Effectively Evaluating North Carolina Teachers 1 New Principals and Assistant Principals November 21, 2011 Before we begin, please go to: Add this wikispace to your favorites if you have not already done so and Go to the link below and minimize it for later use in the presentation https://mxweb3.media-x.com/home/ncval/demo/ Username: Principaldemo (any number 1-40) Password: Our Agenda Welcome, introductions, agenda overview Assess your understanding of the Evaluation Process Annual Evaluation Policy Looking at the standards Inter-Rater Reliability Classroom Visits McRel-Observation Tool Questions Ticket out the Door 3 Can We Agree? To be actively involved Value differences Agree to Disagree Listen Dont take it personally Be honest Stay focused on established purpose and goals 4 5 Evaluation is Affinity Diagram Individually: Silently Consider what you know about the evaluation process Write one thought per sticky note Write as many thoughts as you have Whole Table: Quietly Combine all sticky notes on the table Organize similar ideas in categories. Label the categories. Stack/combine like ideas. Identify three major ideas that emerged. MS Office Clip Art 6 Annual Evaluation Policy for Career Teachers Each local board shall adopt a policy requiring career teachers to be evaluated annually. The annual evaluation requirements shall be met by either: (1) Using the Teacher Evaluation Process as set forth in 16 NCAC 6C.0503; or (2) Using an abbreviated evaluation consisting of Standards One, Four, and Six of the Teacher Evaluation Process. 7 Requirements for Abbreviated Evaluation The abbreviated evaluation option includes: Teacher Self-Assessment Professional Development Plan Two Informal Observations (at least twenty minutes each) Summary Evaluation Conference (on Standards One, Four, and Six) Summary Rating Form (on Standards One, Four, and Six) 8 9 North Carolina Professional Educator Evaluation Systems Their purpose is to support and promote effective leadership, quality teaching, and student learning The design is a growth model to improve instruction and enhance professional practice The evaluation instruments are based on the Framework for 21 st Century Learning and the Standards 10 They are flexible enough to be fair to teachers and school executives of varying levels of experience and in school settings The rubrics are formative in nature based on a rating scale from developing through distinguished Multiple data sources, artifacts, and evidence will be used in assessing educator performance They will provide the basis for performance goals and professional development activities 11 12 The teacher performance evaluation process will: Serve as a measurement of performance for individual teachers Serve as a guide for teachers as they reflect upon and improve their effectiveness Serve as the basis for instructional improvement Focus the goals and objectives of schools and districts as they support, monitor, and evaluate their teachers 13 Guide professional development programs for teachers Serve as a tool in developing coaching and mentoring programs for teachers Enhance the implementation of the approved curriculum Inform higher education programs as they develop the content requirements for higher education programs The teacher performance evaluation process will: Principal/AP Responsibilities Know and understand the North Carolina Professional Teaching Standards Participate in training to understand and implement the Teacher Evaluation Process Supervise the Teacher Evaluation Process and ensure that all steps are conducted according to the approved process 14 Principal/AP Responsibilities Cont. Identify the teachers strengths and areas for improvement and make recommendations for improving performance Ensure that the contents of the Teacher Summary Evaluation Report accurately reflect the teachers performance Develop and supervise implementation of action plans as appropriate 15 16 Sixth Standard for Teachers Teachers contribute to the academic success of students The work of the teachers results in acceptable, measurable progress for students based on established performance expectations using appropriate data to demonstrate growth. 17 Effective Educators Student Growth Meets Expectations Proficient or Higher on ALL Standards Effective Teacher 18 Highly Effective Educators Student Growth Exceeds Expected Growth Accomplished or Higher on ALL Standards Highly Effective Teacher 19 The developing teacher tells The proficient teacher explains The accomplished teacher demonstrates The distinguished teacher inspires 20 Serves as a guide for North Carolinas school teachers as they reflect upon and improve their effectiveness as district leaders. Focuses the goals and objectives of districts as they support, monitor and evaluate their students. Guides professional development for staff and serves as a tool in developing coaching and mentoring programs for teachers. Informs higher education programs in developing the content and requirements of teacher education degree programs. 21 New Standards and Evaluation Systems Formative, Growth Data- driven PD Alignment 22 Performance Rating Scale Developing Proficient Accomplished Distinguished Demonstrated adequate growth during the period of performance, but did not demonstrate competence on standard(s) of performance Demonstrated basic competence on standards of performance Exceeded basic competence on standards for performance most of the time Consistently and significantly exceeded basic competence on standards of performance Not Demonstrated Did not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance *Requires documentation Knowledge and skills replicated Exemplar of performance Innovation + High Performance Skill not mature or unsuccessful Solid, effective application + success Never demonstrated Standard I : Teachers Demonstrate Leadership Activity Under each standard there are descriptors which help teachers understand what is observable. Using the standard and rating scale, list examples of evidence that would illustrate a teacher who is rated distinguished. Remember the levels are cumulative across the rows of the rubric. A distinguished teacher exhibits the skills and knowledge described for that element across the row. Place your ratings on the chart paper to share with the group. 23 Standard I Teachers Demonstrate Leadership Element ATeachers lead in their classrooms. Developing -Has assessment data available and refers to it to understand the skills and abilities of students Accesses data from district assessments Has written classroom management plan available and posted -Links lessons to prior learning -Has college displays -Clarifies that passing is necessary for graduation -Assumes responsibility for student achievement/proficiency/growth 24 Standard I Teachers Demonstrate Leadership Proficient Uses a variety of formative and summative assessments to evaluate student progress and guide instruction Data analysis guides lesson plans, activities, and group assignments Communicates vision to students Enforces the written classroom management plans Reshapes instruction to fit needs of individual students - Provides extra assistance to students as needed - Refers to current events - Relates instruction to preparation for life - Continually encourages students to graduate and plan for college/career -Correlates best instructional practices with progress of students to ensure student college and career readiness -Generates data driven interventions to support student mastery of skills and concepts taught 25 Standard I Teachers Demonstrate Leadership Accomplished Uses portfolios, rubrics, and other types of assessments to evaluate progress Uses protocols for collaborative activities Includes reallife situations and 21st century skills in lesson plans -Discusses impact of current events Provides leadership opportunities in classroom Vision is communicated/modeled to produce student leaders in the classroom Differentiates instruction and assignments based on data -Creates processes and procedures to align best practices and data driven interventions to facilitate replication of best practices among peers 26 Standard I Teachers Demonstrate Leadership Distinguished -Analyzes data with colleagues to make decisions about student needs and instructional planning -Maintains accurate records of every student's progress -Establishes procedures to ensure that all students participate in discussions and share roles in group work Facilitates workshops at the school level to ensure all students succeed by using best practices connected to student data Leads school wide workshops on how to differentiate instruction and assignments based on data and/or how to create a safe and orderly learning environment -Demonstrates processes and procedures to align best practices and data driven interventions to colleagues and coaches peers for implementation of best practices -Leads school and district PLCs in collaborative work to support teachers and improve effectiveness 27 Classroom Visit Suggestions Your visits should be welcomed by teachers and students as an opportunity to share their classroom with you Body language is positive and supportive Greet the teacher-- eye contact and a smile Sit in an unobtrusive spot Focus on what the teacher and students are doinglook engaged Maintain a pleasant demeanor Take notes unobtrusively Walk around as appropriate looking at student work Engage with students as appropriate Observe evidence of learning displayed around the room Leave with a smile and a quiet thank you to the teacher 28 Focus your classroom observations on what the student is doing rather than on what the teacher is doing. This guide helps the observer to focus on students thinking, their ideas, understandings, misconceptions and their work during classroom observations. It asks the observer to look for and record evidence of how students are making sense of the subject, what processes they are using, how they reason, and what approach they use to attack and/or solve problems. It also asks observers to look for what misconceptions students hold and where those misconceptions originate. 29 The observer also needs to focus on how students interact with each other. Do they effectively communicate and listen to each other and use each other as resources? When students seek authority over whether a solution is correct, do they rely on others, do they ask the teacher, or can they reason for themselves using their knowledge of the subject and logic? Are all students engaged and do they take risks and share? The observer should then use that information as the basis for discussion with the teacher during the post- conference. 30 The focus on student thinking and student work sets the stage for a dialogue between the teacher and observer. During the pre-conference the observer might work with the teacher to decide on which standard they should focus. The observer might want to show the coach the particular questions he or she will be focusing on during the classroom observation or the observer and teacher might use the questions as a guide to planning the lesson that will be observed. It is also possible that the observer may not directly ask the questions in the guide but use them to assess the teachers thinking about the lesson they will be teaching. 31 CONTENT: What are the students learning? NCPTS3: Teachers Know the Content They Teach ALIGNMENT: How does this learning connect to standards? NCPTS 4: Teachers Facilitate Learning for Their Students NCPTS3: Teachers Know the Content They Teach STRATEGIES: What are the students and teacher doing? 21 st Century Skills (Use Attributes of a Future ready Student) NCPTS2 : Teachers Establish a Respectful Environment for a Diverse Population of Students IMPACT: How does it maintain student interest and attention? Describe the impact of the strategy on students Elements to look for in an observation 32 Record what you see Based on the information you have just reviewed, document what you see in this video. Use standard IV Element h as a guide as you record your visit to this classroom. Be prepared to discuss your observation with your colleagues. 33 Viewing a Lesson Content Alignment Strategies Impact34 Lets Look at Standard IV Element h Teachers use a variety of methods to assess what each student has learned Under each standard there are descriptors which help teachers understand what is observable. Using the standard and rating scale, list examples of evidence that would illustrate a teacher who is rated distinguished. Remember the levels are cumulative across the rows of the rubric. A distinguished teacher exhibits the skills and knowledge described for that element across the row. Be prepared to share your examples. 35 Standard IV-Element h Teachers use a variety of methods to assess what each student has learned Developing Administers benchmarks and required quarterly assessments Administers formative and summative assessments and maintains a record of students progress 36 Standard IV, Element h Teachers use a variety of methods to assess what e each student has learned Proficient - Reviews students homework to assess mastery Uses summative test data to group students for instruction Adjusts teaching to address and meet students needs based on multiple assessments Uses various means to evaluate students Understands how to interpret performance data, and uses information to drive instruction 37 Standard IV, Element h Teachers use a variety of methods to assess what e each student has learned Accomplished Uses performance data to drive and modify instruction on a consistent basis Uses small group instruction to teach concepts based on data from assessments Allows students to choose from a variety of ways to demonstrate mastery Uses rubrics to determine learning expectations for the students as well as to evaluate students work products Teaches students how to give peer feedback to encourage learning and reflection 38 Standard IV, Element h Teachers use a variety of methods to assess what e each student has learned Distinguished Models 21st Century skills for colleagues Regularly conducts pre and post assessments and uses summative, formative, and anecdotal assessments to group students Teaches students to analyze assessments/tests in order to take responsibility for their own performance and set personal improvement goals Provides opportunities for students to choose the artifacts by which they are assessed 39 Lets Look at the NC Teacher Evaluation Instrument https://mxweb3.media-x.com/home/ncval/demo/ Username: Principaldemo (any number 1-40) Password: Rubric for Evaluating North Carolina Teachers 41 Planning the Post-Observation Conference Analyze the data in relation to this teachers practice using the Post-Observation Conference Planning Form. 1. Acknowledge effective practice 2. Select an area for growth 3. Establish desired outcomes 4. Pose questions to facilitate self- reflection & analysis 5. Prepare suggestions 42 During the post-conference the observer may report what he or she saw students doing during the lesson or the teacher and observer may examine student work products. The observer uses the findings and data collection from the observation or from the student work to initiate a discussion with the teacher. Sharing the collected data with the teacher often provokes the teacher to ask questions or seek to answers about certain instructional strategies, worthwhile tasks, teacher moves, content knowledge and/or techniques for establishing a more student-centered classroom environment. 43 44 Best Practices for the Process Meet with the teacher in the classroom whenever possible. Ensure the teacher of the confidentiality and discretion for their continued growth. Use clear and direct conversation with specific examples. Document! Document! Document! 45 Ticket out the Door Please complete the Ticket out the Door before you leave.ds/sticky-notes/ What do I Need Now? 46 Region 1 Professional Development Consultants Dianne Meiggs Bertie Camden Currituck Dare Edenton-Chowan Elizabeth City-Pasquotank Gates Perquimans Beth Edwards Beaufort Hertford Hyde Martin Pitt Tyrrell Washington 47