year (even though she has never been in a school leadership role).
This goal may be set too high and expect too much in too little time. Perhaps Mrs. Baker could lead one PLC in a topic that she feels confident and already has some degree of success OR facilitate unit development for the ELA team. This might be more attainable.

22. Reasonable? Standard I, Teachers Lead in the Profession:
Ms. Johnson will attend a 4-session regional lesson study seminar during September and October and lead one Professional Learning Community in lesson study beginning in January 2013 (even though she has never led a PLC).
Now let’s take moment to read this example.
This goal for Ms. Johnson might be more attainable than the previous sample for Ms. Baker. While we need to promote growth, the principal and the teacher must discuss and understand the range of growth that can be reasonably expected for that individual teacher.

23. What activities would help this teacher increase students’ success?
Goal Setting Example
To: increase the math achievement of fifth graders
so that the percentage of students who score at or above Level III
will increase from 75% to 85%
by June 2013
as measured by EOG mathematics data.
Let’s look at this draft SMART Goal. Again, the order of the components may be changed as long as the components remain in tact.
This teacher’s students tend to score below the students of her teammates whose students score 85-95% proficiency at the end of year in mathematics.
What activities might you suggest to help this teacher increase the success of her students?
Please use the Questions Bar to enter your responses.
To: increase the math achievement of fifth graders so that the percentage of students who score at or above Level III
will increase from 75% to 85%
by June 2013
as measured by EOG mathematics data.
What activities would help this teacher increase students’ success?

24. SMART Goals Worksheet
This is a screenshot of a SMART Goal Worksheet. You have one in your packet.
The template provides steps for developing each SMART goal and establishing action steps and completion dates.
Data must drive the goal setting. There must be rationale or evidences to support the need for the goal. Goal setting is important for everyone, whether developing, proficient, accomplished or distinguished.
You can download this template on our NCEES wiki for your use when setting SMART goals.
Some of the activities, professional development and other actions steps should be entered here along with the dates for expected and final completion date.

25. SMART Goals
Focus on results-oriented goals rather than process-oriented goals.
When drafting a goal, a focus on results rather than process, leads to clarity in actions and effective steps towards attainment of the goal.
A Process example would be to
Develop a plan for… improving RTI results
A Results focused example would be:
Communication efforts will increase from 1 contact each month to 2 per month as indicated by s, phone call logs and posted Wiki messages…

26. Specific and Strategic
Goals are clearly stated, long-term and aligned with data.
So in short, Smart Goals are well constructed and focused. They are specific and include strategies for reaching the goal. Student achievement is at the heart of our SMART Goals.

27. Measurable
Results can be determined with quantitative or qualitative measures.
Smart Goals use data to determine how successful we are in reaching our goals. We might use EOG or EOC data for example and establish expected ranges of improvement.

28. Attainable & Achievable
The result can be reached, even if it is a stretch goal.
The goal is worthy of educator commitment of time and effort.
SMART Goals are Attainable and Achievable.
The result can be reached, even if it is a stretch goal.
The goal is worthy of educator commitment of time and effort.
A stretch goal might be one that requires an intense plan of work and action steps in order to be achievable.
We will do whatever it takes to ensure that students learn.

29. Results-oriented Goals are data driven.
Benchmarks are established for monitoring progress through the year.
High expectations are set for teacher and student growth.
Goals are set based on need and data that reveal targets for teacher, administrator and student growth.
Support along the way, throughout the year make the goals real and alive. We pay attention to that which is important. Goal writing is a process that allows for self-reflection and setting targets that guide an individual’s professional development. The goals are measurable and require us to focus on results and reflect on our progress towards attainment of the SMART goal.
We reach for stretch goals that are attainable, reasonable and realistic, time-bound, and focused on big results.

30. Realistic
Constraints on time, people, materials and other resources have been identified.
There is belief this goal is important and can be accomplished.
Those who must reach the goal and those who support the attainment of the goal must agree to these points.

31. Time Bound
Benchmark and completion dates set a sense of urgency and establish momentum
Each person involved is accountable for working towards the goal.
SMART Goals are time-bound
When setting goals it is critical to assess your progress by “progress monitoring” throughout the school year. The professional development plan is reviewed at the beginning of the year, the middle of the year and the end of the year to support with the “progress monitoring” process. While the review points are set for a mid-year and end of year review of the PDP the individual SMART goals may have more frequent benchmarks for progress monitoring. For example – 5 weeks, 10 weeks, quarterly, etc.

32. Specific and Strategic Measurable Attainable and achievable
SMART Goals are
Specific and Strategic
Measurable
Attainable and achievable
Results-oriented
Time-bound
Again, to summarize;
SMART Goals are:
Specific and Strategic
Measurable
Attainable and achievable
Results-oriented and relevant
Time-bound

33. Can you make this goal SMART?
By the end of first semester, student office referrals will decrease.
Let’s practice with a general goal statement: By the end of first semester, student office referrals will decrease.
Is this statement SMART or NOT so Smart?

34. Let’s Practice To: Do What? so that Who/What?
will increase/decrease by completion date
as measured by what data?.
Using the format displayed on the screen or a format the meets SMART criteria , please draft a SMART goal and record your goal in the Google Form as noted on the next screen OR on the handout.

35. Work with a partner to revise this statement and make it a SMART Goal.
By the end of first semester, student office referrals will decrease.
To: Do What? so that Who/What?
will increase/decrease by completion date
as measured by what data?.
Work with a partner to draft a SMART goal from this statement: By the end of first semester, student office referrals will decrease
Use the yellow paper strips to write your goal and post on the chart.
Work with a partner to revise this statement and make it a SMART Goal.

36. Questions
At this time, we will address questions that have been entered on the questions bar. Please give us just a few moments to gather those questions. If you have any additional questions at this time, please enter those into the questions bar. We will return shortly.
Return to answer questions….

37. Professional Development Plan and the Online Tool
Plan Types
Individual
Monitored
Directed

38. As of April 2012, the Plan type must be selected at each interval: initial, mid-year, and end-of-year review
In April of 2012, some changes were made in the educator evaluation system online tool with regard to PDPs.
At each review of the PDP initial, mid-year and end of year, the drop down menu for plan type must be selected to reflect the plan type: individual, monitored, or directed.
The area where the plan is selected has been moved to appear just below the demographics area.

39. Mentor Assignment can be changed throughout the year.
Change Mentor Assignment Throughout Year
As mentors may change over the course of the year, the PDP has been revised to allow for this change. The mentor field on the PDP is now independent across the three tabs: Beginning year, Mid-Year and End-of-Year. However, only one mentor may be assigned at any time.
In this example, the mentor set at the beginning of the year is Jennifer Little. Jennifer left the LEA in December of the current school year. Mid-Year the assignment was changed to Jessica Black. You will see that Jessica Black’s name will now appear on the Mid-Year and beginning year tab; to enforce the rule only one mentor is assigned to the form. 
While Jessica Black’s name will appear on the End-of-Year tab, the principal has the ability to change the mentor name at that time if necessary. The new name will appear then on all three tabs.
Please note, if Ms. Little signed the beginning year PDP, her name will only appear on the PRINT version of the form for the beginning of year.  However, the name appearing on the form will reflect the currently assigned mentor.
Each time you review a teacher PDP remember to select the Plan Type and the review Mentor assignment to adjust if a mentor change is required.

40. The mentor field on the PDP is now independent across the three tabs: Beginning year, Mid-Year and End-of-Year. Only one mentor may be assigned at any time.
Change Mentor Assignment Throughout Year
As mentors may change over the course of the year, the PDP has been revised to allow for this change. The mentor field on the PDP is now independent across the three tabs: Beginning year, Mid-Year and End-of-Year. However, only one mentor may be assigned at any time.
In this example, the mentor set at the beginning of the year is Jennifer Little. Jennifer left the LEA in December of the current school year. Mid-Year the assignment was changed to Jessica Black. You will see that Jessica Black’s name will now appear on the Mid-Year and beginning year tab; to enforce the rule only one mentor is assigned to the form. 
While Jessica Black’s name will appear on the End-of-Year tab, the principal has the ability to change the mentor name at that time if necessary. The new name will appear then on all three tabs.
Please note, if Ms. Little signed the beginning year PDP, her name will only appear on the PRINT version of the form for the beginning of year.  However, the name appearing on the form will reflect the currently assigned mentor.
Each time you review a teacher PDP remember to select the Plan Type and the review Mentor assignment to adjust if a mentor change is required.

41. The mentor at the beginning of the year was Jennifer Little
The mentor at the beginning of the year was Jennifer Little. Jennifer left the LEA in December. Mid-Year the mentor was changed to Jessica Black. Jessica Black’s name will now appear on the Mid-Year and beginning year tab since only one mentor is assigned to the form.   
Change Mentor Assignment Throughout Year
As mentors may change over the course of the year, the PDP has been revised to allow for this change. The mentor field on the PDP is now independent across the three tabs: Beginning year, Mid-Year and End-of-Year. However, only one mentor may be assigned at any time.
In this example, the mentor set at the beginning of the year is Jennifer Little. Jennifer left the LEA in December of the current school year. Mid-Year the assignment was changed to Jessica Black. You will see that Jessica Black’s name will now appear on the Mid-Year and beginning year tab; to enforce the rule only one mentor is assigned to the form. 
While Jessica Black’s name will appear on the End-of-Year tab, the principal has the ability to change the mentor name at that time if necessary. The new name will appear then on all three tabs.
Please note, if Ms. Little signed the beginning year PDP, her name will only appear on the PRINT version of the form for the beginning of year.  However, the name appearing on the form will reflect the currently assigned mentor.
Each time you review a teacher PDP remember to select the Plan Type and the review Mentor assignment to adjust if a mentor change is required.

42. Jessica Black’s name will appear on the End-of-Year tab
Jessica Black’s name will appear on the End-of-Year tab. The principal can change the mentor name at that time if needed. The new name will appear then on all three tabs.
Change Mentor Assignment Throughout Year
As mentors may change over the course of the year, the PDP has been revised to allow for this change. The mentor field on the PDP is now independent across the three tabs: Beginning year, Mid-Year and End-of-Year. However, only one mentor may be assigned at any time.
In this example, the mentor set at the beginning of the year is Jennifer Little. Jennifer left the LEA in December of the current school year. Mid-Year the assignment was changed to Jessica Black. You will see that Jessica Black’s name will now appear on the Mid-Year and beginning year tab; to enforce the rule only one mentor is assigned to the form. 
While Jessica Black’s name will appear on the End-of-Year tab, the principal has the ability to change the mentor name at that time if necessary. The new name will appear then on all three tabs.
Please note, if Ms. Little signed the beginning year PDP, her name will only appear on the PRINT version of the form for the beginning of year.  However, the name appearing on the form will reflect the currently assigned mentor.
Each time you review a teacher PDP remember to select the Plan Type and the review Mentor assignment to adjust if a mentor change is required.

43. Mid-Year Interval the Mentor Change is Noted
This update in the online tools is based on the input from school executives who are using the online tools routinely. As mentors may change over the course of the year, the PDP has been revised to allow for this change. The mentor field on the PDP is now independent across the three tabs: Beginning year, Mid-Year and End-of-Year. However, only one mentor may be assigned at any time.

44. Notice, the beginning year tab name reverts to the most current assignment name.  
The process for assigning a mentor in the online tool has not changed. The principal will follow the process for assigning a mentor and the change will reflect at each interval in the PDP.

45. Mid-Year and End-of-Year Review is now Co-Editable by Teacher and Principal.
Another revision to the online PDP that was requested from the field is for the mid-year and end-of-year review section of the PDP to be co-editable. The principal and teacher now may both log-in and access the PDP at review intervals to record updates and progress monitoring. It is highly recommended that the text added be dated and initialed by the evaluator when adding updates.

46. Process for Assigning a Mentor
Log into the system
Click on NCEES icon
Click on Observations
Select Teacher
Click New Form
Let’s review the process for assigning a mentor in the online tools. When assigning a mentor to a probationary teacher the school executive or designee will log into the evaluation system online tool. Then click on the NCEES icon, click on the observations tab, select the teacher name for whom you will assign a mentor, and click on New Form at the top of the screen.

47. Process for Assigning a Mentor
From Dropdown beside Form Type- Select Professional Development Plan
From Dropdown beside Select Mentor Name- Select Mentor
Click Save
From the drop down at the Form Type select the Professional Development Plan. Choose the mentor by clicking on the mentor name and click Save.
Click on Done and log out.

48. Username: principaldemo12
To demonstrate assigning a mentor in the online tools: A teacher mentor will further support the professional growth of the probationary teacher.
Begin by typing the url in a browser window to access the demo site. Access the demonstration tools at: You will see a screen similar to the screen shot on this slide. In the username textbox type: principaldemo12 with no spaces and the password for the demo site is Type in the password and click on Login. Be certain that you are logging in to the demonstration rather than your live site.
We will begin in the online tool by demonstrating the process for assigning a mentor.
Username: principaldemo12
Password:

49. Solo Practice https://mxweb3. media-x
Solo Practice Username: principaldemo12 Password:
Log into the demo site and practice assigning a mentor
The directions for the process of assigning a mentor will be included in this webinar are archived at the NCEES wiki. You may practice on your own using the evaluation system online tool’s demonstration site to solo practice assigning a mentor.

50. Complete a New Preliminary Professional Development Plan
Log into the system
Click on NCEES icon
Click on Observe/Report
Click on New Preliminary Professional Development Plan
The teacher will follow the process in the online tools to develop a New Preliminary PDP. In the Online Software manual for the North Carolina Educator Evaluation online tool for teacher there are options for creating a New Preliminary PDP or PDP.
If a teacher does not have a rollover Professional Development Plan, the teacher must complete a New Preliminary PDP. Teachers who have been working in your school system, with few exceptions, will have a rollover PDP, teachers who are new hires would need to complete a new Preliminary PDP. After clicking the NCEES icon, you will see a screen that looks similar to this screen shot on the slide. Now, click on the link for the New Preliminary Professional Development Plan.
This PowerPoint presentation and the webinar will support you in working with teachers who need to complete a New Preliminary Professional Development Plan. The next two slides are included in the webinar for your future reference when assisting teachers with completing a new professional development plan.
After logging into the system, you will see a screen that looks similar to this screen shot. Click on the North Carolina Educator Evaluation System Icon to access the Observe Reports tab. Click on New Preliminary Professional Development Plan.

51. No rollover PDP=New Preliminary PDP New hires =New PDP
Log into the system
Click on NCEES icon
Click on Observe/Report
Click on New Preliminary Professional Development Plan
Now that we have reviewed the process for assigning a mentor to a probationary teacher, this is how the teacher will follow the process in the online tools to develop a New Preliminary Professional Development Plan. In the Online Software manual for the North Carolina Educator Evaluation online tool for teacher there are options for creating a New Preliminary Professional Development plan or Professional Development Plan.
If a teacher does not have a rollover Professional Development Plan, the teacher must complete a New Preliminary Professional Development Plan. Teachers who have been working in your school system, with few exceptions, will have a rollover PDP, teachers who are new hires would need to complete a new Preliminary Professional Development Plan. After clicking the NCEES icon, you will see a screen that looks similar to this screen shot on the slide. Now, click on the link for the New Preliminary Professional Development Plan.
This PowerPoint presentation and webinar will support you in working with teachers who need to complete a New Preliminary Professional Development Plan.
The next two slides are included in the webinar for your future reference when assisting teachers with completing a new professional development plan.
After logging into the system, you will see a screen that looks similar to this screen shot. Click on the North Carolina Educator Evaluation System Icon to access the Observe Reports tab. Click on New Preliminary Professional Development Plan.

52. Complete a New Preliminary Professional Development Plan
Click Next at the following screen
Select an Individual plan
Teacher writes SMART Goals
Click Save and Done
After selecting New Preliminary Professional Development Plan, the teacher will click next and then select individual as the plan type. Then the teacher will write 2-3 SMART goals in the plan as the PD focus for the school year. When finished the teacher clicks save and done and logs out of the system.

53. Username: teacherdemo12
Now that we are prepared to write goals that are Specific, Measurable, Attainable, Results-oriented and Time-bound, let’s go to the online tool demonstration site and demonstrate the process a teacher follows in the online tools when developing a New Preliminary Professional Development Plan.
Begin by typing the url in a browser window to access the demo site. Access the demonstration tools at: You will see a screen similar to the screen shot on this slide. In the username textbox type: teacherdemo12 and the password for the demo site is Type in the password and click on Login.
Username: teacherdemo12
Password:

54. Professional Development Plan Scenarios
Now let’s consider 2 scenarios when applied to the Professional Development Plan.
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55. Principal Conference/ Observations
Scenario #1
Completes Orientation training to NCEES with her mentor
Completes Self-Assessment
Receives extensive training in integration & utilization of technology in instruction
Probationary Teacher
Completes Preliminary Professional Development Plan
Works with mentor
Discussed Self-Assessment, Preliminary Professional Development Plan and lesson to be observed
During observations & walkthrough deficiencies noted Standard 4, Element D
Conferences & coaches teacher for three months with no improvement
Principal Conference/ Observations
In scenario #1 the teacher completed the annual orientation to the evaluation process and accessed the online tools to complete the Rubric for Evaluating NC Teachers to self-assess. A Preliminary PDP was completed and discussed with the school principal prior to the initial observation for the school year. During the first few months of school, deficiencies are noted in Standard 4 Element D. The principal conferences and coaches the teacher and improvement is not noted. In this scenario, the principal determines that a higher level of support is needed.

56. Changing the PDP Plan Type
If the determination to change the PDP plan type has been made then the principal logs into the online tool and clicks on the teacher’s PDP and changes the plan level as appropriate depending on the local policy.
After changing the PDP type to monitored or directed, the school executive will work collaboratively with the classroom teacher to support professional growth in the area identified. The principal will coach, monitor and support while providing resources to enable the teacher to build capacity in deficient areas.
The teacher PDP can now be changed at each interval throughout the school year. The plan type must be set with each interval, i.e., Beginning of year, Mid-Year and End-of-Year; therefore, a selection per tab is required.
The area where the plan is selected has been moved to appear just below the demographics area:

57. Scenario #2 Career Status Teacher Teacher Complaints Principal
Struggles to contribute to departmental Professional Learning Communities
Resists positive change initiatives in policies and practices developed by the district
Refuses to differentiate instructional methods
Career Status Teacher
Complains about district PD sessions for NCEES and Common Core for English Language Arts (ELA)
Does not feel the need to support integrating Common Core ELA standards into biology instructional units
Students are successful without new strategies
Teacher Complaints
Provided guidance, support and encouragement
Overall rating for teacher was Developing in Standards 1 & 4 on Teacher Summary Rating Form
Principal
In Scenario #2, the teacher is struggling to contribute to the department PLC and resists positive change initiatives. The teacher is unwilling to differentiate instructional methods and complains about having to participate in PD training sessions. At the end of the school year, the overall rating for the teacher was rated as developing in standards 1 & 4 on the Teacher Summary Rating Form.
At the summary evaluation conference at the end of the school year, the principal reviews the teacher’s summary rating form. After authenticating the teacher summary rating form with the teacher a rollover PDP will be generated. This rollover PDP will pre-populate standards rated as developing for this teacher. At this time the principal will collaborate with the teacher, if the teacher is moved to a monitored PDP to write SMART goals for teacher improvement.
Given this scenario, the principal will support the teacher in developing SMART goals targeted at the noted areas of needed improvement and provide progress monitoring consistently.

58. Professional Development section of the Rollover PDP
Circled in red: pre-populated- any Standard rated overall as Not Demonstrated or Developing in the previous year on the Teacher’s Summary Rating Form .
These areas of the PDP are not writeable.
This screen shot shows the areas, circled in red, that will pre-populate any Standard that was rated overall as not demonstrated or developing in the previous school year based on the Teacher’s Summary Rating Form overall ratings from the previous school year. These areas of the PDP are not writeable.
In the event that a rollover PDP results in the pre-populating of a standard rated as not demonstrated or developing, then the PDP shall become monitored or directed. Teachers who are rated as not demonstrated or developing can benefit from a more structured level of support with the monitored PDP that is developed in collaboration with the principal or a more highly structured level of support with the directed PDP that includes specific SMART goals that are developed by school administration and tightly monitored by school administration. For teachers on monitored or directed PDPs, it is critical for administration to consistently monitor and provide feedback to the teacher regarding progress toward achieving improvement goals. The North Carolina Educator Evaluation System is a growth model and the PDP that is monitored or directed by an administrator will provide the high level of guidance and coaching required to improve teacher performance.

59. Professional Development section: Rollover PDP
When a standard is rated as
Not Demonstrated or Developing,
then the PDP becomes Monitored or Directed.
This screen shot shows the areas, circled in red, that will pre-populate any Standard that was rated overall as not demonstrated or developing in the previous school year based on the Teacher’s Summary Rating Form overall ratings from the previous school year. These areas of the PDP are not writeable.
In the event that a rollover PDP results in the pre-populating of a standard rated as not demonstrated or developing, then the PDP shall become monitored or directed. Teachers who are rated as not demonstrated or developing can benefit from a more structured level of support with the monitored PDP that is developed in collaboration with the principal or a more highly structured level of support with the directed PDP that includes specific SMART goals that are developed by school administration and tightly monitored by school administration. For teachers on monitored or directed PDPs, it is critical for administration to consistently monitor and provide feedback to the teacher regarding progress toward achieving improvement goals. The North Carolina Educator Evaluation System is a growth model and the PDP that is monitored or directed by an administrator will provide the high level of guidance and coaching required to improve teacher performance.

60. Define the Three Plans Individual Plan
Developed by a teacher and should be discussed with the principal
Individual Plan
Monitored Plan
Directed Plan
Teacher is placed on the plan by the principal, the plan is developed and monitored by the teacher and principal
Teacher is placed on the plan by the principal, developed and monitored by the principal
Every teacher will use a Professional Development Plan to identify goals and strategies to improve performance. The Professional Development Plan may be an Individual Plan developed by the teacher and discussed with the principal. A higher level of support for a teacher may be provided through a Monitored PDP. Every teacher will use a Professional Development Plan to identify goals and strategies to improve performance.
Teachers who are rated as “Proficient” or higher on all Standards will develop an Individual Plan and discuss with the principal
Teachers who are rated as “Developing” on any Standard will be placed on a Monitored Plan that has been developed and will be monitored by the principal and the teacher.
Teachers who are rated as “Not Demonstrated” on any Standard or has a rating of “Developing” for two sequential years will be placed on a Directed Plan that has been developed and is monitored by the principal.
Monitored and Directed Plans meet the state guidelines of an “action plan”. Individual districts determine those recommendations.
In this case, the teacher is placed on the plan by the principal that is developed and monitored by the principal. A directed professional development plan that is more closely monitored by the principal can provide specific, more intensive support for a teacher.

61. Key Elements for PDP Rollover
The Teacher Summary Rating Form must be entered into the online tool at the end of the current school year for a PDP to rollover into the succeeding school year.
2. The succeeding school year PDP will pre-populate with teacher demographic information.
The Professional Development Plan from the previous school year will rollover into the succeeding school year when: the Teacher Summary Rating Form is entered into the online tool and the demographic information for that teacher will pre-populate in the rollover PDP.
It is important to remind a teacher who has a rollover PDP to develop goals in the rollover PDP document and to NOT develop a New Preliminary Professional Development Plan in the online tools. Only teachers who PDP will create a New Preliminary Professional Development Plan are those teachers who do not have a rollover PDP.