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UNCP CTC Presentation

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Presentation on the relationship of the Certification of Teaching Capacity (CTC) form and the NC Educator Evaluation System for UNCP Spring 2013 Student Interns.

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UNCP CTC Presentation

  1. 1. The Relationship between NC TeacherCandidate Evaluations & the NC Educator Evaluation System Dr. Rachel A. McBroom January 11, 2013 http://rt3region4.ncdpi.wikispaces.net
  2. 2. Expected OutcomesAt the end of this session, participants will…• Understand the role of the Framework for 21st Century Learning and the N.C. Professional Teaching Standards in achieving the mission of the N.C. State Board of Education and N.C.D.P.I.’s READY initiative.• Understand the relationship between the Teacher Candidate Evaluation Rubric, the LEA/IHE Certification of Teaching Capacity, and the Teacher Evaluation Rubric.
  3. 3. Digital DisclaimerThe digital tools used during the course of this traininghave been helpful to some educators across thestate. However, due to the rapidly changing digitalenvironment, NCDPI does not represent nor endorse thatthese tools are the exclusive digital tools for the purposesoutlined during this session.
  4. 4. Quick Tour of NCDPI WikiCentral http://wikicentral.ncdpi.wikispaces.net/NC DPI+WikiCentral+Page
  5. 5. Quick Tour of the Region 4 Wiki http://rt3region4.ncdpi.wikispaces.net
  6. 6. 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
  7. 7. Getting to READYRace to the Top Pillars•Great Teachers & Principals•Data Systems to ImproveInstruction•Turning Around Lowest-PerformingSchools•Quality Standards & Assessments
  8. 8. 21st Century Skills: What’s the big deal?• Describe what 21st Century Skills means to you in 20 characters or less …(submit your answer through the interactive agenda)• P21 Above & Beyond
  9. 9. 21st Century Outcomes
  10. 10. NC Professional Teaching Standards
  11. 11. NC Professional Teaching Standards Standard II: Standard I: Teachers Establish a Standard III:Teachers Demonstrate Respectful Environment Teachers Know the Leadership for a Diverse Population Content They Teach of Students Standard IV: Standard VI: Standard V: Teachers Facilitate Teachers Contribute to Teachers Reflect on their Learning for Their the Academic Success of Practice Students Students
  12. 12. 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.
  13. 13. But what about Standard 6? Standard 6 incorporates measures of Student Growth (much like your TCWS)
  14. 14. Ratings for Pre-Service Candidates • Demonstrated exemplary understanding, mastery, andAccomplished 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
  15. 15. Ratings for In-Service Teacher Standards 1-5 • 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
  16. 16. The Rubric
  17. 17. The Rubric
  18. 18. 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
  19. 19. What do the ratings look like?
  20. 20. Alignment of Teacher Candidate Rubric and Teacher Rubric Each group has 3 envelopes (elements 1B, 4D, & 4F)• In your group, discuss the descriptors on the cards. – 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.
  21. 21. LEA/IHE Certification of Teaching Capacity (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
  22. 22. To be recommended for a SP I license, a candidate must be proficient in Alldescriptors of All elements of All standards
  23. 23. At the end of the 3rd year, beginning teachers must receive ratings of proficient or higher on all standards inorder to receive a SP II license.
  24. 24. Quick Write• Using the linoit canvas on the interactive agenda, post 3 ideas shared today and how each will impact your work as you complete student teaching this semester. List 1 idea that’s List 1 idea still rolling that “Around”: List 1 idea “Squares” “I’m just not sure you would with your about like to thoughts: that!” “Change”:
  25. 25. Thank you & for more information contact… UNC Pembroke• Your University Supervisor• Your Program Coordinator/Director• Dr. Bryan Winters, University-School Programs Director DPI Staff• Dr. Rachel A. McBroom, rachel.mcbroom@dpi.nc.gov

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