N.C. Educator Evaluation System (NCEES) Teacher Evaluation Process January 28, 2013

1. N.C. Educator Evaluation System (NCEES)Teacher Evaluation Process January 28, 2013

2. Today’s Presenter Cynthia Martin, Ed.D. Professional Development Consultant Region 3 cynthia.martin@dpi.nc.gov

3. Agenda • Resources • Pre-Assessment • Evaluation Process • Ratings • Standards • Post-Assessment • Questions

4. Resources

5. Online Modules-Phases I & II http://center.ncsu.edu/nc

6. Additional Resources: http://ncees.ncdpi.wikispaces.net

7. Educator Effectiveness Website http://www.ncpublicschools.org/educatoreffect/ Email specific questions about educator effectiveness to: educatoreffectiveness@dpi.nc.gov Image from Microsoft online gallery

8. Updated Teacher Manual http://www.ncpublicschools.org/docs/educatoreffect/ncees/instruments/teach-eval-manual.pdf

9. Pre-Assessment

10. What do you already know?

11. 1. Training Educators may use the North Carolina Educator Evaluation System without training. • True • False

12. 2. Orientation Within ____ weeks of a teacher’s first day of work, orientation on the N.C. Educator Evaluation System (NCEES) must be provided. A. One C. Three B. Two D. Four

13. 3. Self Assessment Teachers should complete a self-assessment: • Every year C. Within the online tool • By themselves D. All of the Above

14. 4. Pre- Observation Conference Pre-Observation conferences are required: • Before the first formal observation • Before all observations • Only with beginning teachers • Only if it is the teacher’s renewal year

15. 5. Observations Formal observations must be: • Completed by March 1st • At least 20 minutes in length • At least 45 minutes in length or class period • Scheduled in advance with the beginning teacher

16. 6. Post Observation Conference Post-observation conferences must be held: • Within 10 school days of the observation • After each formal observation • All of the above

17. 7. Summary Rating Form The summary ratings must be an average of the notations on a teacher’s rubric from throughout the year. • True • False

18. 8. The PDP Which resources contribute to the development of the PDP: • completed self assessment • school data • district initiatives D. All of the above

19. 9. Probationary Teachers If a teacher is completing their third year, they must receive ratings of _______ or higher to be issued a SP2 license. • Developing • Proficient • Accomplished

20. 10. Standard Six Standard six counts more than any of the other standards. • True • False

21. Process for Evaluating Teachers

22. Principal’s Responsibility

23. STEP 1: Training and Orientation Before Week 3 of School Year 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 C. A schedule for completing evaluation process. Component 1: Training Before participating in the evaluation process, all teachers, principals and peer evaluators must complete training on the evaluation process.

24. Before First Formal Observation STEP 2: Self-Assessment, Goal Setting and Pre-Conference Component 3: Teacher Self-Assessment Using the Rubric , the teacher shall rate their performance and reflect on his or her performance throughout the year. 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.

25. Within the 1st nine weeks 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. STEP 3: Observation Cycle (Administrative and Peer) STEP 3: Observation Cycle (Administrative and Peer) 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

26. Before the End of the School Year 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. STEP 4: Summary Evaluation and Goal Setting Component 7: Summary Evaluation Conference and Scoring the Teacher Summary Rating Form- 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.

28. Ratings

29. Ratings for Standards1-5

31. Standards

32. How do you see the standards?

33. Standard 1: Teachers Demonstrate Leadership5 Elements Element1 Element2 Element 3

34. Standard 1:(elements continued) Teachers advocate for school and students Teachers demonstrate high ethical standards Element 4 Element 5

35. Standard 2: Teachers Establish a Respectful Environment for a Diverse Population of Students 5 elements • Teachers provide an environment with a positive, nurturing relationship • Teachersembrace diversity in school and world • Teachers treat students asindividuals • Teachersadapttheir teaching for the benefit of students with special needs • Teachers work collaboratively with families

36. Standard 3: Teachers Know the Content they Teach 4 elements • Teachersalign their instruction with the NCSCS • Teachers know the content appropriateto their teaching specialty • Teachers recognize theinterconnectednessof content areas/ disciplines • Teachers make instruction relevantto students

37. “Get over the idea that only children should spend their time in study. Be a student so long as you have something to learn, and this will mean all of your life.” Henry L. Doherty

38. Standard 4:

39. Standard 5: Teachers Reflect on Their Practice 3 elements • Teachers analyze student learning • Teachers link professional growth to their professional goals • Teachers function effectively in a complex, dynamic environment

40. Standard 5: If the students are not getting it, what can I (the teacher) do differently?

41. Standard 6 Growth

42. Proficiency vs Growth

43. Proficiency vs Growth NO YES YES NO

44. Teacher Ratings Categories • Teachers 1 2 3 4 5 6 Contribute to Academic Success Demonstrate Leadership Establish Environment KnowContent Facilitate Learning Reflect on Practice • 5 Rating Categories • 3 Rating Categories Not Demonstrated Developing Proficient Accomplished Distinguished Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth

45. Ratings • Teachers 1 2 3 4 5 6 Contribute to Academic Success Establish Environment KnowContent Facilitate Learning Demonstrate Leadership Reflect on Practice • Principals 8 1 2 3 4 5 6 7 Human Resource Leadership External Development Leadership Academic Achievement Leadership ManagerialLeadership Strategic Leadership InstructionalLeadership Cultural Leadership Micro-politicalLeadership Key Note on Ratings • Every educator is evaluated every year • Each standard and rating stands on its own (1 out of 6, not 1/6) • Ratings are used to create professional development plans each year • Ratings are used to determine status

46. Status Status Ratings • A single overall status that is determined once a principal or teacher has three years of growth data to populate 6 • Categories for Status In Need of Improvement Effective Highly Effective Teachers6 separate ratings to help teachers grow each year Principals8 separate ratings to help principals grow each year 9/1/2014 • page 46

47. Status and Standard 6 • An educator receives an effectiveness status only once she has 3 years of data on standards 6 or 8 • A 3-year rolling average of growth data from standards 6 or 8 is used as part of determining overall status

48. Status • The Three Status Categories are In Need of Improvement Effective Highly Effective 9/1/2014 • page 48

49. So once a educator has a three-year average rating for Standard 6, how is status determined? Status 9/1/2014 • page 49

50. Teacher Status 1 2 3 4 5 Establish Environment KnowContent Facilitate Learning Demonstrate Leadership Reflect on Practice Standards 1-5In the year Accomplishedor Higher on Standards1-5 Proficient or Higher on Standards1-5 Any rating lower than proficient And/Or And And Standard 6Three-year rolling average Does Not Meet Expected Growth Meets or Exceeds Expected Growth Exceeds Expected Growth ) / 3 ) 6 6 6 + + 2 years ago 1 year ago Thisyear