1. Conducting Peer Evaluations with the North Carolina Educator Evaluation System (NCEES) Iredell-Statesville Schools 2011-12 BMS Training 10/25/2011 by Dreisa J. Sherrill

2. Purpose: To ensure that Peer Evaluators are prepared to conduct the 2 nd or 3 rd cycle of the North Carolina Teacher Evaluation process for those teachers required to have a peer evaluation.

3. Session & Follow-Up Outcomes: Peer Evaluators will understand: –Their role in the Evaluation process –The 4 components of the of the peer evaluation process –Accessing and using NCEES –Observable differences between performance ratings Peer Evaluators Follow-Up: –Review and become familiar with content of Standard 2a and 4a-h

4. Why the North Carolina Teacher Evaluation Process? To support and promote effective leadership, quality teaching and student learning. To improve instruction and enhance professional practice through a growth model Based on the Framework for 21st Century Learning and the Standards it is a vehicle to positively impact graduation rates and support student’s 21st century readiness

5. You might ask yourself: … How did I get here? …What are the benefits? Selection process –Your role as a teacher leader Benefits to Peer Evaluator –Further development of personal professional capacity –Opportunity to further assume role of teacher leader –A practice that supports higher performance ratings related to teacher leadership on the teacher evaluation rubric Benefits to Learning Organization –Quality faculty, and high performing students

6. Frequently Asked Questions: Which Teachers Need a Peer Evaluation? –Those teachers with a Probationary Teacher Status (Your Administrator will inform you) When is the Peer Evaluation conducted? –Either for the 2 nd or 3 rd cycle of observations Who do I contact if I have questions about the evaluation process or NCEES management system? –Your site-based NCEES Coach

7. What is the relationship between Mentors & Peer Evaluators A Peer evaluator does not have to be a Mentor to conduct a peer evaluation Mentors conduct peer evaluation on teachers other then their Mentee Recommend that Peer evaluator conduct peer evaluation on no more then 2 teachers per year

8. Overview of the Teacher Evaluation process conducted by Peer Evaluators 4 components to peer evaluation process: 1. Preparation Familiarization with Standards/Elements 2a, 4a-h, process, performance ratings and NCEES platform 2. Pre-Conference Authentication not required on Record of Teacher Evaluation Activities form (NCEES) 3. Classroom Observation Entered into NCEES during observation or paper process utilized and then entered into NCEES 4. Post-Conference Discuss Observation At conclusion complete digital signature process in NCEES

9. 1. Before Conducting Peer Evaluation: Review –Standard 2a –Standard 4 Elements a-h (Could use your own self-assessment rather then print a rubric, or Condensed Peer Evaluation Rubric.) For each Element –What is the main idea(s)? –What are the observable teacher behaviors? –What does being Proficient look like for each Element? –How is Proficient different from Accomplished? Coaching Point: Know your Rubric! Decide if you will use paper or digital process during observation Become familiar with accessing and using NCEES (Addressed later in power point)

10. 2. Pre-Conference Scheduled prior to classroom observation Duration ~1/2 hour Intent for the: –Peer-Evaluator is to communicate their role and what to expect during the classroom visit –Teacher is to convey a contextual setting of what the peer evaluator can expect during the observation

11. Pre-Conference Peer Evaluator Communicates: –Role Conduct & follow evaluation process –Expectations of the observation Focus Standards/Elements 2a & 4 a-h Process Teacher Communicates: –Any pertinent information to prepare peer-evaluator for structure of class/lesson: Context of the lesson Challenges/strengths Demographics Assessment data Instructional approach … *Collaboratively schedule observation time. *Coordinate with administration.

12. Pre-Conference “Possible Questions” What subject will I be observing? Time of day? Duration? Have you reviewed Standards/Elements 2a 4 a-h? Any questions? Classroom make up? Context of lesson? How is data being used to inform instruction? What does the data tell you? What instructional strategies are being used? Why? How do you communicate learning objective to students How often do you change the methodology during a lesson? Any new practices you are using that I might see? Any concerns/ issues you have about your classroom or lesson? Discuss approach/questions to use with your administrator

13. 3. Classroom Observation Peer-evaluator schedules with teacher –Coordinates with administrator Lasts 45 minutes or duration of lesson Focus is on Standard/Elements 2a & 4 a-h, and all supporting Descriptors Use either: –Digital process and NCEES platform –Paper process with condensed peer evaluation rubric then enter into NCEES Might need to get additional information during post-conference to assign a performance rating

14. Peer Evaluators can utilize paper version “Condensed Rubric” during Observation. However, Observation needs to be entered into NCEES. Paper template can be accessed: Sign in to Schoolwires from ISS homepage Click “Departments Click Human Resources Click Evaluation Resources Click Teachers Click Condensed Peer Evaluation Rubric

15. So How Do I Determine and Document Performance Ratings? Made with professionalism & objectivity Are confidential Ratings supported by observable data within the context of the classroom observation through the lens of the Evaluation Rubric (Criteria in Standard, Element and Descriptors) Capture a supporting comment/note for each Element Might need to verify or clarify supporting evidence for a given descriptor before rating at post conference (i.e. 4a)

16. Performance Rating (cont.) Teachers’ performance will be noted on one of four levels: –Developing, Proficient, Accomplished or Distinguished. These levels are cumulative across the rows of the rubric. –The developing teacher may exemplify the skills expected of a teacher who is new to the profession or an experienced teacher who is working in a new content area or grade level, or who needs a new skill in order to meet the standard.

17. Performance Rating (cont.) A “proficient” teacher must exhibit the skills and knowledge described under the “developing” header as well as those under “proficient.” Likewise, a “distinguished” teacher exhibits all of the skills and knowledge described for that element, or across the entire row. Occasionally, a teacher might not demonstrate evidence of proficiency on a particular element. In that case the column: “Not demonstrated” would be selected. –An evaluator would use this option if, during an observation, the lesson did not lend itself to a demonstration of a particular skill or knowledge. –If that column is chosen, then a comment must be made as to why it was selected. (Not Observed) “Not Looked For” must be checked for all Elements other then 2a and 4a-h in NCEES

18. 4. Post-Observation Conference {no later than ten days after the observation (sooner the better)}  Purpose is to: - Discuss the classroom observation and the associated performance rating through the lens of the rubric - And to identify/verify areas of strength and those that could be strengthened  Process is collaborative: final decisions on performance rating rests with the Peer-Evaluator as the end of year summative performance ratings rests with the administrator

19. Post-Observation Conference (cont.)  After review and discussion of observation entered in NCEES - Peer Evaluator digitally signs then Teacher  Teacher can attach comments if so desired after signatures are authenticated - They login and add comments at end of rubric - Email will be automatically sent notifying administrator that comments have been added

20. Performance Measures Discussions: Not personal Evidence based –Within the context of the rubric, “This is what I observed and my data (bulleted comments) to support it is…” –Disagreement; you might ask: What data leads you to say that? Within the context of this observation

21. Post-Conference Conflict You can table post-conference discussion and ask that the administrator mediate the process.

22. Utilizing NCEES to complete Peer Evaluation process (Required) Following slides provide direction on how to: –Access peer evaluation rubric –Fill out and complete rubric –Digitally sign

26. *Select School Year is 2011-2012 *Select School should default to your school *Under “Select Teacher” Click on the name of the teacher you will be conducting a peer evaluation on. *Note: You will only be able to see the evaluations you have conducted. You will not be able to see other teachers self-assessments or the principal’s Evaluations.

27. Then Click

28. Complete the top section of the rubric as outlined in next two slides

29. Obtain Status & Year from administrator. Clicking on “Do not allow teacher to view this rubric.” will prevent teacher who is being observed from viewing rubric. When Peer Evaluator is ready to share rubric then uncheck this box.

30. At Anytime You Can: Save your work with SAVE icon at top of page Spell check with icon at top of page Save and Log-out and return to complete rubric

31. In Preparation for Observation : Click the “Not looked for” boxes on Elements –1a-e –2b-e –3a-d –5a-c These Elements are not part of the Peer Evaluation

32. You can uncheck a Descriptor by simply clicking on the box again.

33. (After Standard 2 and 4) Area to capture your bulleted comments to support performance ratings is located at end of Standard 2 and 4.

34. At conclusion of classroom observation Record end time of observation. You can save work at anytime by using the Save icon

35. To Re-access the Peer Evaluation Rubric you are working on (after logging out) : Login to NCEES Enter NCEES Select “More” Select “Rubric for Observing Teachers Select Teacher’s Name Select “Peer Evaluation form…” under Observation Names

36. Editing Peer Evaluation Rubric: You can edit comments, change performance rating up until you digitally sign the rubric at the Post-Observation Conference Once the Peer Evaluator signs the rubric it is locked and can not be edited

37. Ability of Teacher to View Observation In order for teacher to be able to view Peer Evaluation –Peer Evaluator must un-check box in front of “Do not allow teacher to view this form.”

38. Post-Conference Observation has been entered into NCEES Top section of rubric completed as outlined earlier –Failure to do so will generate a prompt from system to do so during digital signature process Appropriate “Not Looked for” boxes have been checked Content discussed and reviewed Digital signatures are authenticated –First by Peer Evaluator then by Teacher –You will need your passwords; UIDs will already be in signature box

39. Digital Signature Process 1 st Peer clicks box under Peer Signature It will ask if you are sure… If you are then proceed When Authentication window opens; enter your password Click Authenticate Then Teacher repeats process

40. Last steps: Log out Have teacher login and ensure they can view observation Success? Wipe your brow, and smile at a job well done Problems or issues contact your site-based NCEES Coach Notify administrator that peer evaluation is complete

41. Know: As we, along with the rest of the districts in North Carolina move forward with the utilization of NCEES there will be challenges and issues that arise as we launch this new platform. –When or if they do, notify your NCEES coach –If they cannot rectify issue or address question they will in turn contact Jed Stus –If necessary he will contact McREL (NCEES vendor) or DPI

42. CEU Credit for Peer Evaluation Log-in to True North Logic (TNL) Enter Course Number 1493 1 CEU is granted for the Peer Evaluation training and process

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44. Thank You! For all you do for the students and teachers of Iredell-Statesville Schools!