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Introductory information (Overarching Philosophy for SI 2012): The theme for this Summer Institute is “Addressing Student Needs in an Era of New Content Standards.” Teaching the whole child allows us to address student needs in the context of new standards. By thinking about the purpose and role of each content area, how it connects to other areas of learning, and how students’ needs are met, we are able to ensure that students receive the appropriate instruction to allow them to be successful.
NOTE TO TRAINER: If you are training in a non-Common Core state, you may wish to skip this slide. The states which have not adopted Common Core are (as of March 2012): Alaska, Minnesota, Nebraska, Texas, and Virginia. PARAPHRASE: The K-12 Common Core Standards, or Common Core, is a set of standards released by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). These standards were released in June 2010. The DIBELS ® Next measures at every grade level can be correlated to the Common Core standards. The standards shown on the slide are examples; it is not an exhaustive list.
PARAPHRASE: Teachers who use mCLASS ® : Reading 3D™ base their instructional decisions on current student performance data rather than relying only on grade-level skills lists or local scope and sequence.
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.
2nd Annual RtI Forum
The Changing K-12 EducationalLandscape: Implications for Educator Preparation Programs 2nd Annual RtI Conference March 5, 2013
Who’s in the room…• Name• Institution• Briefly describe your main job responsibilities Image credit: http://www.psychologytoday.com/blog/the-image-professor/201003/forgot-my-name-your-competition-didnt
Guiding QuestionsBased on the work of Dr. Rick DuFour:1. What is it we expect students to learn? Summer 2011 – Spring 2012 – Common Core State and NC Essential Standards2. How will we know when they have learned it? Summer 2012 – Spring 2013 – Data Literacy3. How will we respond when they don’t learn it? Summer 2012 – Spring 2013 – Connecting to Serve All Students4. How will we respond when they already know it? Summer 2012 – Spring 2013 – Connecting to Serve All Students
Shifting the Focus 2011-12 2012-13Common Core State & NC Essential Data Literacy (including EVAAS)Standards PDNC Educator Evaluation System NCEES inter-rater reliability(NCEES) What can IHEs do to continue to: 1.ensure education candidates are prepared for success? 2.support partner LEAs?
Your turn to share… • What is your campus doing to ensure all faculty understand the NCSCS? • What is your campus doing to ensure all candidates are prepared to teach the NCSCS during student teaching and upon graduation?
7 Components of North CarolinaRead to Achieve• Comprehensive Reading Plan• Developmental Screening and KEA• Facilitating Early Grade Reading Proficiency• Elimination of Social Promotion• Successful Reading Development for Retained Students• Parent/Guardian Notification• Accountability Measures
K-3 Literacy Division• Director of K-3 Literacy• 8 Regional Consultants• In the schools/districts• Support• Professional Development• PLCs, data analysis for teachers and administrators• Summer – help with EPSA
Facilitating Early Grade ReadingProficiency• August 2012 – State Board Adoption of Reading 3D software• 480 schools state funded in 2010-11• 411 schools BOY• 183 MOY• 310 BOY of 2013-14
mCLASS Reading 3D• Formative and Diagnostic• 2 components – DIBELS Next – TRC (Text Reading Comprehension)
mCLASS®:Reading 3D™ Helps Teachers • Inform instruction to meet individual needs. • Create reading groups. • Make effective decisions to meet learning objectives. • Monitor student progress.
Coming Soon…• 3 regionally based trainings for IHE faculty on mCLASS Reading 3D• More information will be sent to deans as available
For additional information about NC Read to Achieve or mCLASS Reading 3D contact: Carolyn Guthrie, Director K-3 Literacy firstname.lastname@example.org 919-807-3762www.wirelessgeneration.com/northcarolina
Your turn to share…• How do you leverage your partnerships with LEAs to allow your faculty and students to gain experiences in using mCLASS Reading 3D?• How do you prepare candidates to use formative data to inform classroom instruction?
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.
Why educator effectiveness? The work around educator effectiveness, including the Measures of Student Learning/Common Exams, 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 North Carolina Standard Course of Study in order to be READY for their futures.
Why educator effectiveness? In order to increase their effectiveness, teachers need access to high-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 about creating 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
North CarolinaEducator Evaluation SystemA process for professional growth
North Carolina Evaluation Process Assumptions •Educating students is not an easy task •We can all improve
The StandardsTeachers 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
Ratings Categories 1 2 3 4 5Demonstrate Leadership Establish Environment Know Content Facilitate Learning Reflect on Practice 6 Contribute to Academic Success 5 Categories 3 Categories Not Demonstrated Developing Exceeded Expected Growth Proficient Met Expected Growth Accomplished Distinguished Did Not Meet Expected Growth 1 2 34 56 7 8 Human External Micro Academic Strategic Instructional Cultural Manageria Achievement Resource Development PoliticalLeadership Leadership l Leadership Leadership Leadership Leadership Leadership Leadership
Std 6 Teacher Ratings in 2011-12 6 School- Yearly Rating Teacher wide •Does not Meet EVAAS Growth EVAAS Growth Expected Growth •Meets Expected Growth 70% 30% •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.
Std 6 Teacher Ratings in 2012-13 The first year that Standard Six “counts” for a teacher is 2012 – 2013 (if the growth data is specific to the teacher and the students) Possible additional 6 School- elements Yearly RatingTeacher Team Student •Does not EVAAS wide EVAAS Surveys Expected Growth Growth EVAAS Growth (?) (?) •Meets Expected Growth Growth •Exceeds Expected Growth Weighted Average The NC State Board of Education has not yet determined how Standard 6 will be determined for 2012-13.
Re-creation of chart from Gathering Feedback For Teaching, http://www.metproject.org/downloads/MET_Gathering_Feedback_Practioner_Brief.pdfObservation + Other MeasuresMET Research 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
Ratings vs. 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
Three Years of Data Any three years of data attributable to a teacher or principal will be combined and used: • Any grades • Any subjects • Any schools • Any districts The three years of data do not start until they are specific to that teacher and his or her students
Effectiveness Status After3 Years of Growth In Need of Highly Effective Improvement Effective Standards 1-5 Any Rating Proficient Accomplishe Lower than or Higher d 1 2 34 5Demonstrate Establish Leadership Environmen t Know Content Facilitate Learning Reflect on Practice Proficient on Standards 1-5 or Higher on Standards 1-5 And/Or And And Standard 6 Does Not Meets or Exceeds 3-year average Meet Exceeds Expected Expected Expected 6 6 6 )/3 Growth) Year 1 + Year 2 + Year 3 Growth Growth
Standard 6 By 2013-14, every NC teacher will have a measure of his or her students’ growth. How?
Measures used to determineStandard 6 6 End of Grade or End of Course 6 Common Exams 6 6Contribute to Career Technical EducationAcademic Success Assessment 6 K-3 Assessments 6 Analysis of Student Work
Measures used to determineStandard 6 6 End of Grade or End of Course EVAAS 6 Common Exams to measure growth 6 Note: 44 CTE 6Contribute to Career Technical Education Assessments canAcademic Success Assessment use EVAAS 6 K-3 Assessments 6 Analysis of Student Work
Measures used to determineStandard 6 6 End of Grade or End of Course 6 Common Exams 6 Note: 79 CTE 6Contribute to Career Technical Education assessments willAcademic Success Assessment use Pre-Post 6 K-3 Assessments PRE-POST to measure growth 6 Analysis of Student Work
Measures used to determineStandard 6 6 End of Grade or End of Course 6 Common Exams 6 6Contribute to Career Technical EducationAcademic Success Assessment 6 K-3 Assessments EVALUATOR 6 Analysis of Student Work REVIEW to measure growth
Status High-Level Time Line 2012-13 2013-14 2014-15 2015-16 End of Grade or End of Course 2012-13 is Year One 1st Status Common Exams 2012-13 is Year One 1st Status Career Technical Education Assessment One 2012-13 is Year 1st Status K-3 Assessments 2013-14 is Year One 1st Status Analysis of Student Work 2013-14 is Year One 1st Status
Want more information…• http://www.ncpublicschools.org/effectiveness -model/• Or email: email@example.com.
Your turn to share… • What is your campus doing to ensure candidates & faculty are up-to-date on educator effectiveness policies and MSLs/Common Exams?
Responding to K-12 Changes in Educator Preparation Programs
Senate Bill 724Teacher Preparation• …shall ensure students preparing to teach in elementary schools…(i) have adequate coursework in teaching reading and mathematics;…• SBE approved Blueprints
Senate Bill 724Teacher Preparation• …shall ensure students preparing to teach in elementary schools…(ii) are assessed prior to certification to determine that they possess the requisite knowledge in scientifically based reading and mathematics instruction that is aligned with the State Boards expectations; …• MTEL/NC Foundations of Reading and General Curriculum Testing Requirement July 1, 2014
Senate Bill 724 Teacher Preparation• …shall ensure students preparing to teach in elementary schools…(iii)continue to receive preparation in applying formative and summative assessments within the school and classroom setting through technology- based assessment systems available in North Carolina schools that measure and predict expected student improvement;…• Reading 3D
Senate Bill 724Teacher Preparation• …shall ensure students preparing to teach in elementary schools…(iv) are prepared to integrate arts education across the curriculum.• SBE approved Blueprints
House Bill 23Teacher Preparation• …shall require that all students preparing to teach demonstrate competencies in using digital and other instructional technologies to provide high-quality, integrated digital teaching and learning to all students.• SBE approved Blueprints• …include at least two continuing education credits in high- quality, integrated digital teaching and learning as a requirement of licensure renewal,
Reporting Mechanism• Each campus will be required to report progress on the areas outlined in SB 724 & HB 23 as part of the annual IHE Performance Report.
MTEL UpdateLicensure Area New Testing Requirements Effective July 1, 2014Elementary Education Massachusetts Test for Education Licensure (MTEL): Foundations of Reading (90) - will be called NC: Foundations of Reading & Massachusetts Test of General Curriculum (03) – will be called NC Test of General Curriculum
MTEL UpdateLicensure Area New Testing Requirements Effective July 1, 2014Special Education: General PRAXIS 0543 Special EducationCurriculum & Test for Education Licensure (MTEL): Foundations of Reading (90) - will be called NC: Foundations of Reading & Massachusetts Test of General Curriculum (03) – will be called NC Test of General Curriculum
MTEL Update• Pearson will have a NC specific website ready by late spring (April/May).• Test objectives, practice tests, and faculty guides available at http://www.mtel.nesinc.com/index.asp• Guidance on Math Course preparation available at http://www.doe.mass.edu/mtel/mathguidance.pdf
Your turn to share…• What does your elementary program do exceptionally well with regards to the following:• Teaching reading• Teaching math• Technology-based formative assessment• Arts integration• Digital teaching & learning
Why educator effectiveness? In order to increase effectiveness of new teachers, educator preparation programs need access to high-quality data. Every educator preparation program in North Carolina deserves feedback on the effectiveness of their program completers. It’s not about shutting down programs. It’s about creating a system that: • Identifies effective programs as determined by impact on P-12 student learning so that we can all learn from them, and • Identifies programs that need additional support and providing targeted support