IHE Institute Leaders with Leaders updated Dec 2012

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IHE Institute Leaders with Leaders session presentation with updated information on educator effectiveness.

IHE Institute Leaders with Leaders session presentation with updated information on educator effectiveness.

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  • Rachel - Change to IHE WikiEliz – come up with Jot Thought – what types of things would you like to see on the wiki
  • Think about whether we include this or not???
  • Eliz - Replace with slide of modules
  • Final calendar will be available via the PD page on the DPI website.
  • You are familiar with this graphic from the Partnership for 21st Century Skills. Your Teacher Evaluation process manual dedicates two pages to this Framework, as it is integral to the understanding of our professional standards. You will find specific 21st century student outcomes delineated on pages 12 and 13 of the manual.When you are observing teachers and capturing data on the rubric, it is imperative to consider this new vision for teaching and learning in our state.As you observe, be certain to ask yourself these types of questions:Are students being asked to uncover solutions, problem solve, and think critically?Does the classroom foster collaboration, communication and teamwork both within these walls and beyond?Do instruction, assignments and assessments help students make interdisciplinary connections? Are students able to find meaning and relevance between the course/subject and the world-at-large?Are multiple literacy outcomes addressed? Remember, 21st Century skills encompasses a variety of literacies, such as financial, media, civic, environmental, and many more.These questions are a sampling; there are many other questions that should frame your assessment of instructional practice.
  • Rachel will work on reflective activity & table Time: 1-2 minIt is the responsibility of the evaluator to assess a teacher’s performance fairly.There are several pages in the manual that will assist evaluators in notating or selecting the appropriate ratings. We encourage you to spend a few minutes reading the section of page 5 titled, “A New Vision of Teaching.” You see a screen shot here of that text, where we have added highlights for the purpose of today’s discussion.You will notice several key words that translate into tangible, observable behaviors in classrooms. This “New Vision of Teaching” assumes a thorough understanding of 21st century skills.
  • The NCPTS describe what teachers should know and be able to do in 21st Century classrooms.This is the basis for the teacher candidate and teacher evaluation toolsLink on Wiki
  • All of the ratings for the NC Teacher Evaluation Process are defined on page 4 of the manual. On this slide, you will note that we have bolded some of the words. Let’s look at the bolded words as we look at each rating category. For example, a rating of “developing” indicates that the teacher, while showing growth, did not demonstrate basic competence. A rating of “proficient” indicates the teacher demonstrated basic competence. “Accomplished” ratings indicate that the teacher exceeded basic competence most of the time. And a rating of “Distinguished” would indicate that the teacher consistently and significantly exceeded basic competence.
  • All of the ratings for the NC Teacher Evaluation Process are defined on page 4 of the manual. On this slide, you will note that we have bolded some of the words. Let’s look at the bolded words as we look at each rating category. For example, a rating of “developing” indicates that the teacher, while showing growth, did not demonstrate basic competence. A rating of “proficient” indicates the teacher demonstrated basic competence. “Accomplished” ratings indicate that the teacher exceeded basic competence most of the time. And a rating of “Distinguished” would indicate that the teacher consistently and significantly exceeded basic competence.
  • Sometimes analogies help us better understand the ratings. Some of you have been in our regional training sessions where we discussed growing levels of competency with using a smart phone or the gadgets on a new car.Today, let’s think about how the ratings would apply to baking cakes.As a developing cake baker, you follow the recipe, but your cooking techniques aren’t always successful. Your cake might be dry, the layers may fall apart, or the icing isn’t the right consistency. You demonstrate growth by practicing and your cakes become better, although still not quite right. Look at the picture. This is a cake, and perhaps it is a better cake than the baker’s many previous attempts. However, this cake would still be unacceptable from a professional baker. This reminds us educationally of a teacher who, despite making growth, has not yet reached proficiency.As a proficient cake baker, you follow the recipe and you’ve mastered the basic cooking techniques. You are able to produce a basic layer cake with frosting that tastes good and looks nice. The cake pictured is acceptable by all measures, which reminds us educationally of basic competence with such important matters as instructional strategies or communication. In other words, this cake is acceptable and yet still has room to grow. Let’s look at the next cake from the accomplished baker.As an accomplished cake baker, you have a greater understanding of baking and on most occasions you are able to successfully incorporate additional ingredients and/or flavorings that improve the taste, appearance, and overall quality of your cakes. You’ll note that the cake pictured has multiple flavors, which reminds us educationally of differentiation and multiple instructional strategies.As a distinguished cake baker, you have an in-depth understanding of baking cakes. As such, you know the essential ingredients that must be included in all cakes. Using your knowledge, you are able to begin with the recipe, combining the essential ingredients and other add-ins to tailor your cakes to meet the tastes of the person for which you are making the cake. In other words, you understand the recipe well enough to enhance it. Your talent and skill as a distinguished baker may lead you to decorate exquisitely or even assist others in developing their baking skills. Distinguished truly is the “icing on the cake” so-to-speak. What resources do you have to help you and your teachers better understand the differences between the ratings for teachers and school executives? Your best resources are the rubrics for evaluating teachers and principals/assistant principals. The performance descriptors provided for each element of the performance standards will help you determine the expectation for each rating level. Engage in conversations with colleagues about the differences between the descriptors on the rubrics. It’s also helpful to have a firm understanding of the Standards for Teachers and School Executives. If you need a refresher on the professional standards, consider completing the N.C. Professional Teaching Standards Module and the soon-to-be-released School Executive Standards Module. --------------------------------------------------------Cake imageshttp://ellie-sparks.livejournal.com/3021.htmlhttp://www.shoveitinyourface.com/2011/02/chocolate-and-golden-vanilla-triple.htmlhttp://find-how.com/Cake-recipe.html
  • After explaining the cake analogy, have table groups do the same thing for using a smartphone.Examples include:Emerging: You are aware of the advantages of smartphones, but don’t own or use one.Developing: You have read the manual but the only thing you can really do right now is make and answer a call.Proficient: All of the above and you can use it for email, a web browser, and an iPod. (Look at the bottom 4 icons – these are the basic functions of a Smart Phone.)Accomplished: All of the above and you know how to install and use apps from the App Store. Distinguished: All of the above and you help others become proficient or accomplished with their phone. You also use the phone as a GPS, you successfully take, upload, and share pictures on social networking or photo-sharing sites, you creates movies to share via YouTube.
  • This is a screen shot of page 33, where a principal has marked the rubric based on an observation. It is necessary to notate the rubric for each observation. The rating for each descriptor is the lowest rating for which all descriptors are marked. As illustrated in the exampleon pages 33 and 34, the teacher would be rated as Developing on “Teachers lead in their classrooms” even thoughat least one descriptor for Proficient, Accomplished, and Distinguished was marked. This is because Developing isthe lowest rating for which all descriptors were marked. Likewise, the teacher also would be rated as Proficient on“Teachers demonstrate leadership in the school” and on each of the remaining elements. This is likely to result in anoverall rating of Proficient for Standard I.Overall ratings should not be determined until the end of the year during the Summary Evaluation Conference.
  • Rachel – Clarify directions, everyone will do each element with discussion to follow the individual elements.
  • Eliz will work on reflective activity around this Possible questions:-how do you train cooperating teachers to use the candidate rubric?-how do you address inter-rater reliability for the Teacher Candidate Rubric within and across programs on your campus
  • Eliz will update Educator Effectiveness section
  • An educator status is a more holistic picture of educator effectiveness than any one standard taken alone. Three years of data must be in place before a teacher or administrator can receive a status of in need of improvement, effective, or highly effective.
  • If teachers click on the box for the sixth standard, it will expand to show component data for the standard rating, as well as three years of data as they are accumulated.
  • Pull notes from pg 176 of RttT application…most of section D ties back to this groundbreaking study.
  • Rachel – update IHE Report Card section
  • SBE members have a copy of the guiding principles in their binders.
  • SBE members have a copy of the report cards in their binders.
  • Add with questions that were gathered yesterday at Session #4

Transcript

  • 1. Leaders with Leaders2012 Common Core State and North Carolina Essential Standards IHE Institutes Rachel McBroom, Robert Sox, and Eliz Colbert
  • 2. Overview The central focus of READY is by enabling and ensuring improving student learning ... great teaching.
  • 3. Getting to READY through RttT
  • 4. Quick Tour of Resources
  • 5. Quick Tour of the IHE Wiki http://ihe.ncdpi.wikispaces.net
  • 6. Quick Tour of the NCDPI PD Calendar http://www.ncpublicschools.org/profdev/calendar/
  • 7. Regional Professional Development Leadershttp://www.ncpublicschools.org/profdev/directory/
  • 8. Quick Tour of NCDPI WikiCentral http://wikicentral.ncdpi.wikispaces.net/NC DPI+WikiCentral+Page
  • 9. Quick Tour of NC Education https://center.ncsu.edu/nc/
  • 10. 2012-2013 Professional Development Plan 2012 2013 June May Sept Aug Nov July Mar Dec Apr Feb Oct Jan Common Core State and NC Essential Standards PD  ~96 sessions Information and Technology Essential Standards PD  ~24 sessions Fidelity Support PD  8 sessions 8 sessions NC Educator Evaluation System PD   ACT or PLAN PD  Creating the 21st Century Classroom PD   AIG-Focused PD  EVAAS PD  +90 optional sessions
  • 11. Online Modules and Webinars Available since 6/2011►Modules available at http://center.ncsu.edu/nc/ • Call for Change: An Overview of Common Core and Essential Standards • Developing Local Curricula • NC Professional Teaching Standards • Understanding the Standards • Understanding Student Behavior I • Revised Bloom’s Taxonomy • NC Falcon (Formative Assessment)►Webinars available atwww.ncpublicschools.org/acre/profdev/webinars/
  • 12. Online Modules and WebinarsAvailable 6/2012►Modules available at http://center.ncsu.edu/nc/ • NC School Executives Standards • Digital Literacies in the K-12 Classroom • Introduction to Data Literacy • Literacy in History/Social Studies, Science and Technical Subjects • Understanding PreK-6 Student Behavior in the Classroom • Connecting with our 21st Century Learners • NC Falcon Student Ownership Module • Educator Evaluation System Tutorial • North Carolina Professional Teaching Standards Module Implementation Guide available at http://www.ncpublicschools.org/acre/profdev/webinars/
  • 13. State Board of Education Mission Every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century. -Adopted August 2006
  • 14. 21st Century Skills:What’s the big deal?• Describe what 21st Century Skills means to you in 20 characters or less at http://answergarden.ch/view/38689• P21 Above & Beyond
  • 15. 21st Century Outcomes
  • 16. Behaviors
  • 17. Campus Reflection
  • 18. NC Professional Teaching Standards
  • 19. Conceptualize the Standards • Review and discuss the standard assigned to your group. • On chart paper, conceptualize the standard in a creative way. For example, you might create a visual, a song, a poem, a “tweet,” a text message, or any other “right-brain” conceptualization of the standard.
  • 20. The Rubric
  • 21. Ratings for Pre-Service Candidates • Demonstrated exemplary understanding, mastery, and Accomplished consistent integration of educational concepts and skills. • Demonstrated the ability to apply Proficient educational concepts consistently in real-world contexts • Demonstrated the ability to apply Developing educational concepts to concrete problems within limited contexts • Demonstrated limited or superficial Emerging knowledge and awareness of educational concepts
  • 22. Ratings for In-Service Teacher Standards • Consistently and significantly Distinguished exceeded basic competence • Exceeded basic competence most Accomplished of the time Proficient • Demonstrated basic competence • Demonstrated adequate growth Developing toward achieving standards, but did not demonstrate basic competence
  • 23. The Rubric
  • 24. Distinguished• http://find-how.com/Cake-recipe.htmlAccomplished• http://www.shoveitinyourface.com/2011/02/chocolate-and-golden-vanilla-triple.htmProficient• http://ellie-sparks.livejournal.com/3021.htmlDeveloping• http://ellie-sparks.livejournal.com/3021.htmlEmerging• http://i.dailymail.co.uk/i/pix/2012/03/14/article-2114842-11740992000005DC-179_468x351.jpg
  • 25. What do the ratings look like?
  • 26. Alignment of Teacher Candidate Rubricand In-service Teacher Rubric• In your group, read and discuss the descriptors on the cards in the envelope. – For each descriptor decide whether it belongs on the candidate rubric or teacher rubric. – Arrange the descriptors in order of increasing performance level for each rubric. – Align the candidate descriptors with the teacher descriptors that most closely match. Don’t just match words, focus on the behaviors being described.
  • 27. What is your campus doing to ensurerating with fidelity?
  • 28. LEA/IHE Certification of TeachingCapacity (CTC) • Based on NC Professional Teaching Standards. • Met = Proficient level or higher; Not met = lower than proficient • To be recommended for licensure, candidates must meet all descriptors on the CTC. • Signed by candidate, cooperating teacher(s), principal (or designee), & University Supervisor
  • 29. To be recommended for a SP I license, a candidate must be proficient in Alldescriptors of All elements of All standards
  • 30. At the end of the3rd year,beginningteachers mustreceive ratingsof proficient orhigher on allstandards inorder to receivea SP II license.
  • 31. Educator Effectiveness
  • 32. Agenda • Setting the ContextWhat do we need? • Educator Effectiveness Policies • Common Exams • Review of Resources http://wikicentral.ncdpi.wikispaces.net 12/18/2012 • page 39
  • 33. Setting the Context 12/18/2012 • page 40
  • 34. Why educator effectiveness?NC is implementing a new curriculum, new assessments, newtechnology tools to improve instruction, new ways of engagingstudents, and the list goes on… So why is the State focusing on educator effectiveness in the face of so many other changes?Because all our efforts in other areas depend on an effectiveteacher in every classroom and an effective leader in every schoolbuilding.
  • 35. Why educator effectiveness?The work around educator effectiveness, including the Measures ofStudent Learning, is grounded in the belief that: Every student in North Carolina deserves an effective teacher in all courses and grades.Our students need to learn all of the standards in the NorthCarolina Standard Course of Study in order to be READY for theirfutures.
  • 36. Why educator effectiveness?In order to increase their effectiveness, teachers need access tohigh-quality data. Every teacher in North Carolina deserves feedback on the growth of their students.It’s not about firing our way to a better teaching force. It’s aboutcreating a system that: • Identifies the strongest teachers so that we can all learn from them, and • Identifies those teachers who need additional support and targets that support to their needs
  • 37. Educator EffectivenessPolicies
  • 38. Re-creation of chart from Gathering Feedback For Teaching, http://www.metproject.org/downloads/MET_Gathering_Feedback_Practioner_Brief.pdf Observation + Other Measures Rationale - MET Research - Standard 6 & 8 - Status - Support - MSLs ▲ Months of Learning Gained or Lost State Math State ELA Observation Tool Top 25% +1.2 +.2 Bottom 25% -1.4 -.4 Observation Tool Top 25% +2.8 +.7 + Student Survey Bottom 25% -2 -.9 Observation Tool Top 25% +4.5 +1.2 + Student Survey + Growth (Value-Add) Bottom 25% -3.1 -1.3
  • 39. Standards 6 & 8 – The BasicsTeachers 1 2 3 4 5 6Demonstrate Establish Leadership Environment Know Content Facilitate Learning Reflect on Contribute Practice to Academic SuccessPrincipals (and other Administrators) 1 2 3 4 5 6 7 8 Strategic Instructional Cultural Human Managerial External Micro- Academic Leadership Leadership Leadership Resource Leadership Development political Achievement Leadership Leadership Leadership Leadership 12/18/2012 • page 46
  • 40. Growth ModelTeachers Standard 6 and 8 6 Contribute to Academic Success are measures ofPrincipals Growth 8 Academic Academic Achievement Achievement Leadership Leadership 12/18/2012 • page 47
  • 41. Growth ModelTeachers We will use 6 Contribute to Academic Success Educator Value-AddedPrincipals Assessment System EVAAS 8 Academic Academic Achievement Achievement Leadership Leadership for standards 6 & 8 when possible 12/18/2012 • page 48
  • 42. Determining Growth TCP-C-006 now provides clarity around whichWhat do we need? assessments are used to measure growth End-of-Grade Assessments CTE Post- Teacher Assessments Growth Value EVAAS for Sixth Common Standard Exams Rating End-of-Course Assessments 12/18/2012 • page 49
  • 43. RatingsTeachers 6 Contribute to Academic Success How will the ratings onPrincipals Standards 6 & 8 work? 8 Academic Academic Achievement Achievement Leadership Leadership 12/18/2012 • page 50
  • 44. Teacher Ratings Categories ▲Teachers 1 2 3 4 5 6Demonstrate Establish Know Facilitate Reflect on Contribute Leadership Environment Content Learning Practice to Academic Success 5 Rating Categories 3 Rating Categories Not Demonstrated Does not Meet Expected Growth Developing Meets Expected Growth Proficient Exceeds Expected Growth Accomplished Distinguished 12/18/2012 • page 51
  • 45. RatingsTeachers 1 2 3 4 5 6Demonstrate Establish Know Facilitate Reflect on Contribute Leadership Environment Content Learning Practice to Academic Success 5 Rating Categories 3 Ratings Categories Why the difference? Identifying only three rating categories on standard 6 & 8 improves certainty of categorization.
  • 46. Teacher Ratings in 2011-12 Yearly Rating Teacher EVAAS Growth 70% School-wide EVAAS Growth 30% • Does not Meet Expected Growth 6 • Meets Expected Growth • Exceeds Expected Growth Weighted Average Why is school-wide EVAAS growth included? • To encourage collaboration and collective ownership of overall outcomes. Note: In 2011-12, teachers without individual EVAAS growth will have school-wide growth for Standard 6.
  • 47. Teacher Ratings in 2012-13The first year that Standard Six “counts” for a teacher is2012 – 2013 (if the growth data is specific to the teacherand the students) Possible additional Yearly Rating 6 elementsTeacher School-wide Team Student • Does not EVAAS EVAAS EVAAS Expected Growth Surveys Growth Growth Growth (?) (?) • Meets Expected Growth • Exceeds Expected Growth Weighted Average 12/18/2012 • page 54
  • 48. Ratings Teachers 1 2 3 4 5 6 Demonstrate Leadership Establish Environment Know Content Facilitate Learning Reflect on Practice Contribute to Academic Success Principals 1 2 3 4 5 6 7 8 Strategic Instructional Cultural Human Managerial External Micro- Academic Leadership Leadership Leadership Resource Leadership Development political Achievement Leadership Leadership Leadership LeadershipKey Note on Ratings• Every educator is evaluated every year• Each standard and rating stands on its own (1 out of 6, not 1/6)• Ratings are used to create professional development plans each year• Ratings are used to determine status
  • 49. Status What is the difference between Ratings and Status? 12/18/2012 • page 56
  • 50. Status Ratings Status• Teachers • A single overall status that 6 separate ratings to help is determined once a teachers grow each year principal or teacher has three years of growth• Principals data to populate 6 or 8 8 separate ratings to help principals grow each year • Categories for Status 1. In Need of Improvement 2. Effective 3. Highly Effective 12/18/2012 • page 57
  • 51. 3-Year Rolling AverageRating from Rating from Rating from2012 - 2013 2013 - 2014 2014 - 2015 1.9 + -2.5 + 1.2Standard Standard Standard 6 6 6 Contribute to Academic Success 3 = .21.9 -2.5 1.2 Met Expected GrowthMet Did not meet Met 3- year average rating onExpected Expected Expected standard 6 forGrowth Growth Growth determining statusNote: A similar methodology applies to principals as well.Note: The values above represent values from the MRM model in EVAAS. 12/18/2012 • page 58
  • 52. Three Years of DataAny three years of data attributable to a teacher orprincipal will be combined and used: • Any grades • Any subjects • Any schools • Any districtsThe three years of data do not start until they arespecific to that teacher and his or her students 12/18/2012 • page 59
  • 53. Status So once a educator has a three-year average rating for Standard 6 or 8, how is status determined? 12/18/2012 • page 60
  • 54. Status• The Three Status Categories are 1. In Need of Improvement 2. Effective 3. Highly Effective 12/18/2012 • page 61
  • 55. Teacher Status In Need of Highly Effective Improvement Effective Standards 1-5 Any rating Proficient Accomplished In the year lower than or Higher or Higher on Standards on Standards proficient 1 2 3 4 5Demonstrate Establish Leadership Environment Know Content Facilitate Learning Reflect on Practice 1-5 1-5 And/Or And And Standard 6 Does Not Meets or Exceeds Three-year rolling average Meet Exceeds Expected ) Expected Expected Growth 6 2 years ago 6 + 1ago + year 6 This year )/ 3 Growth Growth
  • 56. Detail onthe SixthStandardRating
  • 57. Common Exams
  • 58. Common ExamsA Library of Common Examsis being designed for non-testedsubjects for district use to populateStandard 6 12/18/2012 • page 68
  • 59. Focusing on the “Why”So why have statewide Measures of Student Learning/Common Exams?1. North Carolina has a statewide evaluation system to ensure that every teacher receives a fair and consistent evaluation, regardless of his or her employing LEA2. Teachers in all content areas should receive a Standard Six rating based on the growth of their own students on their content-specific standards3. Most LEAs do not have the capacity to design their own assessments for all non state-tested grades and subjects 12/18/2012 • page 69
  • 60. District Flexibility• Administration online, paper/pencil or hybrid• Date of administration• Administration during class period or testing week• Use in student grade• Which assessments are administered• How to ensure secure administration 12/18/2012 • page 70
  • 61. Addressing ConcernsWho has designed the Common Exams, and howhave they been designed?•Same basic process as state assessments with the creationof assessment blueprints, generation of items, review ofitems, review of forms, and final production•Over 800 teachers from across the State have involved inthe blueprint creation and form review processes•NCDPI psychometricians and test measurement specialistshave been involved and will analyze (and remove fromresults) any poor-performing items before growth iscalculated 12/18/2012 • page 71
  • 62. Addressing ConcernsWhy doesn’t anyone know what will be on theMSLs?•Assessment specifications are available at:http://www.ncpublicschools.org/educatoreffect/measures/specifications/•Online module will provide training on how to use rubrics toscore performance tasks 12/18/2012 • page 72
  • 63. Reviewing the Resources 12/18/2012 • page 73
  • 64. Reviewing the Resources• Implementation Guide• Administration Timelines• Assessment Specifications• Guide to Measuring Student Growth• Local Planning Template• Educator Effectiveness Website 12/18/2012 • page 74
  • 65. InformationGeneral Information:http://www.ncpublicschools.org/educatoreffect/State Board of Education:http://stateboard.ncpublicschools.gov/Sample EOC/EOG Items:http://www.ncpublicschools.org/accountability/testing/releasedformsRace to the Top Weekly Update:Send email to michael.yarbrough@dpi.nc.gov to sign upEmail Questions:educatoreffectiveness@dpi.nc.gov 12/18/2012 • page 75
  • 66. The IHE Link • NC Teacher Quality Research • IHE Education Preparation Report Cards
  • 67. NCCTQ Teacher PreparationResearch & Policy Briefhttp://www.tqsource.org/publications/TQ_RandP_BriefEvaluatingEffectiveness.pdf
  • 68. AFT & CCSSO Reports• http://www.aft.org/pdfs/highered/raisingthebar2012.pdf• Our Responsibility, Our Promise – CCSSO’s Task Force Report on Educator Preparation and Entry into the Profession – Released December 17th
  • 69. IHE Report Card
  • 70. NC RttT Application Design of IHE report cards that include various data elements, including a measure of how the program graduates impact student learning. Creation of report cards for teacher and principal preparation programs at NC colleges and universities, as well as alternative licensure pathways, such as Teach For America.
  • 71. Intended Uses Teacher and principal preparation programs •Continuous improvement •Self-reflection Local education agencies •Hiring decisions •School-university partnerships Members of the public Future teacher/principal education candidates State Board of Education Possible use of report cards in program approval
  • 72. Guiding PrinciplesAlisa Chapman and David Cooper of theGovernor’s Education TransformationCommission prepared a set of guiding principlesfor the IHE report card design.Principles include recommended data elementsand data collection processes.
  • 73. Basic Structure North Carolina Institution of Higher Education Teacher Preparation Program Report Card Sample University 401 South Sample Street Dean Julia K. Sample Greensboro, NC 26490 http://www.sample/edu/teaching Left Side: Data about Students Faculty Number of Full-Time Students Enrolled in Program: Number of Teacher Education Faculty Appointed Full- 1,401 Time in Professional Education: 70 Number of Full-Time Students Pursuing Licensure Only: Number of Teacher Education Faculty Appointed Part- 800 Time in Professional Education while Full-Time Number of Part-Time Students Enrolled in Program: 50 Overall at Institution: 60 Number of Part-Time Students Pursuing Licensure Only: Number of Teacher Education Faculty Appointed Part- 15 Time in Professional Education: 75 Number Pursuing Lateral-Entry through Program of __________________________________________________________ Study:10 teacher/principal Number Enrolled in Courses Leading to Lateral-Entry Public School Partnerships License: 5 Districts in Formal Partnership with the Teacher Mean SAT Score of Admitted Students: 1050 Preparation Program: 10 Mean ACT Score of Admitted Students: 25 •Guilford Count y Schools Mean GPA of Admitted Students: 3.0 •Wake County Public Schools System •Durham Public Schools ___________________________________________________________ •Harnett County Schools Transition to the Classroom •Vance County Schools Average Number of Semesters from Program Acceptance •Halifax County Schools to Completion •Warren County Schools education candidates •Full-Time Students Enrolled in Program: 5 •Hoke County Schools •Full-Time Students Pursuing Licensure Only: 8 •Anson County Schools •Part-Time Students Enrolled in Program: 10 •Haywood County Schools •Part-Time Students Pursuing Licensure Only: 7 Number of Vacancies Reported in Region: Average Passage Rate for Teacher Licensure Exams: 97% 5 Elementary Science 10 Elementary EC Number of Student Teachers: 400 9 Secondary ELA 11 Secondary Science Percentage of formally admitted students to program Licensure Areas of Graduates (last three years): completers within 3 years: 88% 25% Elementary Education Percentage of Program Completers Licensed within One 50% Secondary Science Year of Program Completion: 95% 25% Secondary Social Studies Percentage of Program Completers Employed within One __________________________________________________________ Year of Program Completion: 95% ___________________________________________________________ Accreditation of Teacher Preparation Program Effectiveness of Program Graduates National Council for Accreditation of Teacher The following reflect the effectiveness of graduates from Preparation, 2010 this teacher preparation program from the last three Teacher Education Accreditation Council, 2009 years (2008 – present). Council for the Accreditation of Teacher Preparation, Standard One: Teachers demonstrate leadership. 2010 Percent “Not Demonstrated:” 3% Percent “Developing:” 5% Right Side: Data Percent “Proficient:” 28% Percent “Accomplished:” 25% __________________________________________________________ Percent “Distinguished:” 39% Program Areas and Levels Offered Standard Two: Teachers establish a respectful Art (K-12), BS; Biology, Secondary Education, BS; environment for a diverse population of students. Business Education, Secondary Education, BS, with Percent “Not Demonstrated:” 3% Percent “Developing:” 5% concentrations in Business Education and Percent “Proficient:” 28% Percent “Accomplished:” 25% Business/Marketing Education; Chemistry, Secondary Percent “Distinguished:” 39% Education, BS; Child Development: B-K, Standard Three: Teachers know the content they teach. BS, MA; Communication Disorders (K-12), MA; Percent “Not Demonstrated:” 3% Percent “Developing:” 5% Counseling and Guidance (School Counseling) Percent “Proficient:” 28% Percent “Accomplished:” 25% about program Percent “Distinguished:” 39% with concentrations in Elementary/Middle School Standard Four: Teachers facilitate learning for their Licensure and Secondary School Licensure, students. MA; Curriculum Specialist, MA; Educational Percent “Not Demonstrated:” 3% Percent “Developing:” 5% Administration, EdS. Percent “Proficient:” 28% Percent “Accomplished:” 25% _________________________________________________ Percent “Distinguished:” 39% Highlight of Teacher Preparation Program Standard Five: Teachers reflect on their practice. Goal: Percent “Not Demonstrated:” 3% Percent “Developing:” 5% Percent “Proficient:” 28% Percent “Accomplished:” 25% Sample University strives to prepare teachers to engage Percent “Distinguished:” 39% in the emerging global economy. Standard Six: Teachers contribute to the academic success Progress Toward Goal: of students. 75% of Sample University’s teacher education program Percent “Lower than Expected Growth:” 15% graduates are multi-lingual and able to work with Percent “Expected Growth:” 70% diverse learners. Percent “Higher than Expected Growth:” 15% Mean Value-Added Score for Graduates: 1.2
  • 74. Data Examples - Candidates1. Mean GPA of admitted students2. Percentage of program completers licensed within one year of program completion3. Percentage of formally admitted students to program completers within 3 years4. Evaluation data for past three years of program graduates
  • 75. Data Examples - Program1. Number of teacher education faculty appointed full-time in professional education2. Districts in formal partnership with the teacher/principal preparation program3. Program accreditation4. Program-provided goal and progress toward goal
  • 76. Thank you & for more informationcontact… Eliz Colbert, Ed.D. eliz.colbert@dpi.nc.gov Rachel A. McBroom, Ph.D. rachel.mcbroom@dpi.nc.gov Robert Sox robert.sox@dpi.nc.gov
  • 77. Digital Disclaimer The digital tools used during the course of this training have been helpful to some educators across the state. However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during this session.