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CTE Kickoff Luau—2012-13

CTE Kickoff Luau—2012-13. W-A-V-E …. CTE 2012-13. W - Work-based learning A - Attainment V - Value-Added Growth E - Engagement.

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CTE Kickoff Luau—2012-13

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  1. CTE Kickoff Luau—2012-13

  2. W-A-V-E… CTE 2012-13

  3. W- Work-based learning A- Attainment V - Value-Added Growth E- Engagement Our instructional focus is to improve work-based learningand academic experiences that lead to higher technicalattainment and support the value-added growthmodel through engagement of all learners.

  4. CDC Duties & Responsibilities • Career Development Coordinator • Special Population Coordinator • Instructional Management Coordinator • CTE Liaison to District Leadership Team • Budget • CTSO • Professional Development • Program Area Faciliator

  5. Your CDC’s 2012-2013

  6. ERHS Nathan Beasley Jessica Canoy Craig LeGlue *Thomas Williamson Sandy Hardin Natasha Thomas Alice Osborne Jason Overman *Chris Culberson Rhonda Evans, CDC SERMS Marguerite Fields Chris Atkins Beth McAllister

  7. PGHS Melissa Coble Amy Kidd Kristy McKay Kris Saunders Eva Lamb Kathy Brown Mike Hinshaw Wayne Miller Dave Webster NERMS Melissa Coble (S) Judy Jerrell Johnny Alston

  8. RHS Mark Walker Shelly Clemons Stephanie Nunn Venus Chapman Diane Hayes Wendy Whatley Amy Beane Kim Banker Chuck Conrad David Posey Ken Vaughn RMS Elizabeth Standafer, CDC Dana McIntyre Debbie Hollingsworth Mark Siegelin

  9. SWRMS Jarret Elliott Kenneth Rogers Everette Sheffield Jason Metters Liz Miller Kelly Biggs *Lisa Thorburn Donna Mason Elizabeth Nance Teena Kennedy Tommy Daniel Randy Miller Jeff Perry Rudy Britt Angela Frye *Lisa Thorburn (Spring) UMS Julie Sheffield, CDC SWRHS *Lynn Baker Nathan Walker

  10. THS Mike Harmon Wylene Johnson Kyle Spencer Cyndi Williams Jennifer Lambeth Cheri Conner Lewis Dorsett ATMS Shannon Edwards, CDC Brenda Collins Jandra Dillon Yvonne Cline Elaine Witkowski

  11. WHS Mike Harmon Wylene Johnson Kyle Spencer Cyndi Williams Jennifer Lambeth Cheri Conner Lewis Dorsett Misty Wolfe, CDC

  12. Review of LPS • Literacy • ESL • Attention to Special Populations - PEP • Math Integration • Reflection & Sharing via Wiki • Data Analysis – utilizing “Standard Analysis Report”

  13. Review of LPS • CTSO Involvement • Summer Conference Attendance • Active Advisory Councils • Peer Collaboration • Formative Assessment • Careful Selection of Course Offerings • Pathway advising for ALL students

  14. Review of LPS • Partnerships • Community College • Guidance Counselors • Community Partners • Credentialing • Preparation for higher education and career

  15. CTSO’s • Goals • Involve more students • Become more competitive at all levels • Support middle school chapters • Give back to local school/community • Allowable cost through state/federal funds • Student travel • Advisor costs – sub, hotel, registration • Pay upfront – no reimbursements • THANK YOU!!!!!!

  16. Common Career Technical Core Practices

  17. CCTC Next Steps • Review CCTC for alignment with existing courses • NASDCTEc will facilitate a gap analysis • Ask SBE to adopt the CCTC

  18. CTE Summer Conference Updates . . . • Value Added Measures • Proficiency measured by credentialing vs. post assessment

  19. Teacher Effectiveness and Support for Growth Using meaningful evaluation to increase effectiveness of teachers and leaders Jennifer Preston Jennifer.Preston@dpi.nc.gov

  20. OverviewRationale - MET Research - Standard 6 & 8 - Status - Support - MSLs ▲ The central focus of READY is improving student learning ... by enabling and ensuringgreat teaching.

  21. What is our goal?Rationale - MET Research - Standard 6 & 8 - Status - Support - MSLs ▲ Before Teaching and Leading Develop effective teachers and leaders in preparation programs Great Teachers and LeadersAn effective teacher in every classroom and leader in every school Student Readiness Achievement and growth for all students During Teaching and Leading Use meaningful evaluation and professional development to increase effectiveness of teachers and leaders

  22. Big Question:What is the best approach to Educator Evaluation and how do we get NC there? What is our goal?Rationale - MET Research - Standard 6 & 8 - Status - Support - MSLs ▲

  23. Measures of Effective TeachingRationale - MET Research - Standard 6 & 8 - Status - Support - MSLs ▲ This research suggests: • Multiple measures are important. • Including student growth improves objectivity of evaluation.

  24. What We Have • Some Assessments to Measure Growth From the MET… • Evaluation Tools  • End of GradeEnd of CourseCTE Post-Assessments • Observation Tools • Assessments to Measure Growth • Student Survey  Standard 8 • Standards 1-7 • End of GradeEnd of CourseCTE Post-Assessments • Standards 1-5 Standard 6 Exploring Piloted in 47 LEAs in 2011-12

  25. What We Need • Standard 6 and 8We need a state-adopted growth model and a fair 6 & 8 rating strategy • StatusWe need an overall method to determine educator effectiveness status • Measures of Student Learning (MSLs)For those grades and subjects that are currently non-tested, we need ways to measure growth

  26. Standards 6 & 8 – The BasicsRationale - MET Research - Standard 6 & 8 - Status - Support - MSLs ▲ • Teachers 1 2 3 4 5 6 Contribute to Academic Success Establish Environment KnowContent Facilitate Learning Demonstrate Leadership Reflect on Practice • Principals (and other Administrators) 8 7 1 2 3 4 5 6 Human Resource Leadership External Development Leadership Academic Achievement Leadership ManagerialLeadership Strategic Leadership InstructionalLeadership Cultural Leadership Micro-politicalLeadership

  27. Growth ModelRationale - MET Research - Standard 6 & 8 - Status - Support - MSLs ▲ • Teachers Standard 6 and 8 are measures of Growth 6 Contribute to Academic Success • Principals 8 Academic Achievement Leadership Academic Achievement Leadership

  28. Growth ModelRationale - MET Research - Standard 6 & 8 - Status - Support - MSLs ▲ • Teachers We will useEducator Value-Added Assessment System EVAASfor standards 6 & 8 when possible 6 Contribute to Academic Success • Principals 8 Academic Achievement Leadership Academic Achievement Leadership

  29. Growth ModelRationale - MET Research - Standard 6 & 8 - Status - Support - MSLs ▲ • Teachers 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. 6 Contribute to Academic Success • Principals 8 Academic Achievement Leadership Academic Achievement Leadership

  30. RatingsRationale - MET Research - Standard 6 & 8 - Status - Support - MSLs ▲ • Teachers How will the ratings on Standards 6 & 8 work? 6 Contribute to Academic Success • Principals 8 Academic Achievement Leadership Academic Achievement Leadership

  31. Teacher Ratings CategoriesRationale - MET Research - Standard 6 & 8 - Status - Support - MSLs ▲ • 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

  32. Principal Rating CategoriesRationale - MET Research - Standard 6 & 8 - Status - Support - MSLs ▲ • Principals 8 Academic Achievement Leadership Strategic Leadership • 3 Rating Categories • 5 Rating Categories Does not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth Not Demonstrated Developing Proficient Accomplished Distinguished 1 2 3 4 5 6 7 Human Resource Leadership Micro-politicalLeadership External Development Leadership ManagerialLeadership InstructionalLeadership Cultural Leadership

  33. Teacher Ratings in 2011-12Rationale - MET Research - Standard 6 & 8 - Status - Support - MSLs ▲ 6 • Yearly Rating • Does not Meet Expected Growth • Meets Expected Growth • Exceeds Expected Growth TeacherEVAAS Growth School-wide EVAAS Growth 70% 30% Weighted Average Why is school-wide EVAAS growth included? • To encourage collaboration and collective ownership of overall outcomes

  34. Teacher Ratings in 2012-13Rationale - MET Research - Standard 6 & 8 - Status - Support - MSLs ▲ We are piloting some additional elements for possible inclusion in Standard 6 in 2012-13 6 Possible additional elements • Yearly Rating • Does not Expected Growth • Meets Expected Growth • Exceeds Expected Growth TeacherEVAAS Growth School-wide EVAAS Growth Team EVAAS Growth (?) Student Surveys (?) Weighted Average

  35. Principal Ratings Rationale - MET Research - Standard 6 & 8 - Status - Support - MSLs ▲ • Standards 8 rating will be determined using school-wide EVAAS growth 8 • Yearly Rating • Does not Meet Expectations • Meets Expected Growth • Exceeds Expected Growth School-wide EVAAS Growth

  36. Status and Standard 6 & 8 Rationale - MET Research - Standard 6 & 8 - Status - Support - MSLs ▲ • An educator receives an effectiveness status only once she has 3 years of data on Standard 6 or 8 • A 3-year rolling average of growth data from standard 6 or 8 is used as part of determining overall status

  37. 3-Year Rolling Average Teacher Rationale - MET Research - Standard 6 & 8 - Status - Support - MSLs ▲ Rating from 2 years ago Rating from 1 year ago Rating from this year 1.0 + .8 + 1.2 6 6 6 Standard Standard Standard 3 Contribute to Academic Success Contribute to Academic Success = 1.0 Met Expected Growth3- year average rating on standard 6 for determining status 1.0Met Expected Growth .8Did not meet Expected Growth 1.2 Met Expected Growth Note: A similar methodology applies to principals as well.

  38. So once a educator has a three-year average rating for Standard 6 or 8, how is status determined? Status Rationale - MET Research - Standard 6 & 8 - Status - Support - MSLs ▲

  39. Status Rationale - MET Research - Standard 6 & 8 - Status - Support - MSLs ▲ • The Three Status Categories are In Need of Improvement Effective Highly Effective

  40. Teacher Status Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲ 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

  41. Principal Status Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲ Standards 1-7In the year Accomplishedor Higher on Standards1-7 Proficient or Higher on Standards1-7 1 2 3 4 5 6 7 Any rating lower than proficient Human Resource Leadership External Development Leadership ManagerialLeadership Strategic Leadership InstructionalLeadership Cultural Leadership Micro-politicalLeadership And/Or And And Standard 8Three-year rolling average Does Not Meet Expected Growth Meets or Exceeds Expected Growth Exceeds Expected Growth ) / 3 ) 8 8 8 + + 2 years ago 1 year ago Thisyear

  42. What will teachers see?Rationale - MET Research - Standard 6 & 8 - Status - Support - MSLs ▲ • Ratings on Standards 1 – 5 of the Educator Evaluation System (as recorded in online tool) • Standard 6 rating (current year and 2 prior years) • Three-year rolling average of student growth values and accompanying Standard 6 rating(for Status determination) • Overall Effectiveness Status

  43. Credentials for Technical Attainment • Certain courses may substitute earning a Credential for the Statewide post-assessment • Refer to the Status of Curriculum

  44. North Carolina Career and College Promise

  45. - Gov. Bev Perdue • "Career & College promise will prepare eligible high school students for life after high school – that means college credit for some, and career training for others. Regardless of a student’s plans after high school, Career & College Promise provides focused preparation at no cost to the student."

  46. Three Pathways • College Transfer • Career and Technical Education • Cooperative Innovative High School

  47. College Readiness Benchmarks

  48. Career Technical Education Pathway Eligibility Criteria • High school junior or senior • Weighted GPA of 3.0, OR • Recommendation of the high school principal • Must meet all prerequisites of the chosen career pathway

  49. Career Technical Education Pathway College Transfer Pathway Eligibility Maintenance • Continued progression toward high school graduation • Maintain 2.0 GPA in college coursework after completing two courses

  50. Honors Revisions • An updated framework and rubric were presented to the State Board in June • Revisions to the Implementation Guide will be complete in December 2012

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