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Evaluation with FidelityAsheville City Schools

Educators

September 2012

Joyce GardnerRegion 8 Professional Development

Consultant• WRESA

Session Materials

region8wnc.ncdpi.wikispaces.net

Purpose

• To develop a deeper conceptual understanding of each of the NC Professional Teaching Standards.

• To practice assigning ratings for Inter-rater reliability

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.

Who is in the room?

Why are we here?

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

A Coherent Plan forStatewide Impact

North Carolina Professional Teaching

Standards

Wordle

Engaging, relevant, meaningful content

“covering material” is replaced by uncovering

solutions

Critical thinking, problem solving, information

literacy

21st Century Instruction

Putting the Pieces Together

promotes

EffectiveLeadership

StudentLearning

Quality Teaching

1. Assessing teacher performance2. Designing a professional growth plan

Principals’ Responsibilities

Manage the Process

Know the NCPTS

Identify strengths and

needs

Ensure accurate

performance ratings

Supervise action plans

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.

Annual Evaluation Policy:

17

Teacher Evaluation Process

18

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

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/

Component 1: TrainingBefore participating in the evaluation process, all teachers, principals and peer evaluators must complete training on the evaluation process.

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.

Before Week 3 of School Year

STEP 1:

Training and Orientation

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.

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.

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

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

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.

24

A Closer Look at the Standards

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

26

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

27

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

28

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

29

Standard I:Teachers demonstrate leadership

E. Teachers demonstrate high ethical standards:Demonstrate ethical principles Uphold the Code of Ethics and

Standards for Professional Conduct

30

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

31

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

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

33

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

34

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

35

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

36

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

37

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

38

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

39

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

40

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

41

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

42

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

43

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

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

45

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

46

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

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

48

Standard V:Teachers reflect on their practice

B. Teachers link professional growth to their professional goals: Participate in continued, high quality

professional development

49

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

50

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 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.

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.

56

Standard VI is new.

Effective Teachers

57

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 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

Thinking about those ratings?

Practice Assigning Ratings

• We have 3 Scenarios

• Practice with Poll EveryWhere

61

How To Vote via Texting

TIPS

EXAMPLE

22333

22333

How To Vote via PollEv.com

EXAMPLE

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

Thinking Fidelity. We have 3 scenarios.

Based on this information, rate each teacher:

• Distinguished

• Accomplished

• Proficient

• Developing

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.

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.

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.

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.

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.

74

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.

Processing our results….

Discuss why you chose these ratings.

What are possible reasons for variations?

Assessing Inter-rater Reliability

Using the NC Professional Teaching Standards module on the NC Education site:

https://center.ncsu.edu/nc

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.

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

Share your work

• How is teacher growth reflected in the behaviors you selected?

What about data?

Consider the role of data and evidences…

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

Video Clip & Discussion

http://tinyurl.com/9r4xd7d

Online Tool (McREL)…

McRel log-in site:

https://mxweb3.media-x.com/home/ncval/

McRel Demo Site:

https://mxweb3.mediax.com/home/ncval/demo/

Pause, reflect and self-check…find the answers in the manual.

Training

Educators may use the North Carolina Educator Evaluation System without training.

A. True

B. False

Orientation

Orientation on the NCEES must be provided within _______ weeks of a teacher’s first day of work.A. OneB. TwoC. ThreeD. Four

Self-Assessment

Teachers should complete a self-assessment:

A. Every year

B. By themselves

C. Within the online tool

D. All of the above

Pre-Observation Conference

Pre-Observation conferences are required:

A. Before the first formal observation

B. Before all observations

C. Only with beginning teachers

D. Only if it is the teacher’s renewal year

Observations

Formal observations must be:

A. Completed by March 1st

B. At least 20 minutes in length

C. At least 45 minutes in length

D. Only if it is the teacher’s renewal year

Post-Observation Conference

Post-observation conferencesmust be held:

A.Within 10 school days of the observation

B.After each formal observation

C.All of the above

Summary Rating Form

The summary ratings must be an average of the notations on a teacher’s rubric from throughout the year.

A. True

B. False

The PDP

If a teacher receives a rating of “developing” on the summary rating form, they must be placed on a:

A. Individual Growth Plan

B. Monitored Growth Plan

C. Directed Growth Plan

Probationary Teachers

If a teacher is completing their third year, they must receive ratings of _______ or higher to be issued a SP2 license.

A. Developing

B. Proficient

C. Accomplished

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

Resources

• Directions for electronic signatures https://mxweb.media-x.com/home/ncval/help/EES_NC_ElectronicSignature.pdf

• Teacher Effectiveness Coordinator: Jennifer Preston, jennifer.preston@dpi.nc.gov

Drop-In NCEES support…coming to a location near

you!

Face-to- Face and Virtual

We are here to help.

Joyce Gardnerjoyce.gardner@dpi.nc.us(828) 242-9872

Karen Sumnerksumner@wresa.org(828) 418-0011

Evaluation

http://tinyurl.com/AshevilleAPs

Questions

Survey

http://go.ncsu.edu/ncdpi-resa_survey - short cut to survey

http://go.ncsu.edu/ncdpi-resa_survey.qr - link to QR code