NC Professional Teaching Standards and Evaluation Process

1. NC Professional Teaching Standards and Evaluation Process

2. Reminders for a Successful Day • Turn off cell phones • Be mindful of side conversations • Ask questions • Share information • Enjoy

3. Learner Outcomes • Teachers will understand the rationale behind the NC Professional Teaching Standards. • Teachers will understand each of the five new NC Professional Teaching Standards. • Teachers will explore the teacher evaluation cycle. • Teachers will understand the rights and responsibilities of both teachers and principals in the new evaluation process.

4. Rationale

5. “America’s Perfect Storm” How are the skills you needed as a child different from what today’s children need?

6. NC’s Educational Pipeline In North Carolina, for every 100 9th grade students… …70 students graduate four years later. …41 students enter college. …28 students are still enrolled in their 2nd year. …19 students graduate with either an Associate’s degree within three years or a Bachelor’s degree within six years. Source: www.achieve.org

7. Students Ready for the 21st Century The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.

8. 21st Century Skills Framework

9. NC Standards for Teachers Standard I: Teachers demonstrate leadership. Standard II: Teachers establish a respectful environment for a diverse population of students. Standard III: Teachers know the content they teach. Standard IV: Teachers facilitate learning for their students. Standard V: Teachers reflect on their practice.

10. Teacher and Principal Responsibilities Teacher Principal • Know and understand the NC Professional Teaching Standards • ƒUnderstand the NC Teacher Evaluation Process • Participate in each component of the evaluation process • ƒGather evidence to support performance in relation to NC Standards • ƒDevelop and implement strategies to improve personal performance/attain goals in identified areas • ƒKnow and understand the NC Professional Teaching Standards • ƒSupervise the evaluation process and ensure that all steps are conducted correctly • ƒIdentify teachers’ strengths and areas of need and make suggestions for improvement • ƒEnsure that the contents of the Summary Evaluation Report accurately reflects the teacher’s performance • ƒDevelop and supervise implementation of action plans

11. Types of Evidence Observable Behaviors Non-observable Behaviors • Knows policies and procedures affecting student learning • Communicates and collaborates with the home and community for the benefit of students • Participates in professional development • Establishes a safe and orderly classroom • Integrates effective literacy instruction throughout the curriculum • Uses data for planning and instruction

12. Observable vs. Non-observable • Remember observable vs. non-observable behaviors? • Take a look at the rubric on pp. 21-30 in your manual. • Look at the first column under each standard and element. If you see a check in that column, that means this element describes an observable behavior. • Any elements without checks should have evidence to support the level of the evaluation.

13. Standard I Teacher Demonstrate Leadership

14. Line Dance • Read pages 21-22 in your manual. • Divide into 2 groups. • Group 1 – Bring your manual. • Group 2 – Bring “Standard 1 Artifacts.” • Discuss which artifacts match Element A. • Switch partners and repeat for Elements B, C, and D.

15. Making it Real: Standard I • Read pages 48-50. • Note any of “The Standards of Professional Conduct” that educators may not know about or do not typically demonstrate understanding of. • What do you find most surprising?

16. Standard II Teachers Establish a Respectful Environment for a Diverse Population of Students

17. Making It Real: Standard II • Read pages 23-24 in your manual. • Get into 5 equal groups. • Read “Mrs. Jones” scenario • Independently record all of Mrs. Jones’ observable behaviors as they relate to your group’s element • Come to consensus on which 3 of Mrs. Jones’ behaviors are the most aligned to the expectations described in the element • Whole group reporting out and discussion

18. Standard III Teachers Know the Content They Teach

19. Making It Real: Standard III • Read pages 25-26 in your manual. • In groups of 2-3, sort the artifacts/ behaviors into the appropriate performance elements.

20. Making It Real: Standard III • Circulate and compare your group’s sort with other groups’ sorts. Use the Standard 3 Matrix to mark artifacts and behaviors that can be used as evidence for multiple elements. • Whole group discussion

21. Standard IV Teachers Facilitate Learning for Their Students

22. Making It Real: Standard IV

23. Making It Real: Standard IV • Read pages 27-29 in your manual. • Imagine you are one of the students in the video clip. • Get into 8 equal groups. • “Carousel Brainstorm” – What types of activities and behaviors would you like your teacher to use? • Whole group sharing and discussion

24. Standard V Teachers Reflect on Their Practice

25. Making It Real: Standard V • Read page 30 in your manual. • Find a partner and read the “Sample Post-Observation Conference Dialogue”. • Record which parts of the principal-led conversation match the elements from Standard V and record additional information or artifacts the teacher should be responsible for sharing with the principal on the “Conference Dialogue Recording Sheet.” • Pairs-Square and discuss ideas. • Whole group discussion

26. Procedures and Timelines

27. Build a Timeline • Group 1 – Record and sequence the major events in the teacher evaluation process for a probationary teacher. • Group 2 – Record and sequence the major events in the teacher evaluation process for the principal of a probationary teacher. • Refer to pages 17-19

28. Merging Your Work • Combine groups. • Merge your sequences to show the shared responsibilities of probationary teachers and their principals in the teacher evaluation process. • Clarify the specifics of the role each person must play in every step of the process.

29. The Evaluation Instrument

30. Performance Rating Scale Levels • Developing – Demonstrated adequate growth but did not demonstrate competence on standard(s). • Proficient – Demonstrated basic competence on standards(s) for performance. • Accomplished – Exceeded basic competence on standard(s) or performance most of the time.

31. Performance Rating Scale Levels • Distinguished – Consistently and significantly exceeded basic competence on standard(s) of performance. • Not Demonstrated – Did not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance.

32. Going on Vacation!!!

33. Professional Development Plans

34. Goal Setting • 2 – 3 goals established as part of a teacher’s Individual Growth Plan (IGP) after completing self-assessment • SMART Goals: Specific, Measurable, Attainable, Relevant and Time-Bound

35. Professional Development Plans NOTE: Monitored and Directed Growth Plans meet the guidelines of being an “action plan”

36. Summarizing the Process

37. Questions and Answers