IHE Institute Leaders with Leaders updated Dec 2012

Leaders with Leaders

2012 Common Core State and North Carolina Essential Standards IHE

Institutes

Rachel McBroom, Robert Sox, and Eliz Colbert

OverviewThe central focus of READY is improving student learning ...

by enabling and ensuringgreat teaching.

Getting to READY through RttT

Quick Tour of Resources

Quick Tour of the IHE Wiki

http://ihe.ncdpi.wikispaces.net

Quick Tour of the NCDPI PD Calendar

http://www.ncpublicschools.org/profdev/calendar/

Regional Professional Development Leaders

http://www.ncpublicschools.org/profdev/directory/

Quick Tour of NCDPI WikiCentral

http://wikicentral.ncdpi.wikispaces.net/NCDPI+WikiCentral+Page

Quick Tour of NC Education

https://center.ncsu.edu/nc/

2012-2013 Professional Development Plan

AugSept Oct Nov Dec Jan Feb Mar Apr

May

June July

Common Core State and NC Essential Standards PD

Information and Technology Essential Standards PD

Fidelity Support PD

NC Educator Evaluation System PD Creating the 21st Century Classroom PD EVAAS PD

2012 2013

~96 sessions

~24 sessions

+90 optional sessions

8 sessions 8 sessions

ACT or PLAN PD AIG-Focused PD

Online Modules and WebinarsAvailable since 6/2011

• 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)

►Modules available at http://center.ncsu.edu/nc/

►Webinars available at www.ncpublicschools.org/acre/profdev/webinars/

Online Modules and Webinars Available 6/2012

• 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

►Modules available at http://center.ncsu.edu/nc/

Implementation Guide available at http://www.ncpublicschools.org/acre/profdev/webinars/

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

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

21st Century Outcomes

Behaviors

Campus Reflection

NC Professional Teaching Standards

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.

The Rubric

Accomplished• Demonstrated exemplary

understanding, mastery, and consistent integration of educational concepts and skills.

Proficient• Demonstrated the ability to apply

educational concepts consistently in real-world contexts

Developing• Demonstrated the ability to apply

educational concepts to concrete problems within limited contexts

Emerging• Demonstrated limited or superficial

knowledge and awareness of educational concepts

Ratings for Pre-Service Candidates

Distinguished• Consistently and significantly

exceeded basic competence

Accomplished • Exceeded basic competence most of the time

Proficient • Demonstrated basic competence

Developing• Demonstrated adequate growth

toward achieving standards, but did not demonstrate basic competence

Ratings for In-Service Teacher Standards

The Rubric

Distinguished• http://find-how.com/Cake-recipe.html

Accomplished• http://www.shoveitinyourface.com/2011/02/chocolate-and-golden-vanilla-triple.htm

Proficient• http://ellie-sparks.livejournal.com/3021.html

Developing• http://ellie-sparks.livejournal.com/3021.html

Emerging• http://i.dailymail.co.uk/i/pix/2012/03/14/article-2114842-11740992000005DC-179_468x351.jpg

What do the ratings look like?

Alignment of Teacher Candidate Rubric and 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.

What is your campus doing to ensure rating with fidelity?

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

To be recommended for a SP I license, a candidate must be proficient in All

descriptors of All elements of All standards

At the end of the 3rd year, beginning teachers must receive ratings of proficient or higher on all standards in order to receivea SP II license.

Educator Effectiveness

What do we need?• Setting the Context• Educator Effectiveness Policies• Common Exams• Review of Resources

http://wikicentral.ncdpi.wikispaces.net

Agenda

04/13/2023 • page 39

Setting the Context

04/13/2023 • page 40

Why educator effectiveness?

So why is the State focusing on educator effectiveness in the face of so many other

changes?

NC is implementing a new curriculum, new assessments, new technology tools to improve instruction, new ways of engaging students, and the list goes on…

Because all our efforts in other areas depend on an effective teacher in every classroom and an effective leader in every school building.

Why educator effectiveness?

Every student in North Carolina deserves an effective teacher in all courses and grades.

The work around educator effectiveness, including the Measures of Student Learning, is grounded in the belief that:

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?

Every teacher in North Carolina deserves feedback on the growth of their students.

In order to increase their effectiveness, teachers need access to high-quality data.

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

Educator EffectivenessPolicies

▲

Top 25%

Bottom 25%

Observation Tool

Observation Tool+ Student Survey + Growth (Value-Add)

State Math State ELA

+1.2

-1.4

Observation Tool+ Student Survey

+2.8

-2

+4.5

-3.1

Top 25%

Bottom 25%

Top 25%

Bottom 25%

+.2

-.4

+.7

-.9

+1.2

-1.3

Months of Learning Gained or Lost

Observation + Other MeasuresRationale - MET Research - Standard 6 & 8 - Status - Support - MSLs

Re-creation of chart from Gathering Feedback For Teaching, http://www.metproject.org/downloads/MET_Gathering_Feedback_Practioner_Brief.pdf

Standards 6 & 8 – The Basics

Teachers

1 65432Demonstrate Leadership

Establish Environment

KnowContent

Facilitate Learning

Reflect on Practice

Contribute to Academic

Success

Principals (and other Administrators)

1 65432 7 8Strategic Leadership

InstructionalLeadership

Cultural Leadership

Human Resource

Leadership

ManagerialLeadership

External Development

Leadership

Micro-political

Leadership

Academic Achievement

Leadership

04/13/2023 • page 46

Growth Model

Teachers

Principals

6Contribute to Academic

Success

Academic Achievement

Leadership8Academic Achievement

Leadership

Standard 6 and 8 are measures of

Growth

04/13/2023 • page 47

Growth Model

Teachers

Principals

6Contribute to Academic

Success

Academic Achievement

Leadership8Academic Achievement

Leadership

We will use

Educator Value-Added Assessment System

EVAAS

for standards 6 & 8 when possible

04/13/2023 • page 48

What do we need?TCP-C-006 now provides clarity around which assessments are used to measure growth

Determining Growth

04/13/2023 • page 49

End-of-Grade Assessments

End-of-Course Assessments

Common Exams

CTE Post- Assessments

EVAAS

Teacher Growth Value

for Sixth Standard

Rating

Ratings

Teachers

Principals

6Contribute to Academic

Success

Academic Achievement

Leadership8Academic Achievement

Leadership

How will the ratings on Standards 6 & 8 work?

04/13/2023 • page 50

Teacher Ratings Categories▲

Teachers

1 65432Demonstrate Leadership

Establish Environment

KnowContent

Facilitate Learning

Reflect on Practice

Contribute to Academic

Success

5 Rating CategoriesNot Demonstrated

Developing

Proficient

Accomplished

Distinguished

3 Rating CategoriesDoes not Meet Expected Growth

Meets Expected Growth

Exceeds Expected Growth

04/13/2023 • page 51

Ratings

Teachers

1 65432Demonstrate Leadership

Establish Environment

KnowContent

Facilitate Learning

Reflect on Practice

Contribute 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.

Teacher Ratings in 2011-12

School-wideEVAAS Growth

Teacher EVAAS Growth

70% 30%Weighted Average

Yearly Rating• Does not Meet

Expected Growth

• Meets Expected Growth

• Exceeds Expected Growth

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.

6

Teacher Ratings in 2012-13

School-wideEVAAS Growth

Teacher EVAAS Growth

Weighted Average

TeamEVAAS

Growth (?)

Yearly Rating• Does not

Expected Growth

• Meets Expected Growth

• Exceeds Expected Growth

6Student Surveys

(?)

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 elements

04/13/2023 • page 54

Ratings

1 65432Demonstrate Leadership

Establish Environment

KnowContent

Facilitate Learning

Reflect on Practice

Contribute to Academic

Success

1 65432 7 8Strategic Leadership

InstructionalLeadership

Cultural Leadership

Human Resource

Leadership

ManagerialLeadership

External Development

Leadership

Micro-political

Leadership

Academic Achievement

Leadership

Teachers

Principals

Key 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

Status

What is the difference between Ratings and Status?

04/13/2023 • page 56

Status

Ratings Status• Teachers

6 separate ratings to help teachers grow each year

• Principals8 separate ratings to help principals grow each year

• A single overall status that is determined once a principal or teacher has three years of growth data to populate 6 or 8

• Categories for Status1. In Need of Improvement

2. Effective

3. Highly Effective

04/13/2023 • page 57

3-Year Rolling Average

6 6 Contribute to Academic

Success

Contribute to Academic

Success61.9 + -2.5 + 1.2

1.9Met Expected Growth

-2.5Did not meet Expected Growth

1.2Met Expected Growth

Rating from 2012 - 2013

Rating from 2013 - 2014

Rating from 2014 - 2015

Standard Standard Standard

3

= .2 Met Expected Growth

3- year average rating on standard 6 for

determining status

Note: A similar methodology applies to principals as well.Note: The values above represent values from the MRM model in EVAAS.

04/13/2023 • page 58

Three Years of Data

04/13/2023 • page 59

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

Status

So once a educator has a three-year average rating for Standard 6 or 8, how is status determined?

04/13/2023 • page 60

Status

• The Three Status Categories are

1. In Need of Improvement

2. Effective

3. Highly Effective

04/13/2023 • page 61

Teacher Status

In Need of Improvement

Effective Highly Effective

Standards 1-5In the year

Standard 6Three-year rolling average

6 6 62 years ago

1 year ago

Thisyear+ + /3)

)

1 5432Demonstrate Leadership

Establish Environment

KnowContent

Facilitate Learning

Reflect on Practice

Any rating lower than proficient

And/Or

Does Not Meet

Expected Growth

Proficient or Higher

on Standards1-5

And

Meets or Exceeds Expected Growth

Accomplishedor Higher

on Standards1-5

And

Exceeds Expected Growth

Detail on the Sixth Standard Rating

Common Exams

Common Exams

A Library of Common Exams is being designed for non-tested subjects for district use to populate Standard 6

04/13/2023 • page 68

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 LEA

2. Teachers in all content areas should receive a Standard Six rating based on the growth of their own students on their content-specific standards

3. Most LEAs do not have the capacity to design their own assessments for all non state-tested grades and subjects

04/13/2023 • page 69

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

04/13/2023 • page 70

Addressing Concerns

Who has designed the Common Exams, and how have they been designed?

•Same basic process as state assessments with the creation of assessment blueprints, generation of items, review of items, review of forms, and final production

•Over 800 teachers from across the State have involved in the blueprint creation and form review processes

•NCDPI psychometricians and test measurement specialists have been involved and will analyze (and remove from results) any poor-performing items before growth is calculated

04/13/2023 • page 71

Addressing Concerns

Why doesn’t anyone know what will be on the MSLs?

•Assessment specifications are available at: http://www.ncpublicschools.org/educatoreffect/measures/specifications/

•Online module will provide training on how to use rubrics to score performance tasks

04/13/2023 • page 72

Reviewing the Resources

04/13/2023 • page 73

Reviewing the Resources

• Implementation Guide

• Administration Timelines

• Assessment Specifications

• Guide to Measuring Student Growth

• Local Planning Template

• Educator Effectiveness Website

04/13/2023 • page 74

General Information:http://www.ncpublicschools.org/educatoreffect/

State Board of Education:http://stateboard.ncpublicschools.gov/

Sample EOC/EOG Items:http://www.ncpublicschools.org/accountability/testing/releasedforms

Race to the Top Weekly Update:Send email to [email protected] to sign up

Email Questions:[email protected]

Information

04/13/2023 • page 75

The IHE Link

• NC Teacher Quality Research

• IHE Education Preparation Report Cards

NCCTQ Teacher Preparation Research & Policy Brief

http://www.tqsource.org/publications/TQ_RandP_BriefEvaluatingEffectiveness.pdf

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

IHE Report Card

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.

Intended UsesTeacher 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

Guiding Principles

Alisa Chapman and David Cooper of the Governor’s Education Transformation Commission prepared a set of guiding principles for the IHE report card design.

Principles include recommended data elements and data collection processes.

Basic Structure

Left Side: Data about teacher/principal education candidates

Right Side: Data about program

North Carolina Institution of Higher Education Teacher Preparation Program Report Card

Sample University401 South Sample Street Dean Julia K. Sample Greensboro, NC 26490 http://www.sample/edu/teaching

StudentsNumber of Full-Time Students Enrolled in Program:

1,401Number of Full-Time Students Pursuing Licensure Only:

800Number of Part-Time Students Enrolled in Program: 50Number of Part-Time Students Pursuing Licensure Only:

15Number Pursuing Lateral-Entry through Program of

Study:10Number Enrolled in Courses Leading to Lateral-Entry

License: 5Mean SAT Score of Admitted Students: 1050Mean ACT Score of Admitted Students: 25Mean GPA of Admitted Students: 3.0___________________________________________________________Transition to the ClassroomAverage Number of Semesters from Program Acceptance to Completion•Full-Time Students Enrolled in Program: 5•Full-Time Students Pursuing Licensure Only: 8•Part-Time Students Enrolled in Program: 10•Part-Time Students Pursuing Licensure Only: 7Average Passage Rate for Teacher Licensure Exams: 97%Number of Student Teachers: 400Percentage of formally admitted students to program completers within 3 years: 88%Percentage of Program Completers Licensed within One

Year of Program Completion: 95%Percentage of Program Completers Employed within One

Year of Program Completion: 95%___________________________________________________________

Effectiveness of Program GraduatesThe following reflect the effectiveness of graduates from this teacher preparation program from the last three years (2008 – present).Standard One: Teachers demonstrate leadership.Percent “Not Demonstrated:” 3% Percent “Developing:” 5%Percent “Proficient:” 28% Percent “Accomplished:” 25%Percent “Distinguished:” 39%Standard Two: Teachers establish a respectful environment for a diverse population of students.Percent “Not Demonstrated:” 3% Percent “Developing:” 5%Percent “Proficient:” 28% Percent “Accomplished:” 25%Percent “Distinguished:” 39%Standard Three: Teachers know the content they teach.Percent “Not Demonstrated:” 3% Percent “Developing:” 5%Percent “Proficient:” 28% Percent “Accomplished:” 25%Percent “Distinguished:” 39%Standard Four: Teachers facilitate learning for their students.Percent “Not Demonstrated:” 3% Percent “Developing:” 5%Percent “Proficient:” 28% Percent “Accomplished:” 25%Percent “Distinguished:” 39%Standard Five: Teachers reflect on their practice.Percent “Not Demonstrated:” 3% Percent “Developing:” 5%Percent “Proficient:” 28% Percent “Accomplished:” 25%Percent “Distinguished:” 39%Standard Six: Teachers contribute to the academic success of students.Percent “Lower than Expected Growth:” 15%Percent “Expected Growth:” 70%Percent “Higher than Expected Growth:” 15%Mean Value-Added Score for Graduates: 1.2

FacultyNumber of Teacher Education Faculty Appointed Full-

Time in Professional Education: 70Number of Teacher Education Faculty Appointed Part-

Time in Professional Education while Full-Time Overall at Institution: 60

Number of Teacher Education Faculty Appointed Part-Time in Professional Education: 75

__________________________________________________________Public School PartnershipsDistricts in Formal Partnership with the Teacher

Preparation Program: 10•Guilford Count y Schools•Wake County Public Schools System•Durham Public Schools•Harnett County Schools•Vance County Schools•Halifax County Schools•Warren County Schools•Hoke County Schools•Anson County Schools•Haywood County Schools

Number of Vacancies Reported in Region:5 Elementary Science 10 Elementary EC9 Secondary ELA 11 Secondary Science

Licensure Areas of Graduates (last three years):25% Elementary Education50% Secondary Science25% Secondary Social Studies

__________________________________________________________Accreditation of Teacher Preparation ProgramNational Council for Accreditation of Teacher Preparation, 2010Teacher Education Accreditation Council, 2009Council for the Accreditation of Teacher Preparation, 2010__________________________________________________________Program Areas and Levels OfferedArt (K-12), BS; Biology, Secondary Education, BS;Business Education, Secondary Education, BS, with concentrations in Business Education andBusiness/Marketing Education; Chemistry, Secondary Education, BS; Child Development: B-K,BS, MA; Communication Disorders (K-12), MA; Counseling and Guidance (School Counseling)with concentrations in Elementary/Middle School Licensure and Secondary School Licensure,MA; Curriculum Specialist, MA; Educational Administration, EdS.

_________________________________________________Highlight of Teacher Preparation ProgramGoal:Sample University strives to prepare teachers to engage in the emerging global economy. Progress Toward Goal:75% of Sample University’s teacher education program graduates are multi-lingual and able to work with diverse learners.

Data Examples - Candidates

1. Mean GPA of admitted students

2. Percentage of program completers licensed within one year of program completion

3. Percentage of formally admitted students to program completers within 3 years

4. Evaluation data for past three years of program graduates

Data Examples - Program

1. Number of teacher education faculty appointed full-time in professional education

2. Districts in formal partnership with the teacher/principal preparation program

3. Program accreditation

4. Program-provided goal and progress toward goal

Thank you & for more information contact…

Eliz Colbert, Ed.D.

[email protected]

Rachel A. McBroom, Ph.D.

[email protected]

Robert Sox

[email protected]

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.