Log in before presentation
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Log in before presentation
• http://www.polleverywhere.com/my/polls
• CTE, C & I, Early Learning• login: [email protected]• password: instructech• ERD, Accountability, DST• login: [email protected]• password: instructech
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Evaluation with FidelityAsheville City Schools
Educators
September 2012
Joyce GardnerRegion 8 Professional Development
Consultant• WRESA
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Session Materials
region8wnc.ncdpi.wikispaces.net
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Purpose
• To develop a deeper conceptual understanding of each of the NC Professional Teaching Standards.
• To practice assigning ratings for Inter-rater reliability
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At the end of this meeting, participants will:
• Understand the steps of the NCEES evaluation process.
• Identify teacher behaviors and actions that describe the standards and elements of the NC Professional Teaching Standards.
• Understand the importance of data in distinguishing among the ratings.
• Improve the fidelity of ratings for teacher evaluation.
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Who is in the room?
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Why are we here?
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State Board of Education Mission
“Every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.”
-Adopted August 2006
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A Coherent Plan forStatewide Impact
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North Carolina Professional Teaching
Standards
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Wordle
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Engaging, relevant,
meaningful content
“covering material” is replaced by uncovering solutions
Critical thinking, problem solving,
information literacy
21st Century Instruction
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Putting the Pieces Together
promotes
EffectiveLeadership
StudentLearning
Quality Teaching
1. Assessing teacher performance2. Designing a professional growth plan
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Principals’ Responsibilities
Manage the Process
Know the NCPTS
Identify strengths
and needs
Ensure accurate
performance ratings
Supervise action plans
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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.• 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 individually or collaboratively.
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Annual Evaluation Policy:
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Teacher Evaluation Process
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STEP 1:Training and Orientation
STEP 2:Self-Assessment, Goal Setting and Pre-Conference
STEP 3:Observation Cycle(Administrative and
Peer)
STEP 4: Summary
Evaluation and Goal Setting
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Component 3: Teacher Self-AssessmentUsing the Rubric , the teacher shall rate their performance and reflect on his or her performance throughout the year.
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.
Component 1: TrainingBefore participating in the evaluation process, all teachers, principals and peer evaluators must complete training on theevaluation process.
Component 2: OrientationWithin 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 ; andC. A schedule for completing evaluation process. 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.
STEP 1:Training and Orientation
STEP 3:Observation
Cycle(Administrative
and Peer)
STEP 2:
Self-Assessment, Goal Setting
and Pre-Conference
Component 7: Summary Evaluation Conferenceand Scoring the Teacher Summary Rating Form- Prior to end of school -Principal conducts summary evaluation conference with teacher to discuss components of the evaluation. At the conclusion: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.
Component 8: PD PlansIndividual 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 6: Post-Observation ConferenceThe 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.
Teacher Evaluation ProcessFor more information regarding the evaluation process, go to http://ncees.ncdpi.wikispaces.net/
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Component 1: TrainingBefore participating in the evaluation process, all teachers, principals and peer evaluators must complete training on the evaluation process.
Component 2: OrientationWithin 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.
Before Week 3 of School Year
STEP 1:Training and Orientation
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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.
Before First Formal Observation
STEP 2:
Self-Assessment, Goal Setting
and Pre-Conference
Component 3: Teacher Self-AssessmentUsing the Rubric , the teacher shall rate their performance and reflect on his or her performance throughout the year.
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Component 5: Observations A. Formal observation: 45 min. or entire class period B. Probationary Teachers: 3 formal by principal and 1 formal by peerC. Career Status Teachers: Evaluated
annually. During the renewal year: 3 total- 1 must be
formal Observations shall be noted using the
Rubric.
Within the 1st nine weeks
STEP 3:Observation
Cycle(Administrative and Peer)
STEP 3:Observation Cycle
(Administrativeand Peer)
Component 6: Post-Observation ConferenceThe 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
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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.
Component 8: PD PlansIndividual Growth Plans-“Proficient” or better Monitored Growth Plans-At least 1 “Developing” Directed Growth Plans-“not Demonstrated” or“Developing” rating for 2 sequential yrs.
Before the End of the School Year
STEP 4:
Summary Evaluation and Goal Setting
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North Carolina Professional Teaching Standards
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: Teacher facilitate
learning for their students.
STANDARD V: Teachers reflect on
their practice.
STANDARD VI: Teachers
facilitate academic growth.
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A Closer Look at the Standards
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Standard I: Teachers demonstrate leadership
A. Teachers lead in their classrooms:Take responsibility for all students’ learningCommunicate vision to studentsUse data to organize, plan, and set goalsUse a variety of assessment data throughout
the year to evaluate progressEstablish a safe and orderly environmentEmpower students
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Standard I: Teachers demonstrate leadership
B. Teachers demonstrate leadership in the school: Work collaboratively with all school personnel to create
a professional learning community Analyze data Develop goals and strategies through the school improvement plan Assist in determining school budget and professional development Participate in hiring process Collaborate with colleagues to mentor and support teachers to improve effectiveness
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Standard I: Teachers demonstrate leadership
C. Teachers lead the teaching profession:
Strive to improve the profession Contribute to the establishment of
positive working conditionsParticipate in decision-making structuresPromote professional growth
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Standard I:Teachers demonstrate leadership
D. Teachers advocate for schools and students:Advocate for positive change in
policies and practices affecting student
learning Participate in the implementation of
initiatives to improve education
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Standard I:Teachers demonstrate leadership
E. Teachers demonstrate high ethical standards:Demonstrate ethical principles Uphold the Code of Ethics and
Standards for Professional Conduct
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Standard II:
Teachers establish a respectful environment for a diverse population of students.
A. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults: Encourage an environment that is inviting,
respectful, supportive, inclusive, and flexible
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Standard II:
Teachers establish a respectful environment for a diverse population of students
B. Teachers embrace diversity in the school community and in the world:Demonstrate knowledge of diverse culturesSelect materials and develop lessons that
counteract stereotypes and incorporate contributions
Recognize the influences on a child’s development, personality, and performance
Consider and incorporate different points of view32
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Standard II:
Teachers establish a respectful environment for a diverse population of students.
C. Teachers treat students as individuals: Maintain high expectations for all students Appreciate differences and value
contributions by building positive, appropriate relationships
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Standard II:
Teachers establish a respectful environment for a diverse population of studentsD. Teachers adapt their teaching for the
benefit of students with special needs: Collaborate with specialists Engage students and ensure they meet the
needs of their students through inclusion and other models of effective practice
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Standard II:
Teachers establish a respectful environment for a diverse population of students.E. Teachers work collaboratively with the families and
significant adults in the lives of their students: Improve communication and collaboration between the
school and the home and community Promote trust and understanding and build partnerships
with school community Seek solutions to overcome obstacles that prevent family
and community involvement
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Standard III: Teachers know the content they
teach.
A. Teachers align their instruction with the North Carolina Standard Course of Study: Teach the North Carolina Standard
Course of Study Develop and apply strategies to make
the curriculum rigorous and relevant Develop literacy skills appropriate to
specialty area
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Standard III: Teachers know the content they teach.
B. Teachers know the content appropriate to their teaching specialty: Know subject beyond the content they
teach Direct students’ curiosity into an
interest in learning
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Standard III:Teachers know the content they
teach.
C. Teachers recognize the interconnectedness of content areas/disciplines: Know links between grade/subject and
the North Carolina Standard Course of Study
Relate content to other disciplines Promote global awareness and its
relevance
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Standard III: Teachers know the content they teach.D. Teachers make instruction relevant to
students: Incorporate life skills : leadership, ethics,
accountability, adaptability, personal productivity, personal responsibility, people skills, self-direction, and social responsibility
Demonstrate the relationship between the core content and 21st Century content, including global awareness; financial, economic, business and entrepreneurial literacy; civic literacy; and health and wellness awareness
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Standard IV:
Teachers facilitate learning for their students.A. Teachers know the ways in which learning takes place,
and they know the appropriate levels of intellectual, physical, social, and emotional development of their students: Know how students think and learn Understand the influences on student learning and
differentiate instruction Keep abreast of evolving research Adapt resources to address the strengths and weaknesses
of students40
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Standard IV:
Teachers facilitate learning for their students.
B. Teachers plan instruction appropriate for their students: Collaborate with colleagues Use data for short and long range planning Engage students in the learning process Monitor and modify plans to enhance student learning Respond to cultural diversity and learning needs of
students
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Standard IV:
Teachers facilitate learning for their students.
C. Teachers use a variety of instructional methods: Choose methods and materials as they
strive to eliminate achievement gaps Employ a wide range of techniques using
information and communication technology, learning styles, and differentiated instruction
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Standard IV:
Teachers facilitate learning for their students.D. Teachers integrate and utilize
technology in their instruction: Know appropriate use of technology to
maximize student learning Help students use technology to learn
content, think critically, solve problems, discern reliability, use information, communicate, innovate and collaborate
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Standard IV:
Teachers facilitate learning for their students.E. Teachers help students develop critical
thinking and problem-solving skills: Encourage students to ask questions, think
creatively, develop and test innovative ideas, synthesize knowledge and draw conclusions
Help students exercise and communicate sound reasoning; understand connections; make complex choices; and frame, analyze, and solve problems 44
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Standard IV:
Teachers facilitate learning for their students.F. Teachers help students work in teams and
develop leadership qualities: Teach the importance of cooperation and
collaboration Organize learning teams in order to help
students define roles, strengthen social ties, improve communication and collaborative skills, interact with people from different cultures and backgrounds, and develop leadership qualities
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Standard IV:
Teachers facilitate learning for their students.
G. Teachers communicate effectively: Communicate clearly with students in a
variety of ways Assist students in articulating thoughts
and ideas clearly and effectively
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Standard IV:
Teachers facilitate learning for their students.H. Teachers use a variety of methods to
assess what each student has learned: Use multiple indicators, both formative and
summative, to evaluate student progress Use assessment systems to inform
instruction and demonstrate evidence of students’ 21st Century knowledge, skills, performance, and dispositions
Provide opportunities for self-assessment47
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Standard V: Teachers reflect on their practice
A. Teachers analyze student learning: Think systematically and critically
about learning in their classroom: why learning happens and what can be done to improve student achievement
Collect and analyze student performance data to improve effectiveness
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Standard V:Teachers reflect on their practice
B. Teachers link professional growth to their professional goals: Participate in continued, high quality
professional development
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Standard V:Teachers reflect on their practice
C. Teachers function effectively in a complex, dynamic environment: Actively investigate and consider new
ideas that improve teaching and learning
Adapt practice based on data
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Gallery Walk with the Standards• Count off 1-5 (Standards 1-5)• Start with the Standard that matches
your number.• With a partner, read each of the
elements and descriptors posted. • Describe an observable behavior that
exemplifies this element on a sticky note and post it beside the element.– Validate or question what someone else has
written – Add new behaviors/examples to the
standard.
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How do you see the Standards?Let’s Get 21st Century with it!• Standard I:
– Teachers demonstrate leadership.• Standard II:
– Teachers establish a respectful environment for adiverse 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.
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How do you see the Standards?Let’s Get 21st Century with it!
• 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.
Count off 1-5. Join your Standard Group.Create a representation (visual, song, poem, “tweet”, text message, or any other “right-brain” idea of the standard). (Think Multiple Representations!)
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Ratings Matter…
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Beginning Teachers • Effective 2010-2011 • Must be rated “Proficient” on all
five North Carolina Professional Teaching Standards on the most recent Teacher Summary Rating Form in order to be eligible for the Standard Professional 2 License.
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North Carolina Professional Teaching Standards
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: Teacher facilitate
learning for their
students.
STANDARD V: Teachers reflect on
their practice.
STANDARD VI: Teachers
facilitate academic growth.
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Standard VI is new.
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Effective Teachers
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Student Growth Meets Expectations
Proficient or Higher on All
StandardsEffective Teacher
Student Growth Exceeds Expected Growth
Accomplished or Higher on All Standards
Highly Effective Teacher
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Rubric for Evaluating North Carolina Teachers
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• Consistently and significantly exceeded basic competenceDistinguished
• Exceeded basic competence most of the timeAccomplished
• Demonstrated basic competence Proficient
• Demonstrated adequate growth toward achieving standards, but did not demonstrate basic competence
Developing
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Thinking about those ratings?
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Practice Assigning Ratings
• We have 3 Scenarios• Practice with Poll EveryWhere
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How To Vote via Texting
TIPS
EXAMPLE
22333
22333
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How To Vote via PollEv.com
EXAMPLE
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How To Vote via Twitter
1. Capitalization does not matter, but spaces and spelling do.2. Since @poll is the first word, your followers will not receive this
tweet
EXAMPLE
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Thinking Fidelity. We have 3 scenarios.
Based on this information, rate each teacher:
• Distinguished• Accomplished• Proficient• Developing
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Assessing Inter-RaterReliability#1 Mr. Johnson has established effective
classroom procedures that require everyone to treat each other with respect. He encourages all students to engage in classroom activities even if they are unsure of their responses. He attends school-related activities to support students.
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Assessing Inter-RaterReliability#1 Mr. Johnson has established effective
classroom procedures that require everyone to treat each other with respect. He encourages all students to engage in classroom activities even if they are unsure of their responses. He attends school-related activities to support students.
Mr. Johnson is Proficient in Standard 2, Element A.
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Assessing Inter-Rater Reliability
#2 Ms. Ball consistently uses her questioning
skills to promote higher-order thinking skills. Her questions help guide students toward developing their own understanding by encouraging them to think creatively, synthesize knowledge, and draw their own conclusions. She models problem solving in her classroom instruction.
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Assessing Inter-Rater Reliability
#2 Ms. Ball consistently uses her questioning skills
to promote higher-order thinking skills. Her questions help guide students toward developing their own understanding by encouraging them to think creatively, synthesize knowledge, and draw their own conclusions. She models problem solving in her classroom instruction.
Ms. Ball is Accomplished in Standard 4, Element E.
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Assessing Inter-Rater Reliability
#3 Ms. Parish knows the acronyms of
most educational jargon. She has heard of many innovative practices and changes in the way teachers are teaching and students are learning. She reads a professional journal to keep informed.
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Assessing Inter-Rater Reliability#3 Ms. Parrish knows the acronyms of most
educational jargon. She has heard of many innovative practices and changes in the way teachers are teaching and students are learning. She reads a professional journal to keep informed.
Ms. Parrish is Developing in Standard 5.
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Processing our results….
Discuss why you chose these ratings.
What are possible reasons for variations?
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Assessing Inter-rater Reliability
Using the NC Professional Teaching Standards module on the NC Education site:
https://center.ncsu.edu/nc
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Rating Teacher Behaviors• Read each behavior and decide which
Rating is appropriate. (Don’t look at the back of the card)!
• When you are finished, build a progression of behaviors from Developing to Distinguished. Think about the growth inherent in the behaviors.
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Rating Teacher Behaviors• Read each Rating from the Gallery Walk.• Fill in any blanks so that you have a
progression of behaviors from Developing to Distinguished. Think about the growth inherent in the behaviors.
http://tinyurl.com/teacherbehaviors
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Share your work
• How is teacher growth reflected in the behaviors you selected?
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What about data?
Consider the role of data and evidences…
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Coaching for Success
“People are like dirt. They can either nourish you and
help you grow as a person or they can stunt your growth and
make you wilt and die.” ~Plato
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Video Clip & Discussion
http://tinyurl.com/9r4xd7d
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Online Tool (McREL)…
McRel log-in site:https://mxweb3.media-x.com/home/ncval/
McRel Demo Site:https://mxweb3.mediax.com/home/ncval/demo/
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Pause, reflect and self-check…find the answers in the manual.
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Training
Educators may use the North Carolina Educator Evaluation System without training.A. TrueB. False
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Orientation
Orientation on the NCEES must be provided within _______ weeks of a teacher’s first day of work.A. OneB. TwoC. ThreeD. Four
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Self-Assessment
Teachers should complete a self-assessment:
A. Every yearB. By themselvesC. Within the online toolD. All of the above
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Pre-Observation Conference
Pre-Observation conferences are required:
A. Before the first formal observationB. Before all observationsC. Only with beginning teachersD. Only if it is the teacher’s renewal year
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Observations
Formal observations must be:A. Completed by March 1st
B. At least 20 minutes in lengthC. At least 45 minutes in lengthD. Only if it is the teacher’s renewal
year
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Post-Observation Conference
Post-observation conferencesmust be held:A.Within 10 school days of the
observationB.After each formal observationC.All of the above
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Summary Rating FormThe summary ratings must be an average of the notations on a teacher’s rubric from throughout the year.A. TrueB. False
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The PDP
If a teacher receives a rating of “developing” on the summary rating form, they must be placed on a:A. Individual Growth PlanB. Monitored Growth PlanC. Directed Growth Plan
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Probationary Teachers
If a teacher is completing their third year, they must receive ratings of _______ or higher to be issued a SP2 license.A. DevelopingB. ProficientC. Accomplished
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Resources• Online manual for principals
http://www.ncpublicschools.org/docs/profdev/training/online-evaluation/principal-directions.pdf
• Online manual for teachers http://www.ncpublicschools.org/docs/profdev/training/online-evaluation/teacher.pdf
• Online manual for superintendents http://www.ncpublicschools.org/docs/profdev/training/online-evaluation/superintendent.pdf
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Resources• Directions for electronic signatures
https://mxweb.media-x.com/home/ncval/help/EES_NC_ElectronicSignature.pdf
• Teacher Effectiveness Coordinator: Jennifer Preston, [email protected]
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Drop-In NCEES support…coming to a location near
you!
Face-to- Face and Virtual
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Evaluation
http://tinyurl.com/AshevilleAPs
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Questions
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Survey
http://go.ncsu.edu/ncdpi-resa_survey - short cut to survey
http://go.ncsu.edu/ncdpi-resa_survey.qr - link to QR code