1. Setting the Context 10/26/2015 page 1

2. Getting Students READY The central focus of READY is improving student learning... by enabling and ensuring great teaching. 10/26/2015 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 10/26/2015 page 3

4. Why educator effectiveness? So why is the State focusing on educator effectiveness in the face of so many other changes?

5. Why educator effectiveness? Every student in North Carolina deserves an effective teacher in all courses and grades and needs to learn all of the standards in the North Carolina Standard Course of Study in order to be READY for their futures

6. Why educator effectiveness? In order to increase their effectiveness, teachers need access to high-quality data. Every teacher in North Carolina deserves feedback on the growth of their students.

7. Educator Effectiveness Policies

8. Standards 6 & 8 – The Basics Teachers 165432 Demonstrate Leadership Establish Environment Know Content Facilitate Learning Reflect on Practice Contribute to Academic Success Principals (and other Administrators) 165432 7 8 Strategic Leadership Instructional Leadership Cultural Leadership Human Resource Leadership Managerial Leadership External Development Leadership Micro- political Leadership Academic Achievement Leadership 10/26/2015 page 8

9. Growth Model Teachers Principals 6 Contribute to Academic Success Academic Achievement Leadership 8 Standard 6 and 8 are measures of Growth 10/26/2015 page 9

10. Growth Model Teachers Principals 6 Contribute to Academic Success Academic Achievement Leadership 8 We will use Educator Value- Added Assessment System EVAAS for standards 6 & 8 when possible 10/26/2015 page 10

11. Growth Model Teachers Principals 6 Contribute to Academic Success Academic Achievement Leadership 8 How do Value-Added models work? They measure growth by predicting how well a student will do on an assessment. How do they predict how well the student will do? They look at previous test scores and estimate how well the student should do at the end of the year. Every student must grow based on where they start. 10/26/2015 page 11

12. Measures of Student Learning/Common Exams

13. Measures of Student Learning Measures of Student Learning/Common Exams are being designed for non- tested subjects for district use to populated Standard 6 10/26/2015 page 13

14. 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 10/26/2015 page 14

15. 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 10/26/2015 page 15

16. Focusing on the “Why” So why have statewide Measures of Student Learning/Common Exams? 1.North Carolina has a statewide evaluation system to ensure that every teacher receives a fair and consistent evaluation, regardless of his or her employing LEA 2.Teachers in all content areas should receive a Standard Six rating based on the growth of their own students on their content-specific standards 3.Most LEAs do not have the capacity to design their own assessments for all non state-tested grades and subjects 10/26/2015 page 16

17. 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 10/26/2015 page 17

18. 1234 October 2011 Teachers design item specifications for all currently non-tested grades and subjects Summer 2012 Teachers review items developed by TOPS Fall 2012 Teachers receive training on scoring the performance tasks on the MSLs Timeline of Work 10/26/2015 page 18

19. Using Student Growth Guide Provides information on what assessments must be administered, how growth will be calculated with assessment results, and how teacher growth values will be determined Divided into content/grade-specific sections Available at: http://www.ncpublicschools.org/docs/ educatoreffect/ncees/measure- growth-guide.pdf http://www.ncpublicschools.org/docs/ educatoreffect/ncees/measure- growth-guide.pdf 10/26/2015 page 19

20. MSL Basics – High School Length of the High School 2012 MSLs 90 minutes MSLs broken into two 45-minute sections to allow for administration in non-block schedules Item Types Multiple-choice Performance tasks Rubric provided for each performance task Available at: http://www.ncpublicschools.org/educatoreffect/ measures/specifications/ http://www.ncpublicschools.org/educatoreffect/ measures/specifications/ 10/26/2015 page 20