Teacher Evaluation Training

NORTH CAROLINA TEACHER EVALUATION PROCESS TRAINING 2-Day Training for Phase I, II and III 2008-2010 *This 2-Day training is to be replicated to meet the needs of each individual LEA in NC **REVISED JANUARY 2010

WELCOME
Introductions
Agenda

How did we get here?
North Carolina has moved from a manufacturing and agricultural economy to a technological and research-based economy. Schools must respond to this change if students are to be ready for the future.

What happens over time?
Let’s consider a 65 year old born in 1943 who began school in 1948
Decide if your card is an event that relates to:
1940s
1950s
1960s
1970s
1980s
1990s
2000 - present

Move to the area representing your time period
Check with your person to be sure you are in the correct group
Share your event during the group sharing

Consider a child starting Kindergarten in 2009…
This child was born in 2004
This child was not alive when 9/11 occurred
The United States has been at war for this child’s entire life thus far
We will need to educate this child for a life that will bring retirement in 2069 or later

What might life look like in 2069?
Examine your card and locate the year in the bottom right corner
When your group is called, share your fact with the group
We need to prepare students for the 21 st Century

In North Carolina, for every 100 9 th grade students… … 70 students graduate four years later … 41 students enter college … 28 students are still enrolled in their 2nd year … 19 students graduate with either an Associate’s degree within three years or a Bachelor’s degree within six years Source: www.achieve.org NORTH CAROLINA’S Educational Pipeline (2008)

Future-Ready Students For the 21st Century The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.

To accomplish this mission, North Carolina Public Schools will:
Produce globally competitive students
Be led by 21st century professionals
Be healthy and responsible
Leadership will guide innovation in NC Public schools
Be governed and supported by 21st Century Systems

21 st Century Skills Framework p. 12-16, Manual

New Standards for Teachers, Principals & Superintendents
GS 115C-295.1 requires the Commission to review and propose standards for teaching in North Carolina
In August 2006, Chairman Lee charged the Commission to review and align the standards to reflect the State Board’s newly adopted mission and goals
The Commission is composed of 16 practicing educators

The Commission spent 6 months in numerous meetings thinking, listening, writing, sharing with colleagues and revising
The draft work was completed in March 2007 and distributed through focus groups and other meetings throughout the state
The finalized standards were presented to the State Board of Education in May and adopted in June 2007

How are the NC Professional Teaching Standards different from the Core Standards adopted in 1998?
The most significant difference is ALIGNMENT!
SBE mission and goals
21 st Century Skills and Knowledge
Research from Teacher Working Conditions Survey
School Executive and Superintendent Standards and Evaluation Instruments
Professional Development
Program approval for Schools of Education

New Evaluation Systems to align with the Standards
New Principal evaluation system effective July 1, 2008 for all NC Principals
3000 Principals and principal supervisors trained during summer of 2008

Still to come:
Evaluation systems for:
Superintendents (Field Test 2009)
Assistant Principals (Field Test 2009)
Central Office Staff
Media Specialists
School Counselors, Social Workers
School Psychologists
Standards for School Boards

Teacher: Phase I: 2008-2009 13 districts participating: Jones Newton-Conover Alexander Orange Iredell/Statesville Hertford Scotland Elkin City Wilson Camden Cherokee Alleghany Rutherford

Teacher: Phase II: 2009-2010 Anson Ashe Asheville City Avery Beaufort Bertie Brunswick Caldwell Currituck Chatham Clinton City Craven Dare Duplin Edenton-Chowan Edgecombe Franklin Gates Halifax Haywood Hoke Hyde Macon Martin Montgomery Moore Pasquotank Perquimans Person Richmond Surry Roanoke Rapids City Stanly Swain Tyrrell Vance Watauga Washington Wayne [District teams trained regionally (Oct 2008 – Mar 2009)]

Teacher: Phase III: 2010-11 *Remaining 63 districts will begin implementation August 2010

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

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

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

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:

Possible Artifacts:
School Improvement Plan
School Improvement Team
North Carolina Teacher Working Conditions Survey
Student Achievement Data
Professional Development
Student Work
National Board Certification
PTSA
Professional Learning Communities (PLC)
Lesson Plans
Student Dropout Data
Artifact – A product resulting from a teacher’s work (a natural by-product, not a newly created document) Definitions:

Definitions
Beginning Teacher - Teachers who are in their first three years of teaching and who hold a Standard Professional 1 License
Probationary Teacher – Teachers who have not obtained Career Status in their district
Career Status Teachers –Teachers who have been granted Career Status in their district
Formal Observation – an observation of a teacher’s performance for a minimum of 45 minutes or one complete lesson

Definitions
Informal Observation – An observation of a teacher for a minimum of 20 minutes
North Carolina Teacher Rubric – A composite matrix of the standards, elements and descriptors of the North Carolina Standards for Teachers
Performance Standard – The distinct aspect of leadership or realm of activities which form the basis for the evaluation of a teacher
Performance Elements – The sub-categories of performance embedded within the standard
Performance Descriptors – The specific performance responsibilities embedded within the components of each performance standard

Performance Rating Scale
Developing – Demonstrated adequate growth but did not demonstrate competence on standard(s) of performance
Proficient – Demonstrated basic competence on standard(s) for performance
Accomplished – Exceeded basic competence on standard(s) of performance most of the time

Performance Rating Scale
Distinguished – Consistently and significantly exceeded basic competence on standard(s) of performance
Not Demonstrated – Did not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance
[NOTE: If the “Not Demonstrated” rating is used, the evaluator must comment about why it was used]

Definitions
Performance Goals - Goals for improvement in professional practice based on the self-evaluation and/or supervisor recommendation
School Executives – Principals and assistant principals licensed to work in North Carolina
Self-Assessment – Personal reflection about one’s professional practice to identify strengths and areas for improvement (conducted w/out input from others)
Summary Evaluation Form – A composite assessment of the teacher’s performance based on the evaluation rubric and supporting evidence

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

Teacher Responsibilities (Cont.):
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 identified individually or collaboratively identified

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

Principal/AP Responsibilities Cont.
Identify the teacher’s strengths and areas for improvement and make recommendations for improving performance
Ensure that the contents of the Teacher Summary Evaluation Report accurately reflect the teacher’s performance
Develop and supervise implementation of action plans as appropriate

A Vision of K-12 Students Today http://www.teachertube.com/view_video.php?viewkey=d1296214afd7cc367045

NC Standards for Teachers
Standard 1: Teachers demonstrate leadership
Standard 2: Teachers establish a respectful environment for a diverse population of students
Standard 3: Teachers know the content they teach
Standard 4: Teachers facilitate learning for their students
Standard 5: Teachers reflect on their practice

“ If your actions inspire others to dream more, learn more, do more and become more, you are a leader.” ~~John Quincy Adams

Standard I: Teachers demonstrate leadership
A. Teachers lead in their classrooms:
Take responsibility for all students’ learning
Communicate vision to students
Use data to organize, plan, and set goals
Use a variety of assessment data throughout the year to evaluate progress
Establish a safe and orderly environment
Empower students

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

Teachers lead the teaching profession:
Strive to improve the profession
Contribute to the establishment of positive working conditions
Participate in decision-making structures
Promote professional growth

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

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

In what ways can a teacher model or demonstrate Teacher Leadership in the classroom , the school and the teaching profession ?
Table Activity:
Choose a recorder and discuss the question above
List selected ideas on chart paper (at least 1-2 ideas each for the three areas above)
Select a reporter to report out to the group

“ A good deed is never lost: he who sows courtesy reaps friendship; and he who plants kindness gathers love.” ~Basil

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

Teachers embrace diversity in the school community and in the world:
Demonstrate knowledge of diverse cultures
Select materials and develop lessons that counteract stereotypes and incorporate contributions
Recognize the influences on a child’s development,
personality, and performance
Consider and incorporate different points of view

C. Teachers treat students as individuals:
Maintain high expectations for all students
Appreciate differences and value contributions by building positive, appropriate relationships

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

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

Standard II Think/Pair/Share Activity
Pair with a person and share:
One strategy you have seen or done that models an environment that is inviting, respectful, supportive, inclusive & flexible
When time is called, go to a second person and share:
One strategy for maintaining high expectations for students
When time is called, choose a third person and share:
One strategy for collaboration with families/significant adults of students

“ Get over the idea that only children should spend their time in study. Be a student so long as you have something to learn, and this will mean all of your life.” ~~Henry L. Doherty

Standard III: Teachers know the content they teach
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

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

Standard III: Teacher know the content they teach
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

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 21 st Century content, including global awareness; financial, economic, business and entrepreneurial literacy; civic literacy; and health and wellness awareness

“ The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” ~~William Ward

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

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

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

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

Today’s Classroom http://www.teachertube.com/view_video.php?viewkey=c611904a467b4892806a http:// www.youtube.com/watch?v=Wm9XIJ-1Wa4 First grade girls get excited about the digital possibilities! Looking into the eyes of our children and our future

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

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

G. Teachers communicate effectively:
Communicate clearly with students in a variety of ways
Assist students in articulating thoughts and ideas clearly and effectively

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’ 21 st Century knowledge, skills, performance, and dispositions
Provide opportunities for self-assessment

Standard IV Group Activity
Count off into groups A - H
Using the corresponding element (A - H) for your group, select 2 of the listed items under your element (Page 9 or 10 in your manual)
Brainstorm 2-3 specific behaviors a teacher might use to demonstrate each of the items selected
Pick one of the two items and report out to the group

“ Keep steadily before you the fact that all true success depends at last upon your self.” ~~Theodore T. Hunger “The talent of success is nothing more than doing what you can do, well.” ~~Henry W. Longfellow

Standard V: Teachers reflect on their practice
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

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

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

Card Sort Activity
In small groups use the cards to match:
The Standard
The Elements for each Standard
The definitions for each Element

The Evaluation Process
Component 1: Training:
Complete training on process one time
Component 2: Orientation:
Every year
Within two weeks of a teacher’s first day
Must include rubric, policy & schedule of evaluation

Component 3: Teacher Self-Assessment:
Uses the teacher rubric
Is done by individual (without input from others)
Used in developing IGP
Used in pre and post conference discussions

How to Score the Rubric (Self-Assessment) c. Teachers lead the teaching profession. Teachers strive to improve the teaching profession. They contribute to the establishment of positive working conditions in their school. They actively participate in and advocate for decision-making structures in education and government that take advantage of the expertise of teachers. Teachers promote growth for all educators and collaborate with their colleagues to improve the profession. Developing Proficient Accomplished Distinguished Not Demonstrated (Comment Required)
Has knowledge of opportunities and the need for professional growth and begins to establish relationships with colleagues.
. . . and
Contributes to the:
Improvement of the profession through professional growth.
Establishment of positive working relationships
School’s decision-making processes as required
. . . and
Promotes positive working relationships through professional growth activities and collaboration.
. . . and
Seeks opportunities to lead professional growth activities and decision-making processes.

Component 4: Pre- Observation Conference
A pre-observation conference occurs before any observations happen during the year
Discuss: self-assessment, PDP & lesson(s) to be observed
Teacher will have written description of lesson for first observation
Subsequent observations do not require a pre-observation conference

Component 5: Observation(s)
Probationary teachers require 4 formal observations: 3 administrative, 1 peer
Career status teachers (in their summative year of evaluation) must have three observations: at least 1 must be formal
Formal observations occur over one complete lesson (a minimum of 45 minutes), Informal observations occur over 20 minutes
The first observation must be a formal, announced observation
Subsequent observations may be unannounced
Evaluator uses the rubric as a recording tool

Component 6: Post-Observation Conferences
Must occur after each formal observation
Must occur no later than 10 school days after the observation
Designed for the purpose of identifying areas of strength and those in need of improvement
Requires review and signature of rubric

Component 7: Summary Evaluation Conference
Bring Self Assessment
Review Observations
Discuss Additional Artifacts
Sign Summary Rating Form & Record of Teacher Evaluation Activities
Begin discussion for future goals

Summary Rating Form
Every element for every standard is marked (not demonstrated requires comment)
Ratings are based on everything you know about that teacher, including observations
Overall rating for each standard is chosen by the evaluator after reviewing all of the elements within a standard
Comments may be added by evaluator and/or the teacher
Signatures required on the final page

Component 8: Professional Development Plans (PDPs)
Goal Setting
2 – 3 goals established as part of a teacher’s Individual Growth Plan (IGP) after completing self-assessment
SMART Goals: Specific, Measurable, Attainable, Relevant and Time-Bound

Professional Development Plans
After completing Year 1 of implementation, this is how to determine the level of PDP for a teacher:
Teachers who are rated as “Proficient” or higher on all Standards will develop an Individual Growth Plan
Teachers who are rated as “Developing” on any Standard will be placed on a Monitored Growth Plan
Teachers who are rated as “Not Demonstrated” on any Standard or has a rating of “Developing” for two sequential years will be placed on a Directed Growth Plan (meets GS requirements of an action plan)
Monitored and Directed Plans meet the guidelines of being an “action plan”

Self Assessment
You will have about 30 minutes to complete your own self-assessment or complete for Homework
In addition to rating yourself, take notes as to what artifacts you might use to support your rating
Consider the explanations and comments you would make with your Principal/AP

Day 2 : Making it Real Activities WELCOME BACK

Self Assessment Reflection
Take the next 10 minutes and talk with a partner about the self-assessment process you completed. Discuss these questions:
Did you find it easy or difficult?
Do you feel confident discussing your assessment w/ your evaluator?
What artifacts came to mind to support your rating?

Evidence Opinion
observable & specific
not influenced by the observer’s perspective
objective
unambiguous
draws conclusions
influenced by the observer’s perspective
subjective
may be subject to debate

Language Analysis Making Evidence-Based Statements
With an elbow partner:
Review the statements
Circle the words or phrases that imply opinion and/or are left open to interpretation
Rewrite statements and make them evidence-based

Making it Real: Standard 1
With a partner identify evidence that you might use to indicate each level of a teacher’s performance on Element A on Standard 1:
When time is called (5 minutes) repeat for Elements B, C and D
As a table discuss the paired results
Using the Ethics policy, identify 1 or 2 areas with your group that might be unknown to teachers.

Making It Real: Standard 2
What is a working definition of Diverse Learners?
Discuss with your table group
Write one definition per table on the chart paper
Share with the whole group

Standard 2 Continued: Diverse Learners Scenario Activity
Work with a table partner
Select 1 scenario from the 4 provided
Read the selected scenario
Rate each element for Standard II individually on the top half of the Rating/Evidence Recording Sheet
Discuss w/ partner and record consensus ratings on the bottom half of the sheet

Sort the artifacts/behaviors (pink) into the appropriate performance elements (green)

Standard 3 Continued
Now decide where each artifact would rate on the performance rating scale (blue)
When directed circulate and compare your table ratings with the other tables

Break into your Standard IV element groups from yesterday
Each person takes a recording sheet from the middle of the table
Read the standard and the descriptors for the level on your sheet
Write down 1 or 2 observable behaviors (in any or all three of the boxes)
When the signal is given, pass your paper clockwise
Note the rating level for this sheet; read comments
Add new ideas (again in any or all boxes)
Repeat when each signal is given to pass your sheet

Standard 4 continued
As a table group, summarize your sheets by noting one or two behaviors for each level
Put information on chart paper
Share as requested

Teacher Self-Assessment depends on clarity of communication
Evidence-based conversations
Principal supports teacher awareness of self-reflective behavior

Standard 5 Continued
Individually read the Post-Observation dialogue
As a group, decide a rating for each element of Standard 5
Determine an overall rating for Standard 5
List 2 – 3 additional questions a principal might ask to help determine appropriate level

Closing
Questions & Answers
Comments
Evaluation

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Teacher Evaluation Training

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