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Early Educator Support Offices at East Carolina and UNC Charlotte
2019-20 Guidelines and Protocol for Mentoring and Evaluation
Services
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Table of Contents Topic Page
General Information Early Educator Support Services
3
Professional Development
o Mentor/Evaluator o Teacher and Site Administrator o Professional Conduct o Meetings
4-5
Communication
o Forms and Documents o Team Meetings
6-7
Early Educator Support Assignment Process 7-10
Mentor and Evaluator Responsibilities 11-23
Establishing UID’s 24
Troubleshooting/Access to NCEES (HomeBase) 24
Monitoring Growth and Development (PDP) 24-25
Resources-PDP Plan Types 26
Resources- Links 27
Contacts 28-33
Acknowledgement Page 34
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General Information Early Educator Support services are structurally placed in the Early Education Branch, within the Division of Child Development and Early Education (DCDEE). This branch includes 3 units; NC Pre-Kindergarten (NC Pre-K), Early Educator Support Unit, and Workforce Education.
NC Child Care Rule, NC Pre-K Program Requirements, NC State Board of Education Teacher Licensure Policy and the NC Department of Public Instruction’s Educator Licensing Procedures guide the work of the Early Educator Support Unit. The NC Child Care Rules, include Rules .2900 (NC Developmental Day Programs) and .3000 (NC Pre- Kindergarten Programs). Service provisions do not promote or endorse specific curricula and/or assessment tools.
Early Educator Support Services The Early Educator Support Unit is designated as the statewide education office for NC early childhood education teachers who work in nonpublic schools and are required to hold NC Educator’s Licensure. NC early childhood education teachers employed in NC Pre-K classrooms, NC Developmental Day programs, and MECK Pre-K classrooms must attain and maintain a NC Birth-through-Kindergarten Continuing Licensure, whether the classroom is located in a public or nonpublic school.
Early Educator Support Services include:
1. Mentor and Evaluation support to enrolled teachers provided via their respective regional hub, the Early Educator Support Offices at East Carolina University or UNC Charlotte. A State map can be found here: http://ncchildcare.nc.gov/pdf_forms/NCPre- K_EESLPD_Regional_Map.pdf.
2. Teacher Enrollment and Licensure Actions support attainment and maintenance of NC BK Licensure and are processed by the Early Educator Support Unit at DCDEE.
3. Professional Development for teachers, site administrators, Mentors and Evaluators (paid staff and partners) is provided by the Early Educator Support Offices at East Carolina University and UNC Charlotte.
Services require the use of the North Carolina Professional Teaching Standards, the NC BK Specialty Standards, the Code of Ethics for North Carolina Educators, the NC Foundations for Early Learning and Development , and the Mentor Teaching Standards.
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Professional Development
Mentor/Evaluator Required Professional Development/Training Before serving in any capacity as an Early Educator Support Office Mentor and/or Evaluator, the following professional development opportunities (at a minimum) must be completed:
Professional Development
Mentor Evaluator Teacher Site Administrator
NC Teacher YES YES YES YES Evaluation Process
Part 1 (online)
NC Teacher YES YES YES YES Evaluation Process
Part 2 (face to face)
Mentor Training YES YES NO Only if assigned as a M/E Partner
Evaluator Training YES YES NO Only if assigned as a M/E Partner
NC Foundations for YES YES YES Recommended Early Learning and and YES if Development assigned as a (Intermediate and M/E Partner Advanced modules )
Resource Manual YES YES NO Only if assigned as a M/E Partner
PLC Process YES YES NO Only if assigned as a M/E Partner
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Teacher and Site Administrator Training Teachers must enroll with the Early Educator Support Unit, via the State Office. Once fully enrolled, training requirements and offerings will be provided. Teachers and Site Administrators must complete all pre-requisite professional development (PD) prior to being assigned for mentoring and evaluation support services.
NOTE: Teachers will not be assigned a Mentor and/or Evaluator until all pre-requisite training has been completed.
Professional Development Continued
Early Educator Support Office Collaborative Partners Individuals interested in applying to become an Early Educator Support Mentor and/or Evaluator (partner) must complete and submit the Mentor/Evaluator Application along with all supporting documentation and then follow the recruitment process as defined by their respective hub.
Professional Conduct Professional conduct is necessary to maintain strong, positive, and supportive relationships and effectively represent our program’s vision and important work.
Mentors and Evaluators (including partners), of the Early Educator Support Offices, must understand and adhere to these guidelines and protocol so that early education teachers’ passion for best practice is nurtured as they prepare children to live successful, healthy, fulfilled lives of service.
When providing support services to teachers across the state mentors and evaluators are representing the Early Educator Support Offices at UNC Charlotte and East Carolina University, as well as the Division of Child Development and Early Education under the NC Department of Health and Human Services.
All mentors and evaluators, as representatives of these agencies, must be respectful and professional in their work with the teachers, site administrators and other colleagues in each site and program (star-rated child care and preschool demonstration sites). Upon entering an early childhood program, team members are to identify themselves as a representative of the Early Educator Support Office and indicate their role as related to the Early Educator Support Offices at UNC Charlotte or ECU. Communicate positively and professionally with all staff.
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Communication
Forms and Documents Early Educator Support Office Staff and Collaborative Partners will receive all documents, forms, and information required to carry out services via their respective hub (ECU or UNC Charlotte) Lead Project Coordinator and/or Regional Lead.
If teachers have forms to be signed (Certification of Teaching Competence [CTC] from universities/colleges or other
forms), the Project Lead Coordinator should be immediately notified for further instructions on how to proceed. At no
time, should any form be signed by a team member, unless given instructions to do so.
Formal surveys and personal evaluations of the programs and/or staff are not to be conducted by individual mentors and
evaluators, without prior review and approval from Coordinator.
Team Meetings Early Educator Support Office Staff and Collaborative Partners are supported on a regular basis via full team and regional team meetings, held face to face or virtually throughout each program year. The Lead Project Coordinators and Regional Leads will be responsible for coordinating all meeting efforts with field based staff and will work closely with state office staff. All Team members are expected to attend and participate, as the work of this program is informed and shaped by team members.
All team members are expected to work collaboratively to support educators at all licensure levels. Evaluators are expected to communicate with mentors on a regular basis to provide cohesive support to teachers. Evaluators also serve in a coaching capacity (formative evaluation process) that requires careful articulation for the teachers, site administrators and others who provide services to assigned teachers (e.g., DCDEE Consultants (Regulatory), Technical Assistance (TA) Providers from Smart Start, CCR&R, Head Start, NC Pre-K Contract Administrators, NC Pre-K Program Policy Consultants, Child Care Health Consultants and IHE BK faculty supervisors, Healthy Social Behavior Specialists, etc.).
Evaluators and site administrators are expected to work collaboratively to support Continuing (SPII) Licensed teachers - when the
site administrator /Director is NOT the Evaluator.
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Team calendars will be developed, maintained and disseminated via University hubs (UNC Charlotte and ECU) to their respective staff and collaborative partners. Each calendar will be made available to the State Office.
Lead Project Coordinators, and/or designee, from the Early Educator Support Offices at UNC Charlotte and ECU will schedule joint observations with staff. Regional Leads may schedule joint observations with Mentors/Evaluators/Partners following consultation with the Lead Project Coordinators. The purpose of joint observation/mentoring visits and debriefing meetings is to ensure consistent implementation of defined processes and procedures. Joint observations may also be scheduled to provide job-shadowing opportunities for new staff, new partners, or to enhance strengths/skill sets of current mentor/evaluators.
Regional Leads are assigned to counties within a designated region of the state and are available to coach and support Mentors and Evaluators, including collaborative partners.
See the County/Regional Map and Staff Contacts for regional information.
The Early Educator Support Office Assignment Process
NC Pre-K lead teachers, NC Developmental Day preschool teachers, and MECK Pre-K lead teachers employed by nonpublic sites are required to enroll with the Early Educator Support Unit and receive mandated mentoring, evaluation and professional development services to attain and maintain NC B-K Continuing Licensure.
The Early Educator Support Unit Intake/Enrollment Specialist confirms all components of the enrollment process are complete and notifies the teacher, site administrator, and relevant hub and licensure staff via the incomplete or complete enrollment letter. If the teacher is eligible and has a complete enrollment packet, the teacher’s information is provided to the assigned Early Educator Support Unit Licensure Specialist for review and submission of any needed licensure actions. Once all licensure actions are submitted, approved, and a license is issued by the NC Department of Public Instruction, the teacher is added to the relevant hub wait list for mentoring and evaluation services to be assigned.
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The Early Educator Support Office Assignment Process Continued
Lead Project Coordinators, Regional Leads, and/or designated staff will assign Mentors and Evaluators to eligible teachers. Once assignments are finalized, the State office will be informed so that accurate assignments can be made in the NCEES (HomeBase) system.
Changes to teacher or site administrator contact information (email address, phone number, etc.) should be reported to the Lead Project Coordinator/designee who will inform the State Office. The Lead Project Coordinator or designee will reflect all changes on the Assignment Spreadsheet; ensure that the State Office staff is notified and that necessary changes are made in HRMS and NCEES (HomeBase). A Change Form must be completed and submitted to the State Office to indicate changes in contact information. A Separation Form must be completed and submitted to the State Office by the teacher and/or site administrator when a teacher separates (resigns, retires, moves to public school classroom, etc.) from their position in an NC Pre-K, NC Developmental Day, or MECK Pre-K classroom in the nonpublic sector.
Review of Initial Assignments Mentors contact teachers holding Residency, LE and Initial (SPI) Licensure to ensure that the teacher is still employed at the site. Evaluators contact teachers who hold Continuing (SPII) Licensure. The mentor/evaluator is to notify the Regional Lead, Lead Project Coordinator, or designee, and paired mentor/evaluator of any teacher who is no longer employed at the site, along with any known information regarding the reasons the teacher is no longer employed at the site. This information will be relayed from the Lead Project Coordinator (or designee) to the Early Educator Support Unit Intake and Enrollment Specialist and the relevant Licensure Specialist.
Mentor Assignments
Mentors are assigned to work only with teachers who hold one of the following NC BK licenses: Initial (SPI), Provisional BK or Pre-K/K Add-on licensure (SPI), Lateral Entry, Residency, Emergency. Mentors are not assigned to teachers who hold Continuing (SPII) licensure. Evaluators function as “coaches” throughout the evaluation process for each assigned Continuing (SPII) teacher. If decided that an SPII teacher would benefit from the support of a mentor, that assignment will be made by the Coordinator or designee and the mentor will be notified of next steps. This mentor assignment may be formal or informal, as determined by the individual support needs of the teacher.
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Early Educator Support Office Assignment Process Continued
Evaluator Assignments Evaluators are assigned to teachers regardless of licensure level. The NC Teacher Evaluation Process is both a formative and summative evaluation process. This requires evaluators to support teachers through coaching and technical assistance as needed throughout the year and, particularly, in cases where a teacher may be at the “Developing” level in several standards (monitored PDP) or at the “Developing and Not Demonstrated” level in several Standards in their second year (directed PDP).
Mentor and Evaluator Teams A variety of factors go into determining the mentor and evaluator pairs to serve each teacher. To maintain consistency, every effort is made to assign the same mentor and evaluator to teachers who work in the same program. Once the mentor/evaluator pairs have been established, communication is essential to ensure the teacher receives high quality support. Mentor/evaluator pairs should schedule regular (at least monthly) check-in appointments with each other to ensure this continuity. Evaluators should inform the mentor of scheduled post observation conferences and summary evaluation conferences. If unable to attend either face to face, via phone or virtually, mentors may contact the teacher or ask the teacher to contact them after the post observation conference for follow up. They may also contact the evaluator.
Two Lead Teachers in One Classroom (Co-Leads) Only one teacher may be served per year. One of these teachers must be designated as the lead teacher of record for the duration of the BTSP/LETP.
New Teachers Refer any newly presented teachers to the Early Educator Support Unit website for the Enrollment Form. New teachers are not to be picked up until notification that they are ready to be served. This communication will come from the Lead Project Coordinator, Regional Lead or designee.
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Mentor and Evaluator Responsibilities
Initial Contact
Mentor Evaluator Mentors make initial contact with LE, RL, and Initial (SPI) teachers when notified by the Regional Lead of completed assignment and not earlier than September
1st each year. This is to ensure that the teacher is working in the program/classroom on record.
1) The Mentor’s initial contact is used to set up the Coaching Commitment Conference and notify teacher and Site Administrator of the schedule for the Team Agreement Meeting. Mentors must immediately notify Lead Project Coordinator/Regional Lead if the teacher is no longer working in the NC Early Childhood Education classroom. 2) For teachers with less than an Initial license (BK SP I) who are affiliated with UNC-G and UNC- Wilmington (should be designated on assignment list): a. The Early Educator Support Unit will not serve this teacher until the student teaching requirement is completed under the direction of the college/university (typically the fall of the next program year) and the college or university requests the Initial License (BK SPI) for the teacher. At this time, the Unit does not have an agreement with UNC-G and UNC-Wilmington. This procedure will help to minimize duplication of services to support teachers with less than a NC license. Any questions about this process are to be directed to the Early
Evaluators make initial contact with Continuing (SPII) Licensed teachers when notified by the Regional Lead of completed assignment and not earlier than
September 1st each year. This is to ensure that the teacher is working in the program/classroom on record. The Evaluator will notify SPII licenses teachers and Site Administrators of the schedule for the Team Agreement Meeting. Evaluators must immediately notify Lead Project Coordinator/Regional Lead if the teacher is no longer working in the NC Early Childhood Education classroom.
For all teachers, the Evaluator will schedule all Pre- Observations, Observations, Post Observations, and Summative Conferences. For teachers holding less than Continuing (SPII) Licensure, the Evaluator will coordinate schedules with the Mentor, teacher, and site administrator. For Continuing (SPII) Licensed teachers, the Evaluator will coordinate schedules with the teacher and site administrator.
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Educator Support Unit. b. The teacher is to be informed that his/her services will be put on hold until the teacher submits a NC Initial License (BK SP I) to the Unit. At that point, resources will be re-assigned. For example, if a teacher has been assigned who is attending one of the schools listed above, the teacher is to be removed from the mentor’s caseload while following the step provided below. d. The Lead Project Coordinator and Regional Lead is to be notified of this finding. They will notify the appropriate DCDEE Licensure Consultant so that the college/university can be contacted to confirm the teacher’s status for the Unit and the college/university and sent written confirmation of the plan for such teacher.
Team Agreement Meetings
At the start of each program year, each hub will conduct a Team Agreement with all teachers and Site Administrators through a virtual platform. When teachers gain access to the NCEES (HomeBase) online evaluation system, they will enter the Team Agreement meeting date in the “Orientation and Training” Activity.
In addition to reviewing the outlined roles of each team member, the teacher and/or site administrator is to be provided with either a copy of or directions for obtaining access to the following:
a) Rubric for Evaluating North Carolina Teachers (NC-DPI website links): http://www.ncpublicschools.org/docs/effectiveness-model/ncees/teachers/formready-teacher-eval.pdf or http://www.ncpublicschools.org/docs/effectiveness-model/ncees/teachers/individual/form-ready-rubric.pdf
b) State board policy governing teacher evaluations (http://sbepolicy.dpi.state.nc.us/policies/TCP-C-004.asp?pri=02andcat=Candpol=004andacr=TCP c) A schedule for completing all the components of the evaluation process. (See page 24)
*The teacher’s name will not be visible in NCEES (HomeBase) until the teacher has entered the Team
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Mentor Evaluator Mentors will facilitate completion of the Coaching Commitment conference with new teachers after the Team Agreement meeting or schedule it to be completed within 4 weeks of the initial contact (based
on assigned caseload).
Evaluators will facilitate completion of the Coaching Commitment conference with new Continuing (SPII) Licensed teachers after the Team Agreement meeting or within 4 weeks of initial contact (based on assigned
caseload).
Agreement Date as the Orientation and Training Activity in NCEES (HomeBase).
Mentor Evaluator
A Team Agreement meeting is to be conducted with the teacher (LE, RL, and Initial (SPI), teacher assistant (optional), Site Administrator, Evaluator (if available) and other invited county representatives (e.g., Local NC PRE-K Contractor, Education or PD Consultants). These meetings may be conducted virtually and/or in groups for multiple teachers in one program or county, if feasible; to maximize time and to ensure that all team members can participate.
Evaluators will receive the signed electronic copy from the Mentor for LE, RL, and Initial (SPI) teachers and sign the Evaluator’s responsibilities. The Evaluator will be responsible for signing the electronic copy of the Team Agreement for all Continuing (SPII) teachers. Evaluators ensure that the form has all signatures and saves it on their technology device as the “official document”. Evaluator will attach the completed Team Agreement as an artifact in the first observation “pre- observation” container for ALL teachers.
*Typed/electronic signatures are acceptable
Coaching Commitment Strong supportive relationships are the bedrock of our work. When these relationships are present, teachers are empowered to grow and support children’s growth toward successful, healthy and fulfilled lives of service. One activity to support relationship building is the first meeting to complete the Coaching Commitment. Mentors and Evaluators should identify and implement additional activities/strategies to support strong relationships. Both Mentors and Evaluators engage in coaching to support teacher growth. The Coaching Commitment outlines the
dispositions and responsibilities necessary to establish a growth mindset and a commitment to giving and receiving feedback to achieve positive outcomes for teachers and their children.
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Self-Assessment The Teacher Evaluation Process is driven by the teacher and grounded in self-reflection. Each year, the teacher reflects on his/her current practice (all teachers regardless of licensure level) by completing the Self-Assessment (Rubric for Evaluating NC Teachers) at the beginning of the year. The Self-Assessment is entered into NCEES (HomeBase) and teachers are encouraged to update it throughout the year. Sharing the Self-Assessment with mentors and evaluators is optional; however, is a great tool to support the development of the Professional Development Plan.
Mentor Evaluator Mentors support teachers’ understanding of best practice/the rubric and reflection on their practice throughout the year. Mentors remind teachers to complete the Self- Assessment before pre-observation conference with their evaluator (1st observation).
Evaluators support teachers’ understanding of best practice/the rubric and reflection on their practice throughout the year. Evaluators remind SPII licensed teachers to complete the Self- Assessment before pre-observation conference with their evaluator (1st observation).
Professional Development Plans (PDPs) Professional Development Plans (PDP’s) support teachers’ identification and achievement of the annual goals they set for themselves. PDP goals are grounded in movement toward developmentally appropriate practice, are teacher driven, and are based upon a model of growth.
There are 3 steps to the PDP process/review. 1). Initial PDP (completed at beginning of year), 2) Mid-year PDP (completed mid-way through year), and 3) End of Year PDP (completed at end of year). Review the PDP Plan Types document in the resource section for details on Individual, Monitored, and Directed PDP’s.
Mentor Evaluator 1) For LE/RL/Initial (SPI) Teachers: Mentors meet
with the teacher and site administrator to review and provide supportive feedback on the goals, following the first formal observation.
2) Mentors set up a timeline with the teacher to support progress toward the goals and collection of evidences.
3) Mentors review the evidences and check the written descriptions for the Mid-Year Review and provide feedback to the Evaluator. See calendar for dates.
1) For Continuing (SPII Teachers): Evaluators meet with the teacher and site administrator to review and provide supportive feedback on the goals, following the first formal observation.
2) Evaluators set up a timeline with the teacher to
support progress toward the goals and collection
of evidences.
3) Evaluators review the evidences and check the
written descriptions for the Mid-Year Review and
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4) Mentors review the evidences and check the written descriptions for the End-of-Year Review and provide feedback to the Evaluator. See calendar for dates.
Once the teacher has access to the NCEES (HomeBase) online evaluation system, all components of the PDP must be completed and acknowledged (signed) by all parties by the due dates listed on the calendar. It is the Mentor’s responsibility to assist the teacher with NCEES (HomeBase) and to review and “sign off” on teachers’ PDPs three times each school year: initial, mid-year, and end of year.
provide feedback to the Evaluator. See calendar
for dates.
4) Evaluators review the evidences and check the
written descriptions for the End-of-Year Review
and provide feedback to the Evaluator. See
calendar for dates.
Note: Evaluators may call, email or use other technology (e.g., WebEx, Go-to-Meeting, Skype, Google Hangout) to review the PDP and approve it (three times each school year - Preliminary, Mid-Year Review and End-of-Year Review).
Once the teacher has access to the NCEES (HomeBase) online evaluation system, all components of the PDP must be completed and acknowledged (signed) by all parties by the due dates listed on the calendar. It is the Evaluator’s responsibility to assist the Continuing (SPII) teacher with NCEES (HomeBase) and to review and “sign off” on teachers’ PDPs three times each school
year: initial, mid-year, and end of year.
Pre-Service Checklist for LE/Residency Licensed Teachers Completion of Pre-Service Checklist activities are required for Lateral Entry and Residency Teachers (1st Year of
mentoring services) ONLY.
Mentor Evaluator Mentors will distribute the Pre-Service Checklist to any new teacher with a Lateral Entry or Residency License at the initial meeting. The Pre-Service Checklist for Lateral Entry/Residency will be provided to Mentors from their assigned hub. Mentors will support teachers through this process and mail the checklist to their Coordinator, once it
N/A
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is completed by the teacher. Please note: the mentor should support the teacher throughout the completion of the listed activities, which may require an extended timeline that can exceed the 10 day timeline noted.
NC Foundations for Early Learning and Development Early Childhood Educators who are enrolled and working with the Early Educator Support Unit to attain and/or maintain NC Birth- through-Kindergarten licensure are required to align their instruction with NC Foundations for Early Learning and Development (Foundations). Teachers will implement these standards in their work as the NC Standard Course of Study (NCSCOS) appropriate to the age group of children served. The NCSCOS is required as part of the NC Teacher Evaluation process. To inform and support the alignment of curricula and the NC Standard Course of Study for Pre-K, enrolled teachers are required to complete the Intermediate Foundations Course in year 1 of their Residency/Lateral Entry license, as part of the Pre-Service Checklist. Teachers will begin to complete Advanced Foundations modules in Year 2 and beyond. The team (teachers, evaluator, administrator, and mentor) will determine necessary modules based upon strengths/needs of each teacher. Teachers will complete online modules over the course of each program year and receive individualized classroom-based support from their assigned evaluator and/or mentor. If the local education agency or the local NC Pre-K contracting agency has provided the advanced Foundations modules to teachers enrolled with the Early Educator Support Unit, a certificate must be submitted as verification.
Mentor Evaluator Mentors will provide teachers holding less than SPII licensure with individualized, classroom-based support for all modules of the intermediate course (housed in Moodle), as completed, and for the Advanced Foundations modules (Tier I and Tier II), as completed.
Foundations Instruction Guides will be provided on an annual basis.
Evaluators will provide SPII licensed teachers with coaching support as they complete the advanced modules for Tier I and Tier II.
For ALL licensed teachers, the Evaluator will embed conversation of module completion, the application of new knowledge into practice, and self-reflection into each Post Observation Conference.
Foundations Instruction Guides will be provided on an annual basis.
Observations
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Observations are completed throughout the year to support teachers’ growth. Evaluators conduct observations according to the Teacher Evaluation Schedule, which can be found in the resource section. Observations are scheduled in collaboration with the teacher/site administrator and mentor (minimum 2 weeks’ notice). Observations last a minimum of 45 minutes, not to exceed 1 hour. At least one joint observation should be scheduled with the site administrator to shadow. The joint observation would include the debriefing and write up of the observation, and the post conference. Note: Most Continuing licensed teachers do not have mentors. Coaching, technical assistance and mentoring to teachers should be provided as needed.
Note: Teachers must have 6 months of continuous program services in order to receive credit for a "year of teaching" to meet the BTSP requirements.
Note: Evaluation Schedule will be provided to each Mentor/Evaluator by Lead Coordinator of respective hub at the start of the program year.
Mentor Evaluator Mentors do not complete formal observations on the teacher. Informal peer observations are an option when necessary to support the individual needs of a teacher.
The prescribed Teacher Evaluation Schedule and protocol for conducting evaluations for all licensure types is to be followed.
Evaluators will communicate with the site administrator and mentor (when teacher holds LE, RL or Initial Licensure) to schedule the observation date in order for them to participate in the post conference.
Evaluation Protocol
1) Provide a date for teachers to enter their Self- Assessment and to complete the “Orientation and Training” Activity in the NC Educator Effectiveness System (NCEES).
Note: Teachers START the process in the
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NCEES (HomeBase), by entering the orientation date, before the Evaluator is able to enter the data for the first observation.
2) Evaluators record each teacher’s observations using the Rubric for Evaluating NC Teachers (throughout year) and Summary Rating Sheet (end of year) annually in the NC Educator Effectiveness System. Evaluators acknowledge (sign) all Observations in NCEES (HomeBase) FIRST. Instructions for using the system are from the Team Training Script, received during training.
3) For all observations and Summary Evaluation Conference, Evaluators will record all of the data using the NCEES (HomeBase).
Pre and Post Observation Conferences The goal of the Pre-Observation Conference is to prepare the Evaluator for the observation. The Conference may be conducted virtually and is held prior to the first observation. If available, the Evaluator uploads the teacher’s written Pre-Observation Conference questions in the NCEES (HomeBase). NOTE: Pre-Observation Conferences may be held for subsequent observation, but are not required. When used, teachers should be asked to complete no more than 5 Pre-Conference questions, which should align with the needs of the individual teacher.
Evaluators conduct a Post-Observation Conference no later than 10 school days after each formal observation. While face to face Post Observation Conferences are encouraged, they may be held virtually or via conference call, if needed. Evaluators complete the Rubric for Evaluating NC Teachers in NCEES (HomeBase) within 10 days of the observation, including documentation of pre- and post-conferences. When used, teachers should be asked to complete no more than 5 Pre/Post-Conference questions, which should align with the needs of the individual teacher.
Mentor Evaluator
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Mentors should make every effort to attend (in person, virtually, or by phone) the Post Conference after each observation. If it is not possible to attend a Post Conference, mentors should follow up with the evaluator or teacher within a few days.
For the first observation of each year a Pre-Observation Conference is required.
Pre-Observation Conference questions are meant to be used as a starting point and guide for the Pre-Observation Conference. Teachers are not required to provide written responses to these questions prior to the Pre-Observation Conference. They may be used by an evaluator, as deemed necessary, based upon the individual needs of the teacher. The Pre-Observation questions will be provided by the assigned hub.
During the Pre-Observation Conference, discuss the teacher’s Self-Assessment, the teacher’s most recent professional growth plan, and the learning activities to be observed. The Coaching Commitment should be reviewed during the first Pre- Observation Conference. During each Post-Observation Conference, the Evaluator will provide coaching support based upon the framework, outlined in the Early Educator Support Conceptual Framework, which refers to an individualized, strengths-based, relationship-based, adaptable and relationship-based service delivery model. Evaluators also pull from their own knowledge and expertise regarding best practice and developmentally appropriate practice for young children, as well as, knowledge and skills gained during Mentor and Evaluator Training and all supplemental professional development offerings. The Evaluator will take time to discuss and document on the Rubric the strengths and areas for growth from the observed learning activities. The conversation should support the standards, elements and descriptors observed and should be heavily
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supported by evidence-based practices. If needed, a copy of the rubric can be provided to help the teacher make connections between the notes from the observation and the evaluation standards. Performance markings (placements) should not be the focus of discussion during the post conferences for each observation. Post Observation Conference questions may be used to guide reflection and conversation, however, teachers are not to be asked to provide written responses to the questions unless responses to 1-5 questions will provide supporting details for the observation. When written Post-observation questions are available, the Evaluator will upload these into NCEES (HomeBase). Note: the Mentor should be informed of scheduled post observation conferences with the Initial (SPI/LE) teacher.
Summary Evaluation Conferences ALL DATA ENTRY MUST BE COMPLETED BY 5:00 P.M., JUNE 15 ANNUALLY.
**Summary Rating Forms/all data entry must be entered and signed in NCEES (HomeBase) by May 15th for all teachers who are converting to Continuing licensure and teachers renewing their Continuing license.
Note: Evaluators are to include the Teacher, Site Administrator, and Mentor for LE, RL and Initial Licensed teachers and as time permits for the Summary Evaluation Conference.
Mentor Evaluator Mentors should make every effort to attend (in person or virtually) the Summary Evaluation Conference. If it is not possible to attend, Mentors should connect with the Evaluator before then to provide feedback and make a point to follow up with evaluator and/or teacher within a few days.
*Mentors need to remind teachers to print a hard copy/save an electronic copy of Summary Rating form and
*Evaluators analyze data for all formal observations and artifacts/evidences before completing the Summary Rating Form.
* Evaluators complete the Summary Rating Form (ratings for each element, overall rating for each standard and add comments).
* Evaluators conduct the Post-Observation
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final PDP (to support next steps growth and provide evidence/documentation that teacher completed year).
Conference for the final observation and Summary Evaluation Conference.
* Evaluators secure acknowledgement (signatures) for the Summary Rating Form and Summary Evaluation Conference NCEES (HomeBase). Evaluators sign FIRST, then the teacher.
* Evaluators review teacher’s progress/evidences toward meeting PDP goals and add comments and acknowledge (sign) the teacher’s end of year PDP.
*Evaluators remind the teacher to print a hard copy/save an electronic copy of Summary Rating form and final PDP (to support next steps growth and provide evidence/documentation that teacher completed year).
Professional Learning Communities (PLC) The PLC process provides a supportive environment for teachers’ growth and increased positive child growth/outcomes. The PLC process is teacher led/directed, informed by developmentally appropriate practice including on-going assessment data, learning and development trends, teacher research, and teacher Self- Assessment. Full implementation can take up to 4 years.
Mentor Evaluator Mentors will ensure teachers holding less than SPII Licensure are supported through a Professional Learning Community. Professional development on the PLC Process will be provided for Evaluators, Mentors, teachers, and Site Administrators via a self-paced online course. Early Educator Support Office Mentors will continue to support teachers and Site Administrators in the process of establishing and/or maintaining a PLC. To the extent possible, PLCs must be informed and driven by evidence-based practices (using child [ongoing] assessment data, classroom or school learning and development trends, teacher research,
Evaluators will ensure teachers with Continuing Licensure are supported through a Professional Learning Community. Professional development on the PLC Process will be provided for Evaluators, Mentors, teachers, and Site Administrators via a self-paced online course. Evaluators will continue to support SPII teachers and Site Administrators in the process of establishing and/or maintaining a PLC. To the extent possible, PLCs must be informed and driven by evidence-based practices (using child [ongoing] assessment data, classroom or school learning and development trends, teacher research, teacher Self- Assessment and observation data).
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teacher Self-Assessment and observation data).
Demonstration Sites and Visits Demonstration classrooms are available to support early educators. Currently Early Educator Support Offices have demonstration classrooms in Guilford Co (High Point) and Wake County (Raleigh). The NC Department of Public Instruction (NCDPI) has 8 demonstration sites that may be available for guided observation. Early Educator Support Demonstration classrooms are selected based upon criteria and procedures that are aligned with NCDPI.
Demonstration site visits are required for Lateral Entry and Residency BK licensed teachers. For this reason, they will receive priority when scheduling visits to approved nonpublic demonstration sites. Team Members may discuss other options with their Regional Lead for teachers holding Initial or Continuing level licensure who may need to visit a high quality classroom to improve their professional growth. Please adhere to the protocol for requesting a Guided Observation - available by contacting the Lead Project Coordinators at UNCC and ECU.
Mentor Evaluator Mentors will support teachers holding LE and Residency licensure through the guided observation, required of the Pre-Service Checklist. Mentors should join the teacher for the visit and follow the visit with a meaningful debriefing session. Mentors may communicate with Regional Leads to determine sites which may be the best fit geographically or based on a teachers individual needs.
If an SPII licensed teacher would benefit from visiting demonstration classrooms, or alternate classrooms recommended by Regional Leads, the evaluator can guide the process.
Data Collection The Early Educator Support Offices at UNC Charlotte and East Carolina University are committed to ensuring fidelity to our framework, which includes a commitment to a model of continuous improvement. Regular and varied data collection and analysis supports program growth and sustainability and assures high quality service delivery. Each year a number of measures will be used to collect data, including but not limited to; surveys, logs, checklists, co- observations, reports, annual performance evaluations, NCEES, etc.)
Mentor Evaluator Mentor Logs In order to track monthly contacts with assigned teachers and time spent in Mentor visits, contacts, PLCs, etc., paid Mentors will be sent a survey link at the beginning of each month to report on the services
Evaluator Logs In order to track monthly contacts with assigned teachers and time spent on observations, contacts, PLCs, etc., paid Evaluators will be sent a survey link at the beginning of each month to report on the services provided during
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provided during the previous month. The survey link will be sent to each Mentor individually by Rachel Kaplan from the State Office and will include specific instructions and timeline for completing the survey. This data is used to complete quarterly service reports provided to the State Office. Documenting daily support of assigned teachers is based upon individual preference and style. Various tools and resources are available for use.
Co-Observations (Reliability and Agreement) During Phase 1 of the development of the inter-rater reliability process a conceptual framework was developed, which included guiding principles, and supporting research. Lead Project Coordinators, PD Lead, and QA Lead completed an annual process of co-observations in order to find agreement and a reliability score of 80% or greater. During Phase 2, the annual co-observation process was implemented with all Regional Leads. At the same time, program related professional development was revised and a plan for full implementation of the reliability process was in development. During phase 3, the 2019-20 program year, staff of the program will participate in an online reliability process that will include the review and rating of 10 teacher profiles (anchor teachers).
the previous month. The survey link will be sent to each Evaluator individually by Rachel Kaplan from the State Office and will include specific instructionsand timeline for completing the survey. This data is used to complete quarterly service reports provided to the State Office. Documenting daily support of assigned teachers is based upon individual preference and style. Various tools and resources are available for use. Co-Observations (Reliability and Agreement)
During Phase 1 of the development of the inter-rater reliability process a conceptual framework was developed, which included guiding principles, and supporting research. Lead Project Coordinators, PD Lead, and QA Lead completed an annual process of co-observations in order to find agreement and a reliability score of 80% or greater. During Phase 2, the annual co-observation process was implemented with all Regional Leads. At the same time, program related professional development was revised and a plan for full implementation of the reliability process was in development. During phase 3, the 2019-20 program year, staff of the program will participate in an online reliability process that will include the review and rating of 10 teacher profiles (anchor teachers).
Reporting Suspected Abuse/Neglect Any suspected abuse and neglect of children, of any age, in programs where services are being delivered, must be reported, as required by law. Other areas of noncompliance that place children in unsafe, unhealthy, and unsupervised positions should be reported directly to the Division of Child Development Regulatory Section’s Intake Unit, 919-814-6450.
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Procedures for Establishing UID’s
Teacher UID – Unique Identifier The Lead Project Coordinator (or designee) will contact Gordon Millspaugh, Early Educator Support Unit BK Licensure & Research Consultant, to request UID’s, who will secure the UID through NCDPI. The Lead Project Coordinator (or designee) will notify the teacher in writing when the UID has been established, which may take up to two weeks. If a UID (work for a public school and provide Early Educator Support Evaluation Services for NC PRE-K teachers in public schools and nonpublic schools), has already been assigned, it will not be required to submit this information again
New Staff and Partner Mentor and Evaluators As a participant in the NCEES (HomeBase), the Early Educator Support Unit must provide the following information to DPI to create Unique Identifiers (UID) for each user. Users include teachers, mentors, evaluators, and site administrators who serve as evaluators. The UID is needed for all users of this system.
· Participant name, ethnicity and social security number will be entered into a NCDPI secure/firewall protected data system that will create a UID.
· The UID system is a secure database that is password protected. It is used throughout NCDPI and other states as a Unique Identifying System for similar purposes.
· If the the Unit does not have the above mentioned information, participants will be asked to complete and submit a UID Form. The form will be sent by the Lead Project Coordinator (or designee) when needed
Access/Trouble Shooting in NCEES Teachers, Mentors and Evaluators, who are required to use the NC DPI Home Base Educator Effectiveness System, may experience technical issues. To resolve technical issues all users must follow these steps:.
Step 1: Teachers will review directions, located under “Help Guides” in NCEES and/or provided tip-sheets Step 2: Teachers will contact the Evaluator and/or Mentor for help, if still needed Step 3: Evaluator and/or Mentor will contact the Regional Lead, Project Coordinator, or designee Step 4: Lead Project Coordinator or designee will contact the State Office and/or NCDPI.
Monitoring Growth and Development- PDP’s During each school year, teachers will develop a Professional Development Plan (PDP) based on Observations and Summary Evaluation Conference using the NC DPI Home Base Educator Effectiveness System. Types of PDPs include: Individual Growth Plan, Monitored Growth Plan and the Directed Growth Plan (see chart on next page). Mentors and/or Evaluators will monitor teachers’ growth and development accordingly and support the adjustment of the PDP, based on Summative Results. These PDPs should be discussed openly throughout the
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year and it should be clear to a teacher that these plans are a part of the process
Monitored or Directed PDP- Evaluators, Mentors and Site Administrators will provide intentional coaching, technical assistance and mentoring strategies to support teachers on monitored and/or directed PDPs (example: role model for teachers, provide resources, provide current research, visitation of high quality classrooms).
Evaluators should follow this protocol for teachers who are not making progress on the NC Teacher Evaluation: 1. Provide specific guidance to the mentor and site administrator (strategies,
resources, time lines). Brainstorm who and when each of the team members will perform the next steps for the teacher.
2. Follow-up with the mentor and site administrator to discuss the progress the teacher has implemented within 3-4 weeks after the first discussion. The site administrator will take on a major role in supporting the teacher. The evaluator will provide specific guidance to the teacher on the mandated evaluation progress and how his/her decision to make little or no progress will affect their license.
3. If the teacher has not made progress by the second post conference, contact the Regional Lead. The Regional Lead will provide guidance and may schedule a time to attend the next observation and post conference with the Evaluator, site administrator and Mentor (for Initial/LE/RL teachers).
4. If the teacher has not made progress by the third post conference, the Evaluator, site administrator, Regional Lead and Lead Project Coordinator will schedule a phone conference to discuss the support that has been given. Lead Project Coordinator will provide guidance and may schedule a time to attend the next observation and post conference. In this situation, a peer observation will be required prior to the final observation.
Note: For any licensed teacher, additional observations may be needed for those on a monitored or directed PDP: a. Follow the Evaluation Schedule b. Inform the teacher if he/she is placed on the “Monitored or Directed PDP” at the end of the
school year, submit the information to the Lead Project Coordinator.
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Resources
Professional Development Plan Types
Individual Growth Plan Monitored Growth Plan Directed Growth Plan Any teacher regardless of licensure type or level (LE, RL, EL, Initial Continuing
Score “Proficient or Higher” ratings on all five Standards on the Teacher Summary Rating Form Teacher develops the Plan (may develop in conjunction with the mentor if less than Continuing; or with the Evaluator and/or Site Administrator for Continuing teachers. *First year- teacher may have one developing standard.
Score “Developing” on the Teacher Summary Rating Form · two or more Standards for teachers who
have completed the evaluation process in their first year
· one or more Standards for teachers who have completed the evaluation process for 2 or more years
Scores “Not Demonstrated” on any Standard and rated at “Developing” on
one or more Standards for two sequential years on the Teacher Summary Rating
Action required Continue to follow Observation and Summative Evaluation procedures as described for licensure type and level (see previous section)
Site administrator, Teacher and Mentor and/or Evaluator, develop. Identify Standard and Elements to be improved, set goals, activities to achieve proficiency within one year At least 1 additional (informal or formal) observation required.
Mentor and/or Evaluator and Site Administrator (teacher is not included). Identify Standard and Elements to be improved, set goals, activities to achieve proficiency within one year or less, as determined by the LEA. At least 2
additional (informal or formal) observations required for Continuing licensed teachers; 2 for less than Continuing. Plus additional informal observations—walk-through—as needed.
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North Carolina Professional Teaching Standards: http://www.ncpublicschools.org/docs/effectiveness- model/ncees/standards/prof-teach-standards.pdf
NC BK Specialty Standards: http://ncchildcare.nc.gov/pdf_forms/NCPre-K_NC_BK_Speciality_Standards.pdf
Code of Ethics for North Carolina Educators: http://www.ncpublicschools.org/docs/effectiveness- model/ncees/standards/code-of-ethics.pdf
Mentor Teaching Standards: http://www.dpi.state.nc.us/docs/educatoreffectiveness/regional/jobfairs/nc-mentor- standards.pdf
NC Foundations for Early Learning and Development: http://ncchildcare.nc.gov/pdf_forms/NC_foundations.pdf
Rubric for Evaluating NC Teachers: http://www.dpi.state.nc.us/docs/effectiveness-model/ncees/teachers/individual/rubric.pdf
NC Teacher Evaluation Process Manual: http://www.ncpublicschools.org/docs/effectiveness-model/ncees/instruments/teach-eval-manual.pdf
NC Educator Effectiveness System (NCEES) Professional Development: http://www.ncpublicschools.org/effectiveness-model/ncees/
NCEES Log-In: https://ncees.homebase.ncpublicschools.gov/alternateLogin.html
NC State Board Policy governing teacher evaluations: https://stateboard.ncpublicschools.gov/policy-manual/evaluations-qualifications/teacher-performance-appraisal-process
Resource Manual: http://ncchildcare.nc.gov/pdf_forms/NCPre-K_EvalResource_Manual.pdf
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Contacts
Early Educator Support Unit (State Office) Contact for questions about…..
Lorena Gonzalez, Senior Manager- Early Education Branch Office: 919-814-6344 [email protected]
Oversight of the NC Pre-Kindergarten Program, Early Educator Support Office and the Workforce Education Units.
NC Pre-K and NC State Board of Education Teacher Licensure Policy, NC Pre-K State Advisory Committee, NC Pre-K State Evaluation, Pre-K Rate Exceptions
Janessa Nieves, NC Pre-K Manager
Office: 919-814-6372
NC Pre-K Program Requirements, Monitoring and NC State Board of Education Policy
NC Pre-K Program Policy Regional Team NC Pre-K Plan Approvals: Classrooms (curricula,
assessments, developmental screens); Instructional Staff (Teachers and Teacher Assistants)
Teacher eligibility for NC Pre-K Program
Patricia McCarter, NC Pre-K Coordinator Office: 919-
814-6369 [email protected] NC Pre-K Program Policy Team
Sharon Spigner, State Lead and Consultant (NC Pre-
K and EESLPD)
Office: 980-322-7262
[email protected] Sharon Stukes, NC Pre-K Program Policy Consultant
Supports the needs of the NC Pre-K Unit of the Early Education Branch
Provides information and support to colleagues,
contractors, partners and the public as it pertains
to the NC Pre-K Program.
Research, gather and prepare materials to
inform the development and revision of policy
documents, presentations, reports, and
procedural documents.
NC Pre-K Program Requirements and Guidance, policy and operational procedures, child eligibility for NC Pre-K, teacher, teacher assistant, administrator/principal eligibility
Local NC Pre-K Staff Orientation and Ongoing County/Regional Support
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Office: 704-594-0151 [email protected] Jeanne Barnes, NC Pre-K Program Policy Consultant Office:919-814-6357 [email protected]
Jennifer Griffith, NC Pre-K Program Policy Consultant
Office: 919-609-6921 [email protected]
Fran Minton, NC Pre-K Program Policy Consultant
Office: 919-604-7626
NC Pre-K Plan change requests: classroom adds and instructional staff, including substitute teachers and teacher assistants
Local NC Pre-K Advisory Committee and local NC Pre-K contract administrative agency support and meeting with NC Pre-K providers
NC Pre-K Policy Monitoring NC Pre-K Program regional support to
local NC Pre-K Contract Administrative Agencies
NC Pre-K Policy Monitoring
Vacant, Manager-Early Educator Support Unit Supervises Unit (Enrollment and Licensure) Liaison from Unit to NCDPI and Hubs (ECU and
UNCC) o NC Educator Effectiveness System o Licensure Policy
Gordon Millspaugh, Early Educator Support Unit Licensure
and Research Consultant
Office: 919-608-9538
[email protected] Fay Lewis, Early Educator Support Unit BK Licensure
Specialist Office: 919-814-6359 [email protected] Breania Best, Early Educator Support Unit BK
NC Educator (BK) Licensure policy and actions for Pre-K teachers/nonpublic schools
BK Licensure status: clearance of lateral entry and provisional add-on licensure
Obtaining and submitting Plan of Study issued by an accredited NC University/College to the Unit
Required semester hours to support coursework in teacher’s Plan of Study
SP II licensure renewal policy and credits NCDPI Online Licensure Management System Data requests by county
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Licensure Specialist
Office: 919-814-6358
[email protected] Janice Wright, Early Educator Support Unit BK
Licensure Specialist
Office: 919-814-6362 [email protected]
Tamiah Pittman, Early Educator Support Unit
Intake/Enrollment and Specialist
Office: 919-814-6356 [email protected]
Teacher enrollment with the Unit (Enrollment, Change Form, Separation Form, Status of Enrollment, Receipt of Enrollment)
Rachel Kaplan - Early Education Branch Administrative Officer Office: 919-814-6311 [email protected]
NC Pre-K program research, data, policy and contracts/budgets
NC Pre-K Data Systems and Data Management Hub M/E surveys
Early Educator Support Office at UNC Charlotte Contact for questions about…..
Dr. Rich Lambert - Lead Investigator
Amanda Vestal
Lead Project Coordinator
Heather Taylor
Quality Assurance Program Lead
UNCC- Early Educator Support Office Project Information or Concerns
Questions or Concerns (programming, personnel, field-based, office-based)
All operational components of program
Inter-Rater Reliability Program Data
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Rhonda Mobley
Administrative Support
Changes to contact information
PD- registration and completion
Website Maintenance
Travel reimbursement process
University Policies
Kyle Worley Regional Lead [email protected] Stephanie Bridges Regional Lead [email protected] Joanie Oliphant Regional Lead [email protected]
• Provide leadership to regional team of mentors and evaluators
• Perform inter-rater reliability checks of team members to ensure consistency in conducting evaluations of teachers.
• Conduct mentoring-evaluation activities for a caseload of 20-25 teachers.
• Conduct required professional development for teachers, site administrators and partners
• Provide coaching support to partners. • Research and development activities (e.g.,
Resource Manual to support NC Teacher Evaluation System; Documents/Forms review/revisions; PD re- design)
Early Educator Support Office- Mentors/Evaluators • Conduct mandated mentoring and evaluation activities to support teachers who hold NC Educator License: Lateral Entry, Provisional, Initial License (BK Standard Professional I) and Continuing (Standard Professional II) licensure.
• Work in assigned regions and collaborate/communicate with state and regional leads to ensure consistent application of guidelines, protocol and licensure policy and procedures
• Research and development activities (e.g., Resource Manual to support NC Teacher Evaluation System; Documents/Forms review/revisions)
Early Educator Support Office at ECU Contact for questions about….
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Barbara Brehm Lead Investigator
[email protected] Debbie Saperstein Lead Project Coordinator [email protected] Carla Stafford Quality Assurance PD Lead [email protected] Lisa Phelps Administrative Support [email protected] Lisa Camp Administrative/Reliability Support [email protected]
Project Information or Concerns
Questions or Concerns (programming, personnel, field-based, office-based)
All operational components of program
Professional Development Inter-rater Reliability
NCEES Password reset Changes to contact information Travel Reimbursement
Supplies, ordering PD Registration and Completion Spreadsheet Assignment/Maintenance
Angela Jahr Regional Lead
Tracey-Lee Lucas Regional Lead
Jennifer Whited Regional Lead
Provide leadership to regional team of mentors and evaluators
Perform inter-rater reliability checks of team members to ensure consistency in conducting evaluations of teachers.
Conduct mentoring-evaluation activities for a caseload of 20-25 teachers.
Conduct required professional development for teachers, site administrators and partners
Provide coaching support to partners. Research and development activities (e.g., Resource
Manual to support NC Teacher Evaluation System; Documents/Forms review/revisions; PD re- design)
Early Educator Support Office- Mentors and Evaluators
• Conduct mandated mentoring and evaluation activities to support teachers who hold NC Educator
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License: Lateral Entry, Provisional, Initial (BK Standard Professional I) and Continuing (Standard Professional II) licensure
• Work in assigned regions and collaborate/communicate with state and regional leads to ensure consistent application of guidelines, protocol and licensure policy and procedures
• Research and development activities (e.g., Resource Manual to support NC Teacher Evaluation System; Documents/Forms review/revisions)
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Acknowledgement and Signature Page
All team members, both collaborative and paid UNCC or ECU staff, must sign, date and return
this page after review led by either the Lead Project Coordinator or Regional Lead. This must
take place at the beginning of each program year.
All signed forms must be submitted to the appropriate Early Educator Support Office within 10 days of signing.
Team Member
Name: Position:
I, , have read and discussed the Early Educator Support Guidelines for Mentors/Evaluators and will implement services in accordance with the Early Educator Support Office Guidelines and Protocol for Mentoring and Evaluation Services.
Signature: _ Date
*Early Educator Support Office mentors/evaluators are required to follow these guidelines. In cases where the guidelines
and protocol are not followed, a conference will be scheduled with the individual to discuss practices. The discussion may result in a written plan to support the use of the appropriate materials, research and practices required to ensure consistent practices across the team. The plan will include providing additional technical support and resources to ensure that all processes and procedures are followed.
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