NORTH CAROLINA TEACHER EVALUATION PROCESS TRAINING

1. NORTH CAROLINA TEACHER EVALUATION PROCESS TRAINING 3-Day Training for Phase I, II and III 2008-2010 1

2. WELCOME Introductions Agenda 2

3. How did we get here? North Carolina has moved from a manufacturing and agricultural economy to a technological and research-based economy. Schools must respond to this change if students are to be ready for the future. 3

4. What happens over time? Let’s consider a 65 year old born in 1943 who began school in 1948 Decide if your card is an event that relates to: 1940s 1950s 1960s 1970s 1980s 1990s 2000 - present 4

5. Move to the area representing your time period Check with your person to be sure you are in the correct group Share your event during the group sharing 5

6. Consider a child starting Kindergarten in 2009… This child was born in 2004 This child was not alive when 9/11 occurred The United States has been at war for this child’s entire life thus far We will need to educate this child for a life that will bring retirement in 2069 or later 6

7. What might life look like in 2069? Examine your card and locate the year in the bottom right corner When your group is called, share your fact with the group 7

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10. To accomplish this mission, North Carolina Public Schools will: Produce globally competitive students Be led by 21st century professionals Be healthy and responsible Leadership will guide innovation in NC Public schools Be governed and supported by 21st Century Systems 10

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12. New Standards for Teachers, Principals & Superintendents GS 115C-295.1 requires the Commission to review and propose standards for teaching in North Carolina In August 2006, Chairman Lee charged the Commission to review and align the standards to reflect the State Board’s newly adopted mission and goals The Commission is composed of 16 practicing educators 12

13. The Commission spent 6 months in numerous meetings thinking, listening, writing, sharing with colleagues and revising The draft work was completed in March 2007 and distributed through focus groups and other meetings throughout the state The finalized standards were presented to the State Board of Education in May and adopted in June 2007 13

14. How are the NC Professional Teaching Standards different from the Core Standards adopted in 1998? The most significant difference is ALIGNMENT! SBE mission and goals 21st Century Skills and Knowledge Research from Teacher Working Conditions Survey School Executive and Superintendent Standards and Evaluation Instruments Professional Development Program approval for Schools of Education 14

15. New Evaluation Systems to align with the Standards New Principal evaluation system effective July 1, 2008 for all NC Principals 3000 Principals and principal supervisors trained during summer of 2008 15 Time: 9:25 – 9:30 – Slides 11 - 13Time: 9:25 – 9:30 – Slides 11 - 13

16. Still to come: Evaluation systems for: Superintendents (Field Test 2009) Assistant Principals (Field Test 2009) Central Office Staff Media Specialists School Counselors, Social Workers School Psychologists Standards for School Boards 16 Time: 9:30 -9:45 – Slides 14 - 18 Time: 9:30 -9:45 – Slides 14 - 18

17. 17 Time: 9:25 – 9:30 – Slides 11 - 13 Time: 9:25 – 9:30 – Slides 11 - 13

18. Teacher: Phase II: 2009-2010 Anson Ashe Asheville City Avery Beaufort Bertie Brunswick Caldwell Currituck Chatham Clinton City Craven Dare Duplin Edenton-Chowan Edgecombe Franklin Gates Halifax Haywood Hoke Hyde Macon Martin Montgomery Moore Pasquotank Perquimans Person Richmond Surry Roanoke Rapids City Stanly Swain Tyrrell Vance Watauga Washington Wayne [District teams trained regionally (Oct 2008 – Mar 2009)] 18

19. 19 Time: 9:25 – 9:30 – Slides 11 - 13 Time: 9:25 – 9:30 – Slides 11 - 13

20. North Carolina Professional Educator Evaluation Systems Their purpose is to support and promote effective leadership, quality teaching, and student learning The design is a growth model to improve instruction and enhance professional practice The evaluation instruments are based on the Framework for 21st Century Learning and the Standards 20

21. They are flexible enough to be fair to teachers and school executives of varying levels of experience and in school settings The rubrics are formative in nature based on a rating scale from developing through distinguished Multiple data sources, artifacts, and evidence will be used in assessing educator performance They will provide the basis for performance goals and professional development activities 21

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23. 23 Guide professional development programs for teachers Serve as a tool in developing coaching and mentoring programs for teachers Enhance the implementation of the approved curriculum Inform higher education programs as they develop the content requirements for higher education programs

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25. 25 Definitions Beginning Teacher - Teachers who are in their first three years of teaching and who hold a Standard Professional 1 License Probationary Teacher – Teachers who have not obtained Career Status in their district Career Status Teachers –Teachers who have been granted Career Status in their district Formal Observation – an observation of a teacher’s performance for a minimum of 45 minutes or one complete lesson

26. Definitions 26

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28. Performance Rating Scale 28

29. Definitions 29 Performance Goals - Goals for improvement in professional practice based on the self-evaluation and/or supervisor recommendation School Executives – Principals and assistant principals licensed to work in North Carolina Self-Assessment – Personal reflection about one’s professional practice to identify strengths and areas for improvement (conducted w/out input from others) Summary Evaluation Form – A composite assessment of the teacher’s performance based on the evaluation rubric and supporting evidence

30. 30 Teacher Responsibilities: Know and understand the North Carolina Professional Teaching Standards Understand the North Carolina Teacher Evaluation Process Prepare for and fully participate in each component of the evaluation process

31. Teacher Responsibilities (Cont.): Gather data, artifacts, evidence to support performance in relation to standards and progress in attaining goals Develop and implement strategies to improve personal performance/attain goals in areas identified individually or collaboratively identified 31

32. Principal/AP Responsibilities Know and understand the North Carolina Professional Teaching Standards Participate in training to understand and implement the Teacher Evaluation Process Supervise the Teacher Evaluation Process and ensure that all steps are conducted according to the approved process 32

33. Principal/AP Responsibilities Cont. Identify the teacher’s strengths and areas for improvement and make recommendations for improving performance Ensure that the contents of the Teacher Summary Evaluation Report accurately reflect the teacher’s performance Develop and supervise implementation of action plans as appropriate 33

34. A Vision of K-12 Students Today 34

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36. “If your actions inspire others to dream more, learn more, do more and become more, you are a leader.”~~John Quincy Adams 36

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42. 42 Time 10:40 - 11:00 – Slide 38 10 Minute Activity 10 Minute Report Out Time 10:40 - 11:00 – Slide 38 10 Minute Activity 10 Minute Report Out

43. “A good deed is never lost: he who sows courtesy reaps friendship; and he who plants kindness gathers love.”~Basil 43 Time 11:00 – 11:15 – Slides 40 - 45Time 11:00 – 11:15 – Slides 40 - 45

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49. Standard II Think/Pair/Share Activity Pair with a person and share: One strategy you have seen or done that models an environment that is inviting, respectful, supportive, inclusive & flexible When time is called, go to a second person and share: One strategy for maintaining high expectations for students When time is called, choose a third person and share: One strategy for collaboration with families/significant adults of students 49 Time 11:15 – 11:30 – Slide 45 Time 11:15 – 11:30 – Slide 45

50. “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 50 Time 11:30 – 11:45 – Slides 46 - 51 Time 11:30 – 11:45 – Slides 46 - 51

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54. 54 Lunch 11:45 – 12:30 Lunch 11:45 – 12:30

55. “The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.”~~William Ward 55 Time 12:30 – 12:45 – Slides 52 - 60 Time 12:30 – 12:45 – Slides 52 - 60

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60. 60 Today’s Classroom

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65. Standard IV Group Activity Count off into groups A - H Using the corresponding element (A - H) for your group, select 2 of the listed items under your element (Page 9 or 10 in your manual) Brainstorm 2-3 specific behaviors a teacher might use to demonstrate each of the items selected Pick one of the two items and report out to the group 65 Time 12:45 – 1:05 – Slide 61 10 minutes for activity 10 minutes for report outTime 12:45 – 1:05 – Slide 61 10 minutes for activity 10 minutes for report out

66. “Keep steadily before you the fact that all true success depends at last upon your self.”~~Theodore T. Hunger“The talent of success is nothing more than doing what you can do, well.”~~Henry W. Longfellow  66 Time 1:05 – 1:15 - Slides 62 - 65Time 1:05 – 1:15 - Slides 62 - 65

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70. Card Sort Activity In small groups use the cards to match: The Standard The Elements for each Standard The definitions for each Element 70 Time 1:15 – 1:30 – Slide 66Time 1:15 – 1:30 – Slide 66

71. The Evaluation Process Component 1: Training: Complete training on process one time Component 2: Orientation: Every year Within two weeks of a teacher’s first day Must include rubric, policy & schedule of evaluation 71 Time 1:30 – 1:40 – Slides 67 - 68Time 1:30 – 1:40 – Slides 67 - 68

72. Component 3: Teacher Self-Assessment Uses the teacher rubric Is done by individual (without input from others) Used in developing IGP Used in pre and post conference discussions 72

73. 73 How to Score the Rubric (Self-Assessment)

74. Goal Setting Activity Review pages 33 and 34 in your manual After examining Standard 1, work with your tablemates to write a possible goal for this teacher. List 2 – 3 strategies that will help him/her meet their goal Check your goal for SMART elements 74

75. Component 4: Pre- Observation Conference A pre-observation conference occurs before any observations happen during the year Discuss: self-assessment, PDP & lesson(s) to be observed Teacher will have written description of lesson for first observation Subsequent observations do not require a pre-observation conference 75 Time – 2:30 – 3:30 – Slides 70 - 79Time – 2:30 – 3:30 – Slides 70 - 79

76. Component 5: Observation(s) Probationary teachers require 4 formal observations: 3 administrative, 1 peer Career status teachers (in their summative year of evaluation) must have three observations: at least 1 must be formal Formal observations occur over one complete lesson (a minimum of 45 minutes), Informal observations occur over 20 minutes The first observation must be a formal, announced observation Subsequent observations may be unannounced Evaluator uses the rubric as a recording tool 76

77. 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 77

78. Component 7: Summary Evaluation Conference Bring Self Assessment Review Observations Discuss Additional Artifacts Sign Summary Rating Form & Record of Teacher Evaluation Activities Begin discussion for future goals 78

79. Summary Rating Form Every element for every standard is marked (not demonstrated requires comment) Ratings are based on everything you know about that teacher, including observations Overall rating for each standard is chosen by the evaluator after reviewing all of the elements within a standard Comments may be added by evaluator and/or the teacher Signatures required on the final page 79

80. Component 8: Professional Development Plans (PDPs) 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 80

81. 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 (meets GS requirements of an action plan) Monitored and Directed Plans meet the guidelines of being an “action plan” 81

82. Self Assessment You will have about 30 minutes to complete your own self-assessment In addition to rating yourself, take notes as to what artifacts you might use to support your rating Consider the explanations and comments you would make with your Principal/AP 82

83. Self Assessment Reflection Take the next 10 minutes and talk with a partner about the self-assessment process you completed. Discuss these questions: Did you find it easy or difficult? Do you feel confident discussing your assessment w/ your evaluator? What artifacts came to mind to support your rating? 83

84. Evidence Opinion observable & specific not influenced by the observer’s perspective objective unambiguous draws conclusions influenced by the observer’s perspective subjective may be subject to debate 84

85. Language AnalysisMaking Evidence-Based Statements With an elbow partner: Review the statements Circle the words or phrases that imply opinion and/or are left open to interpretation Rewrite statements and make them evidence-based 85

86. Making it Real: Standard 1 With a partner identify evidence that you might use to indicate each level of a teacher’s performance on Element A on Standard 1: When time is called (5 minutes) repeat for Elements B, C and D As a table discuss the paired results Using the ethics policy identify 1 or 2 areas with your group that might be unknown to teachers. 86

87. Making it Real - Standard 1:Pre-Observation Conversation Note Taking Guide Teachers are leaders in their classrooms Teachers demonstrate leadership in the school Teachers lead the teaching profession Teachers advocate for schools and students Teachers demonstrate high ethical standards 87 Time: 10:15 – 11:15 – Standard 1 ActivityTime: 10:15 – 11:15 – Standard 1 Activity

88. Making it Real: Standard 1 continued At your table, discuss: The teacher’s level based on current evidence Next steps appropriate for the principal and the teacher to move the teacher’s practice forward Additional evidence you may need to collect during the observation 88

89. Making It Real: Standard 2 What is a working definition of Diverse Learners? Discuss with your table group Write one definition per table on the chart paper Share with the whole group 89

90. Standard 2 Continued:Diverse Learners Scenario Activity Work with a table partner Select 1 scenario from the 4 provided Read the selected scenario Rate each element for Standard II individually on the top half of the Rating/Evidence Recording Sheet Discuss w/ partner and record consensus ratings on the bottom half of the sheet 90

91. Making It Real: Standard 3 Sort the artifacts/behaviors (pink) into the appropriate performance elements (green) 91

92. Standard 3 continued Now decide where each artifact would rate on the performance rating scale (blue) When directed, circulate and compare your table ratings with the other tables 92

93. Discussion – Standard 3 Think of ways that growth can be supported or stimulated in this standard 93 Time: 1:15 – 2:15 – Standard III Activity Time: 2:15 – 2:30 - Break Time: 1:15 – 2:15 – Standard III Activity Time: 2:15 – 2:30 - Break

94. Making It Real: Standard 4 Break into your Standard IV element groups from yesterday Each person takes a recording sheet from the middle of the table Read the standard and the descriptors for the level on your sheet Write down 1 or 2 observable behaviors (in any or all three of the boxes) When the signal is given, pass your paper clockwise Note the rating level for this sheet; read comments Add new ideas (again in any or all boxes) Repeat when each signal is given to pass your sheet 94

95. Making it Real Standard 4 continued As a table group, summarize your sheets by noting one or two behaviors for each level Put information on chart paper Share as requested 95

96. Standard 5 – Building Teacher Self-Awareness This standard will: Help teachers begin to use evidence-based language Support the overall purpose of the rubric as a growth model Diminish subjectivity and emotion from the post observation conferences & summary evaluation 96

97. Making It Real: Standard 5 Teacher Self-Assessment depends on clarity of communication Evidence-based conversations Principal supports teacher awareness of self-reflective behavior 97

98. Making It Real: Standard 5 Read the dialogue for standard 5 silently In table groups, use the chart paper to record the following: The rating you would give the teacher 2-3 rewritten teacher statements Two rewritten paraphrasing statements (principal) Three clarifying questions the principal could have asked Post your recordings on the wall 98 Time: 8:30 – 8:45 – Meet and Greet reflecting on Day 2 Time: 8:45 – 9:45 – Standard V ActivityTime: 8:30 – 8:45 – Meet and Greet reflecting on Day 2 Time: 8:45 – 9:45 – Standard V Activity

99. Making it Real: Standard 5(Another possible activity) Individually read the Post-Observation dialogue As a group, decide a rating for each element of Standard 5 Determine an overall rating for Standard 5 List 2 – 3 additional questions a principal might ask to help determine appropriate level 99

100. Closing Questions & Answers Comments Evaluation 100