Rachel McBroom, Ph.D Donna Albaugh Educator Recruitment and Development

1. The NC Teacher Evaluation Process Rachel McBroom, Ph.D Donna Albaugh Educator Recruitment and Development Presented at the NC Association of School Administrators Conference April 1, 2011

2. North Carolina’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 > node/893 > Pipeline data tab

3. Future-Ready Students for the21st 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. We are all accountable!

4. Implementation Phases-TEACHER + Charter Schools + All other public schools

5. Future Implementation: • Evaluation systems for: Superintendents (2010-optional) Assistant Principals (2010) Central Office Staff Media Specialists School Counselors, School Psychologists, Social Workers • Standards for School Boards?

6. New Standards, New Expectations

7. NC Teacher Evaluation Process STEP 1: Training and Orientation STEP 2: Self-Assessment, Goal Setting and Pre-Conference STEP 4: Summary Evaluation and Goal Setting STEP 3: Observation Cycle (Administrative and Peer)

8. NC Standards for Teachers Standard 1: Teachers demonstrate leadership Standard 2: Teachers establish a respectful environment for a diverse population of students Standard 3: Teachers know the content they teach Standard 4: Teachers facilitate learning for their students Standard 5: Teachers reflect on their practice

9. Activity: Understanding the Standards

10. What are they ? communication media literacy collaboration financial literacy technology skills cooperation creativity critical thinking

13. Terms in the Evaluation Process Growth Model Probationary and Career Status Teachers Training vs Orientation “Portfolio” vs “Artifacts” “Observations” vs “Evaluations” “Evaluators” vs “Peer Observers” Self-Assessment Professional Development Plan Pre- and Post-Conferences

14. The Rubric and Rating Scale Performance Descriptors Developing – Demonstrated adequate growth during the period of performance, but did not demonstrate competence on standard(s) of performance Proficient – Demonstrated basic competence on standards of performance Accomplished – Exceeded basic competence on standards for performance most of the time

15. Performance Descriptors, cont. Distinguished – Consistently and significantly exceeded basic competence on standards of performance Not Demonstrated – Did not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance [NOTE: If the “Not Demonstrated” rating is used, the evaluator must provide a comment about why it was used.] 15

16. The Components • Component 1: Training: • A full training on standards and entire process • Component 2: Orientation: • Yearly • Within two weeks of a teacher’s first day • Includes a copy of rubric, policy & notification to Career teachers of evaluation year

17. Component 3: Teacher Self-Assessment: • Uses the rubric • Is done by individual (without input from others) • Used to develop PDP • Used in pre and post conferences • Is not collected by Principal or evaluator

18. Standard 1: Teachers Demonstrate Leadership

19. Component 4: Pre- Observation Conference • Occurs before any observations happen during the year • Discuss: self-assessment, PDP & lesson(s) to be observed • Teacher will have written lesson plan for your review • **Subsequent observations do not require a pre-observation conference

20. Component 5: Observations • Probationary teachers: • 4 formal observations: 3 administrative, 1 peer • Career status teachers: (in their summative year of evaluation) • 3 observations: at least 1 must be formal

21. Component 6: Post-Observation Conferences • Must occur after each formal observation • Must occur no later than 10 school days after the observation • Designed for the purpose of identifying areas of strength and those in need of improvement • Requires review and signature of rubric • Component 7: Summary Evaluation Conference • Bring Self Assessment • Review Observations, any additional artifacts • Sign Summary Rating Form & Record of Teacher Evaluation Activities • Begin discussion for future goals

22. Component 8: Professional Development Plans After completing Year 1 of implementation, this is how to determine the level of PDP for a teacher: • Teachers who are rated as “Proficient” or higher on all Standards will develop an Individual Growth Plan • Teachers who are rated as “Developing” on any Standard will be placed on a Monitored Growth Plan • Teachers who are rated as “Not Demonstrated” on any Standard or has a rating of “Developing” for two sequential years will be placed on a Directed Growth Plan • Monitored and Directed Plans meet the state guidelines of an “action plan”. Individual districts determine those recommendations

23. Q & A / DISCUSSION

24. Contact Information Rachel McBroom, Ph.D rmcbroom@dpi.state.nc.us PHONE Donna Albaugh dalbaugh@dpi.state.nc.us PHONE 910.476.7218 Regional PD Leaders, Region 4 www.ncpublicschools.org/profdev/training