1. Navigating the Terrain of the NC Educator Evaluation Process
So… What does the NCEES Rubric really say?
Robert Sox: (insert job title here)
North Carolina Department of Public Instruction
Self-Proclaimed NCEES Nerd

2. Our level of depth for this work is:
Deep Diving
Water Skiing
We will be sharing quite a bit of information today. This information could almost be a graduate course…..So remember, in the time that we have today, we will just be skimming the surface, so hang on tight!!
Why do this work at all?

3. Operating Agreements As we work together today, can we all agree to:
Participate Actively
Be Kind (But Speak Your Mind)

5. What does it mean to lead?

6. In what ways do teachers lead?
What do Teacher Leaders Do?
In what ways do teachers lead?

7. What do Teacher Leaders Do?

8. Teacher Leadership Opportunities

9. What responsibilities do teachers have to lead?
Where do those responsibilities come from?
What responsibilities do teachers have to lead?

10. NC Professional Teaching Standards

11. Teachers Demonstrate Leadership

12. NC Professional Teaching Standards

13. Distinguished Teachers ARE Leaders

14. NC Professional Teaching Standards

15. Reflection Leadership & Learning

16. Teacher Leadership Opportunities

17. The Critical Intersection

18. Leaders of Teachers (external to classroom)
Span of Educator Roles
Aspiring
Teacher
Beginning Teacher
Experienced Teacher
Model
Teacher Leader
Leaders of Teachers (external to classroom)
Single Classroom
Multiple Classroom
Teacher Leadership Specialists
Principals/Assistant Principals
Central Office
Description
Students enrolled in a teacher education program
Educators in their first three years of teaching
Educators who have completed all beginning teacher requirements
Educators who share and model best practices for others
Educators (who still have responsibility for regular direct instruction of students) who also provide leadership and support to other teachers
Educators who provide leadership and support to other teachers, and take responsibility for the learning of the students they teach, as well as those they reach through those teachers they lead and serve
Educators (who no longer have responsibility for regular direct instruction of students) who provide leadership and support to other teachers,
Educators who serve as instructional leaders who provide building-level leadership and support
Educators who serve as instructional leaders who provide district-level leadership and support
Performance Evaluation
NC Preservice Rubric
NC Professional Teaching Standards
NC Teacher Leadership Specialist Standards
NC School Executive Standards
NC Instructional Central Office Standards
As an agent of the Educator Effectiveness Division of North Carolina Department of Public Instruction, I have a responsibility to support Educator Evaluation Processes throughout the state.
Standards for evaluation are available for various positions across the span of educator roles in the state.
While some school districts have established teacher leadership roles, historically, the North Carolina Department of Public Instruction (NCDPI) has never offered resources for evaluating teacher leadership functions directly.
Without such tools, there was a gap in resources to provide aligned support to teacher leaders in an intentional, focused manner,
In October of 2014, the State Board of Education approved a new set of standards designed to support the supervision and evaluation of a unique teacher leadership role.
These standards are designed to define and evaluate the work of teacher leaders who have the primary role of helping other teachers to improve their instructional practices.
There are multiple models of and strategies for teacher leadership in the research literature, and it is firmly established that expertise, collaboration, reflection and empowerment are essential elements of teacher leadership (Snell & Swanson, 2000).
Draft: January 2017

19. Teacher Evaluation: An Element of a Complex System for Improving Educator Effectiveness

20. Two Important Terms Evaluation: Supervision:
Systematic judgement of evidences, by a knowledgeable other, for the summative purpose of assigning a rating of quality
Intentional interaction, with knowledgeable other(s), for the formative purpose of improving practice

21. Words Matter…

22. What do these three words have in common?
Toboggan
Barbecue
Observation
What do these three words have in common?

23. Toboggan

24. Barbecue

25. Observation

26. Teachers get evaluated 3 to 4 times per year.
(a) Annual Evaluations.
All teachers who are assigned to schools that are not designated as low‑performing and who have not been employed for at least three consecutive years shall be observed at least three times annually by the principal or the principal's designee and at least once annually by a teacher and shall be evaluated at least once annually by a principal. All teachers who have been employed for three or more years who are assigned to schools that are not designated as low‑performing shall be evaluated annually unless a local board adopts rules that allow teachers employed for three or more years to be evaluated more or less frequently…

27. Teachers in their first year can’t get higher than Proficient.
While it is likely that a prevailing number of first-year teachers will perform at a proficient level, proficient is not a ceiling rating for first-year teachers

28. Teachers have to do something for the district to be distinguished.
While it would be a wise practice to have distinguished teachers share their skills and expertise across the district, there is no language in the rubric to support this statement

29. During observations, everything in the first column must be checked before anything in the next column can be checked.
While the rubric skills do build from left to right, during observations, the rubric is simply an “inventory” of documented actions.
The left-to-right requirement is for scoring element ratings at the end of the year

30. A Multipurpose Rubric It gets used for supervision and evaluation
Formative Tool
Data Container
Evaluation Criteria
Observation Rubric
Summary Rating Form

31. A Series of Formative Assessments
Summative Evaluation
Rating the Elements
Formative
Feedback
Developing
Proficient
Accomplished
Distinguished 3 2 1
Supervision
Evaluation

32. Deep Understanding of the Rubric Will Lead to More Productive Conversations

33. Deep Understanding of the Rubric Will Lead to More Productive Conversations

34. Outcomes Become Inputs
End of the School Year
As the results of the evaluation process drive the professional development activities and priorities the following year

35. In What Ways are These Two Things Alike?
NC Professional
Teaching Standards
NC Standard
Course of Study

36. Aligning Actions with Standards

37. What are the topical expectations?
Dimensions of Alignment
Content
What are the topical expectations?
Context
We will be spending the next few minutes talking briefly about each of these….
Cognitive

38. Content Context Cognitive Type

39. Standard 3d Teachers make instruction relevant to students.
There is a lot of information in the gray area!!

40. Standard 3d: 21st Century aspirational [as-puh-rey-shuh-nl]
Adjective
relating to or characterized by aspiration or a strong desire for something: their aspirational goals for the New Year.
aimed at or appealing to people who want to attain a higher social position or standard of living: a magazine featuring aspirational products for the home.

41. First Impressions: What do you notice?
Element IIId. Teachers make instruction relevant to students. Teachers incorporate 21st century life skills into their teaching deliberately, strategically, and broadly. These skills include leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self- direction, and social responsibility. Teachers help their students understand the relationship between the North Carolina Standard Course of Study and 21st century content, which includes global awareness; financial, economic, business and entrepreneurial literacy; civic literacy and health awareness.

42. Standard 3d: 21st Century aspirational [as-puh-rey-shuh-nl]
Adjective
relating to or characterized by aspiration or a strong desire for something: their aspirational goals for the New Year.
aimed at or appealing to people who want to attain a higher social position or standard of living: a magazine featuring aspirational products for the home.
Medicine/Medical. relating to the act of inhaling a fluid into the lungs.

43. It is a real mouth full!
Element IIId. Teachers make instruction relevant to students. Teachers incorporate 21st century life skills into their teaching deliberately, strategically, and broadly. These skills include leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self- direction, and social responsibility. Teachers help their students understand the relationship between the North Carolina Standard Course of Study and 21st century content, which includes global awareness; financial, economic, business and entrepreneurial literacy; civic literacy and health awareness.

44. Aspirational Expectations Standards and elements begin by setting the bar
Element IIId. Teachers make instruction relevant to students. Teachers incorporate 21st century life skills into their teaching deliberately, strategically, and broadly. These skills include leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self- direction, and social responsibility. Teachers help their students understand the relationship between the North Carolina Standard Course of Study and 21st century content, which includes global awareness; financial, economic, business and entrepreneurial literacy; civic literacy and health awareness.

45. Aspirational Expectations Standards and elements begin by setting the bar
Sometimes additional context is noted
Element IIId. Teachers make instruction relevant to students. Teachers incorporate 21st century life skills into their teaching deliberately, strategically, and broadly. These skills include leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self- direction, and social responsibility. Teachers help their students understand the relationship between the North Carolina Standard Course of Study and 21st century content, which includes global awareness; financial, economic, business and entrepreneurial literacy; civic literacy and health awareness.

46. Aspirational Expectations
There is always a “By Doing What” statement
Element IIId. Teachers make instruction relevant to students. Teachers incorporate 21st century life skills into their teaching deliberately, strategically, and broadly. These skills include leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self- direction, and social responsibility. Teachers help their students understand the relationship between the North Carolina Standard Course of Study and 21st century content, which includes global awareness; financial, economic, business and entrepreneurial literacy; civic literacy and health awareness.

47. Aspirational Expectations
They have a main idea if you take time to locate it
Element IIId. Teachers make instruction relevant to students.
Teachers incorporate 21st century life skills into their teaching deliberately, strategically, and broadly.
These skills include leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self- direction, and social responsibility.
Teachers help their students understand the relationship between the North Carolina Standard Course of Study and 21st century content, which includes global awareness; financial, economic, business and entrepreneurial literacy; civic literacy and health awareness.
… and environmental literacy.

48. Dimensions of Alignment
Content
What are the topical expectations?
Context
Where do the topical expectations take place?
We will be spending the next few minutes talking briefly about each of these….
Cognitive

49. Content Context Cognitive Type

50. Context It is ALL Observable
Seen during an observation event
Seen within the time period of an observation cycle

51. Dimensions of Alignment
Content
What are the topical expectations?
Context
Where do the topical expectations take place?
We will be spending the next few minutes talking briefly about each of these….
Cognitive
What is the expected “level of performance?”

52. Content Context Cognitive Type

53. The Revised Bloom’s Taxonomy
The Knowledge Dimension
The Cognitive Process Dimension 1.
Remember 2.
Understand 3.
Apply 4.
Analyze 5.
Evaluate 6.
Create A.
Factual B.
Conceptual C.
Procedural D.
Meta- Cognitive A1 B2
The Revised Bloom’s Taxonomy
Provide brief overview of the taxonomy Talking notes available via separate word document
The most common types of classroom thinking are:
A1-Remember Facts (Who was the 15th president of the United States?)
B2-Understand Concepts (Why is a whale a Mammal)
C3-Apply Procedures (Use the FOIL method to solve a math problem)
D4-Analyze Meta-cognition (What do you do when you are reading, and come to a word you do not know?)
What kind of thinking was happening in this room with the
Red instructions
Yellow instructions
Green instructions C3 D4

54. Try to say it with just: Deepens Identifies Integrates Identifies
Understandings
Relationships
Content
Relationships
Tan
Green
Blue
Yellow

55. Sometimes you get more for your money
Adapt Instruction
Help Colleagues

56. Two Important Terms Evaluation: Supervision:
Systematic judgement of evidences, by a knowledgeable other, for the summative purpose of assigning a rating of quality
Intentional interaction, with knowledgeable other(s), for the formative purpose of improving practice

57. The Supervision aspect of the NC Educator Evaluation Process is about Growth and Improvement

58. When you’re green, you grow

59. When you’re ripe, you rot

60. What does it take to help keep teachers Ripe and Growing?

61. Using the Rubric to Give Helpful Feedback

62. Standard IV Facilitating Instruction
Do You Know It?
Do You Show It?
Is It Visible In the Actions of Your Students?
Is It Visible Beyond the Instructional Space of Your Classroom?
Knowledge
Action
Interaction
Extension

63. Why does it matter?

64. Artifacts and Evidence of Great Teaching

65. Evidence of:
Knowledge
Action
Interaction
Extension

66. Evidence of:
Knowledge
Action
Interaction
Extension

67. Evidence of: Knowledge Action Interaction Extension
... At all stages of inquiry, teachers guide, focus, challenge, and encourage student learning
The National Science Foundation
Knowledge
Action
Interaction
Extension

68. Evidence of:
Knowledge
Action
Interaction
Extension

69. To Promote Their Practice!
Knowledge
Action
Interaction
Extension
Do You Show It?
Is It Visible In the Actions of Your Students?
Is It Visible Beyond the Instructional Space of Your Classroom?
Do You Know It?
Teachers Must Recognize Appropriate Examples

70. Specific Feedback
Takes advantage of the language in the rubric to frame discussions about practice

71. Using the Rubric to Give Helpful Feedback

72. A Strategy to Help Teachers Grow?
Provide feedback within the context of the teaching standards
Promote
Probe
Push

73. Supporting Improvement
Promote
Identify behaviors or practices that were successful
Probe
Ask questions to better understand or confirm your understanding
Push
Ask questions to push or stretch

74. Standard IV Facilitating Instruction
Do You Know It?
Do You Show It?
Is It Visible In Your Students?
Is It Visible Beyond Your Classroom Walls?
Promote
Probe
Push
Knowledge
Action
Interaction
Extension

75. Planning With a Growth Mindset
So… What strategies would YOU like to see promoted with the 3rd grade team this year?
PDP

76. Thoughts…Questions…Ponderings?