north carolina educator evaluation system...
TRANSCRIPT
North Carolina Educator
Evaluation System
(NCEES) Joyce Gardner
Region 8 Professional Development Consultant
NC Department of Public Instruction
NCDPI Educator Recruitment & Development
Eliz Colbert, Ed.D
Lead Professional
Development
Consultant
Joyce Gardner
Professional Development
Consultant
URLs for this Session
NC Educator Evaluation System (NCEES)
http://ncees.ncdpi.wikispaces.net
Region 8 Wiki
http://region8wnc.ncdpi.wikispaces.net/home
McREL Demo Site
https://mxweb3.media-x.com/home/ncval/demo/
• teacherdemo12
• 123456
NC Educator Evaluation System
(NCEES) Wiki
http://ncees.ncdpi.wikispaces.net
Outcomes
• Learn about the NC Educator Evaluation System
(NCEES) process and the online tool.
• Describe how the elements of a 21st Century
classroom relate to the NCPTS.
• Compare the 21st Century Classroom with a more
traditional model
• Understand the importance of data and artifacts in
distinguishing among the ratings.
Treasure Hunt
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
North Carolina Professional Teaching Standards
Wordle
Putting the Pieces Together
promotes
Effective
Leadership
Student
Learning
Quality
Teaching
1. Assessing teacher performance
2. Designing a professional growth plan
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.
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.
13
A Closer Look at the Standards
Standard I:
Teachers demonstrate leadership
A. Teachers lead in their classrooms:
Take responsibility for all students’ learning
Communicate vision to students
Use data to organize, plan, and set goals
Use a variety of assessment data throughout the year to evaluate progress
Establish a safe and orderly environment
Empower students
15
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
16
Standard I:
Teachers demonstrate leadership
C. Teachers lead the teaching profession:
Strive to improve the profession
Contribute to the establishment of positive working conditions
Participate in decision-making structures
Promote professional growth
17
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
18
Standard I:
Teachers demonstrate leadership
E. Teachers demonstrate high ethical
standards:
Demonstrate ethical principles
Uphold the Code of Ethics and Standards
for Professional Conduct
19
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
20
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 cultures Select 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 view
21
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
22
Standard II: Teachers establish a respectful environment for a diverse population of students
D. 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
23
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
24
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
25
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
26
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
27
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
28
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 students
29
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
30
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
31
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
32
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
33
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
34
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
35
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-assessment
36
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
37
Standard V: Teachers reflect on their practice
B. Teachers link professional growth to
their professional goals:
Participate in continued, high quality professional development
38
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
39
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.
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.
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!)
Ratings Matter…
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.
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.
45
Standard VI is new.
Effective Teachers
46
Student Growth Meets
Expectations
Proficient or Higher on All
Standards
Effective Teacher
Student Growth Exceeds Expected
Growth
Accomplished or Higher on All
Standards
Highly Effective Teacher
Rubric for Evaluating North Carolina Teachers
• Consistently and significantly exceeded basic competence Distinguished
• Exceeded basic competence most of the time Accomplished
• Demonstrated basic competence Proficient
• Demonstrated adequate growth toward achieving standards, but did not demonstrate basic competence
Developing
Beginning Teachers
• 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.
Thinking about those ratings?
Review of the Teacher
Evaluation Process
Defining the Ratings
• Consistently and significantly exceeded basic competence Distinguished
• Exceeded basic competence most of the time Accomplished
• Demonstrated basic competence Proficient
• Demonstrated adequate growth toward achieving standards, but did not demonstrate basic competence
Developing
Distinguished • Consistently and significantly exceeded basic competence
Accomplished • Exceeded basic competence most of the time
Proficient • Demonstrated basic competence
Developing • Demonstrated adequate growth toward achieving standards, but did
not demonstrate basic competence
Image Credits: http://ellie-sparks.livejournal.com/3021.html; http://www.shoveitinyourface.com/2011/02/chocolate-and-golden-vanilla-triple.htm;l
http://find-how.com/Cake-recipe.html
Component 1: Training
Before participating in the evaluation
process, all teachers, principals and
peer evaluators must complete training
on the evaluation process.
Before Week 3 of School Year
Component 2: Orientation
Within 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.
STEP 1:
Training and Orientation
UID and Password Management Tip
NCEES Login: https://mxweb3.media-x.com/home/ncval/
Teacher Name: Jane Doe
UID: 0123456789
Password: 123456 (Initial Password) New Password:______________
Profile
Edit Profile
NCEES Icon & Resources
Teacher Task Tab
Observer Task Tab
Record of Teacher Evaluation
Activities
Record of Teacher Evaluation
Activities Auto-populates
Click on the title, Record of Teacher Evaluation
Activities, to open the form
Record of Teacher Evaluation Activities
Teacher Process for Completing
the Self-Assessment
in the Online Tool
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-Assessment
Using the Rubric , the teacher shall rate
their performance and reflect on his or her
performance throughout the year.
Step 2:
Self Assessment,
Goal Setting, and
Pre-conference
Data Points for Teacher
Self-Assessment
Teacher Summary Rating
Form from Previous Year
Recent Student Achievement
Results
Walkthrough Data
Differentiated Lesson Plans
Teacher Self-Assessment
Using the Rubric for Evaluating North Carolina Teachers
Teacher completes the document by selecting ratings along the continuum
Teacher saves the document in the online system
Complete a New Self Assessment
Log into the system
Click on NCEES icon
Click on Observe/Report
Click on New Self Assessment
Complete a New Self Assessment
Use naming convention
Click on Next
Copy Self Assessment Dropdown
Highlighted Text in Green Banner
Completing the Self Assessment
Process for Closing the Form
Review the document
Click on Spell Check
Click on Save
Click on Done
Click on Logout
Using the Online Tools to Set
Goals for the School Year
SMART Goal Setting
in the Online Tool
Rollover Professional Development Plan (Teachers with Summary Rating Form from Previous Year)
Preliminary Professional Development Plan (Teachers new to online tool system)
Goal Form (Principals/Assistant Principals)
Pre-Observation Conference
Teacher Completes
Self-Assessment
Self-Assessment informs the
goals recorded on PDP
Teacher provides written
description of lesson to be
observed
Principal and teacher meet
to discuss Self-Assessment,
PDP, and lesson
Elements of an Effective Professional
Development Plan and Goal Setting
SMART Goals (2-3) well-written and
supported by data
Feedback from evaluator
Thorough self-assessment
Professional Development Plan
for Teachers
Professional Development Plan
for Teachers
https://mxweb3.media-x.com/home/ncval/demo/
Username: teacherdemo13
Password: 123456
Solo Practice
• Log into the demo site and practice completing a Self Assessment and Professional Development Plan
• Access a Record of Teacher Evaluation Activities form
https://mxweb3.media-x.com/home/ncval/demo/
Username: teacherdemo13
Password: 123456
SMART
pecific and Strategic
easurable
ttainable and achievable
esults-oriented
ime-bound
Elements of an Effective Professional
Development Plan
SMART Goals (2-3) well-written and
supported by data
Feedback from administrator
Thorough self-assessment
SMART Goals and
Professional Development Plans
SMART Goals provide a process for effective
goal setting
Any existing observations and/or
artifacts guide the goal setting
SMART Research
“Feelings of success in the workplace occur
to the extent that people see that they are
able to grow and meet job challenges by
pursuing and attaining goals that are
important and meaningful.” Locke, E. A., & Latham, G. P. (2006). New Directions in Goal Setting Theory. Current
Directions in Psychological Science, 15(5), 265-268.
Why SMART Goals?
Targeted Professional
Growth
Increased Student Achievement
Greater effort and persistence
Motivation to seek new knowledge and information
Teacher
Locke, E. A., & Latham, G. P. (2006). New Directions in Goal Setting
Theory. Current Directions in Psychological Science, 15(5), 265-268.
Data for Setting Goals
• Determine greatest area of need
• Determine the range of improvement
• Review hard and soft data over time
What other data can be referenced when
goal setting?
Range of Improvement
75% of Ms. Gardner’s fifth graders scored
proficient or above on the End of Grade
Mathematics test while her teammates’
students reach 90-95% proficiency.
What would be a reasonable range of
increase in percentage for one year for
Ms. Gardner? 75% to 85%? 95%?
Reasonable?
Standard I, Teachers Lead in the Profession:
Ms. Baker will assume the lead of 3
Professional Learning Communities (PLCs):
Writing, Differentiating Instruction, Revised
Bloom’s, AND she will facilitate unit
development for the 8th grade ELA team by
mid-year (even though she has never been in
a school leadership role).
Reasonable?
Standard I, Teachers Lead in the Profession:
Ms. Johnson will attend a 4-session regional
lesson study seminar during September and
October and lead one Professional Learning
Community in lesson study beginning in
January 2013 (even though she has never led a
PLC).
Goal Setting Example
To: increase the math achievement of fifth graders
so that the percentage of students who score at or
above Level III
will increase from 75% to 85%
by June 2013
as measured by EOG mathematics data.
What activities would help this teacher
increase students’ success?
SMART Goals Worksheet
SMART Goals
Focus on results-oriented goals
rather than process-oriented goals.
Specific and Strategic
• Goals are clearly
stated, long-term
and aligned with
data.
Measurable
• Results can be
determined with
quantitative or
qualitative
measures.
Attainable & Achievable
• The result can be
reached, even if it
is a stretch goal.
• The goal is worthy
of educator
commitment of time
and effort.
Results-oriented
• Goals are data driven.
• Benchmarks are established
for monitoring progress
through the year.
• High expectations are set for
teacher and student growth.
Realistic
• Constraints on time,
people, materials and
other resources have
been identified.
• There is belief this goal
is important and can be
accomplished.
• Benchmark and
completion dates set a
sense of urgency and
establish momentum
• Each person involved is
accountable for working
towards the goal.
SMART Goals are . . . .
pecific and Strategic
easurable
ttainable and achievable
esults-oriented
ime-bound
Can you make this goal SMART?
By the end of first semester,
student office referrals will
decrease.
Let’s Practice
To: Do What? so that Who/What?
will increase/decrease by completion date
as measured by what data?.
By the end of first semester, student
office referrals will decrease.
To: Do What? so that Who/What?
will increase/decrease by completion date
as measured by what data?.
Work with a partner to revise this statement and make it a
SMART Goal.
Questions
Survey
Live survey link:
http://bit.ly/FISURVEY
An email will be sent to all
registered webinar participants
with the survey link.
http://ncees.ncdpi.wikispaces.net
Live survey link:
http://bit.ly/FISURVEY
Kim Simmons, Donna Albaugh, DeLea Payne,
Robert Sox, Eliz Colbert, Savon Willard