Using the North Carolina Educator Evaluation Rubric to Support Teacher Growth
Jan 18, 2016
Using the North Carolina Educator Evaluation Rubric to Support Teacher Growth
Say Hello and Get to Know
My Role Is:
• Principal• Curriculum• Human Resources• Other
I know where to find an electronic copy of the NC Teacher
Evaluation Manual
NCEES.ncdpi.wikispaces.net
Have you Heard?
Teachers get evaluated 3 to 4 times per year.
Teachers in their first year can’t get higher than Proficient.
Teachers have to do something at the district level to be distinguished.
During observations, everything in the first column must be checked before anything in the next
column can be checked.
A Multipurpose Rubric
Formative Tool Data Container Evaluation Criteria
Summary Rating Form Observation Rubric
Formative Feedback
Formative Feedback
Formative Feedback
Developing Proficient Accomplished Distinguished
3 3 2 1
2 2 1 0
2 1 1 1
3 2 1 0
1 1 1 0
A Series of Formative Assessments
Summative Evaluation
What Goes in?
NOTE: The observation cycle schedule determines when data must be collected, but it does not restrict which data may be collected.
Educator Evaluation is about Growth and Improvement
When you’re green, you grow
When you’re ripe, you rot
What do teachers need to remainRipe and Growing?
Feedback is Essential
North Carolina Educator Evaluation Process
ProcessThe evaluation process requires bravery and the ability to have challenging conversations about practice.
Bravery
◆ to believe there are always ways to improve
◆ to invite critical feedback
◆ to give critical feedback
The Context Must Be Clear• It is important to apply close-reading techniques to the language
of NCEES rubric to make distinctions between rating levels when observing, evaluating or using the rubric to self-assess.
Standard IVFacilitating Instruction
Do You Know It?
Do You Show It?
Is It Visible In the
Actions of Your
Students? Is It Visible Beyond
the Instructional
Space of Your
Classroom?
Knowledge Action Interaction Extension
Why does it matter?
Artifacts and Evidence of Great Teaching
Evidence of:
Knowledge
Action
Interaction
Extension
Evidence of:
Knowledge
Action
Interaction
Extension
Evidence of:
Knowledge
Action
Interaction
Extension
... At all stages of inquiry, teachers guide, focus, challenge, and encourage student learning
The National Science Foundation
Evidence of:
Knowledge
Action
Interaction
Extension
Knowledge Action Interaction Extension
Is It Visible Beyond
the Instructional
Space of Your
Classroom?Is It Visible In the
Actions of Your
Students?Do You Show It?
Do You Know It?
Use the Most Appropriate Examples
Understanding the Rubric Helps Teachers
Specific Feedback
• Takes advantage of the language in the rubric to frame discussions about practice
Using the Rubric to Give Helpful Feedback
Standard IVFacilitating Instruction
Do You Know It?
Do You Show It?
Is It Visible In the
Actions of Your
Students? Is It Visible Beyond
the Instructional
Space of Your
Classroom?
Knowledge Action Interaction Extension
How do you help colleagues grow?• Provide feedback within the context of the teaching standards
– Promote
– Probe
– Push
Supporting Improvement
• Promote
– Identify behaviors or practices that were successful
• Probe
– Ask questions to better understand or confirm your understanding
• Push
– Ask questions to push or stretch
Standard IVFacilitating Instruction
Do You Know It?
Do You Show It?
Is It Visible In Your
Students?
Is It Visible Beyond
Your Classroom
Walls?
Knowledge Action Interaction ExtensionPromote PushProbe
Thoughts... Questions… Ponderings…
Standard 6 Nuts & Bolts
Teacher Evaluation in North Carolina
Teacher Evaluation in North Carolina
• The North Carolina Educator Effectiveness System (NCEES) has six standards of performance for teachers and eight standards for principals.
• NC has a conjunctive model, meaning that teachers and principals must be proficient (or better) on all standards in order to receive an overall effectiveness rating. We do not average or index these standards.
• Unlike the observational standards, student growth (standard 6 for teacher, standard 8 for principals), requires three years of valid data in order to generate a rating
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
3-Year Rolling Average Teacher
6 6 Contribute to Academic
Success
Contribute to Academic
Success61.0 + (-2.5) + 1.2
1.0Met Expected Growth
-2.5Did not meet Expected Growth
1.2Met Expected Growth
Rating from 2 years
ago
Rating from 1 year
ago
Rating from this year
Standard Standard Standard3
= -0.1 Met Expected Growth
3- year average rating on standard 6 for
determining status
Note: A similar methodology applies to principals as well.
Teacher Status
6 6 62 years
ago1 year
agoThisyear
Standards 1-5In the year
Standard 6Three year rolling average
and/or
Does Not Meet Expected Growth
Any rating lower than proficient
+ + / 3))1. In Need of Improvement
1 5432Demonstrate Leadership
Establish Environment
KnowContent
Facilitate Learning
Reflect on Practice
Teacher Status
Standards 1-5In the year
Standard 6Three year rolling average
and
Meets or Exceeds Expected Growth
Proficient or Higher on Standards 1 - 5
2. Effective
1 5432Demonstrate Leadership
Establish Environment
KnowContent
Facilitate Learning
Reflect on Practice
6 6 62 years
ago1 year
agoThisyear+ + / 3))
Teacher Status
Standards 1-5In the year
Standard 6Three year rolling average
and
Exceeds Expected Growth
Accomplished or Higher on Standards 1 - 5
3. Highly Effective
6 6 62 years
ago1 year
agoThisyear+ + / 3))
1 5432Demonstrate Leadership
Establish Environment
KnowContent
Facilitate Learning
Reflect on Practice
Teacher Status – First Status
•For all teachers and principals the first status (for a cohort) for Standard 6 or Standard 8 will be generated from the best two out of three valid Standard 6 or 8 ratings.
•School-level growth that has been assigned to a teacher as a result of a waiver (from NCFEs or ASW) will function as a valid Standard 6 rating.
•School-level growth that has been assigned as a result of a lack of data for a teacher (i.e., not from a waiver) will not count as a valid Standard 6 rating.
Status Scenarios
6 6 61.0Met Expected Growth
-2.5Did not meet Expected Growth
1.2Met Expected Growth
Rating from 2012-13
Rating from 2013-14
Rating from 2014-15
• Teacher has individual-level data for three years.
• Standard 6 from the 2013-14 school year is the lowest of the three ratings.
• Teacher’s Standard 6 status is 1.1 – “Meets Expected Growth”.
Status Scenarios
6 6 61.0Met Expected Growth
-2.5Did not meet Expected Growth
1.2Met Expected Growth
Rating from 2012-13
Rating from 2013-14
Rating from 2014-15
• Teacher has individual-level data for the first two years.
• The 2014-15 data is school-level growth from a waiver.
• Standard 6 from the 2013-14 school year is the lowest of the three ratings.
• Teacher’s Standard 6 status is 1.1 – “Meets Expected Growth”.
Status Scenarios
6 6 61.0Met Expected Growth
-2.5Did not meet Expected Growth
1.2Met Expected Growth
Rating from 2012-13
Rating from 2013-14
Rating from 2014-15
• Teacher has individual-level data for the final two years.
• The 2012-13 data is school-level growth because teacher did not have individual-level data.
• The teacher does not receive a status in the fall of 2015 because teacher does not have 3 years of valid data.
• First status in Fall 2016 (provided teacher has valid data in SY 2015-16).
Status Scenarios – Second Year
6 6 61.0Met Expected Growth
-2.5Did not meet Expected Growth
1.2Met Expected Growth
Rating from 2012-13
Rating from 2013-14
Rating from 2014-15
64.0Exceeded Expected Growth
Rating from 2015-16
• Teacher receives second status in fall of 2016.
• Rating from 2012-13 “rolls off”.
• Rating from 2013-14 returns to the rolling average (even though it was dropped from prior year’s calculation).
• Teacher’s status is “Meets Expected Growth” with an average of 0.9.
Synthesize
Paraphrase
Pair
Share
Professional Learning Opportunities
NCEES Webinars - Registration Links on NCEES Wiki
NCEES Process: Completing the Teacher ObservationJuly 21 @ 1:00 pm
NCEES Process: End of Year for Teacher and Principal Evaluations
July 23 @ 9:00 am
NCEES Process: Understanding Standard 6July 23 @ 1:00 pm
The Home Base Professional
Development Tool
Courses Offered by NC DPI
Accessing PD in Home Base
Models for implementation: maximizing learning opportunities
Districts and charters should determine which model best serves the needs of their educators and
can best be supported by available resources.
Cohort or PLC with an on-site facilitator: Synchronous or blended learning
Cohort or PLC with an on-site facilitator: Synchronous or blended learning
• LEA appointed on-site facilitator guides and monitors progress.
• Educators complete the module as a group.
• Participants work independently online and collaboratively face-to-face.
• Facilitator is present with the team during group meetings.
• Facilitator leads and coordinates discussions, implements timelines, sets beginning and end dates, and coordinates meetings.
• Face-to-face meetings can occur during PLC meetings, staff meetings, or department meetings, before and after school, during half-day sessions, or as decided by the LEA.
Cohort or PLC with online facilitator
Online facilitator
Cohort or PLC with online facilitator
• Similar to last model except that the facilitator and learners meet online not face-to-face.
• Districts provide facilitator and a means of online interaction.
• Communication can be– asynchronous manner (where participants do not have to be
present at the same time) Ex. Edmodo, LMS like Moodle, blogs wikis etc.
– synchronously (when the group meets in “real-time” on a regular, scheduled basis). Ex. Go-to-Meeting, Adobe Connect.
Cohort or PLC without a facilitator
Cohort or PLC without a facilitator
Though we strongly recommend using a facilitator to maximize learning from the modules….
• A group of educators can work together as a team.• Start and complete the module together. • Arrange for times to meet and hold group discussions.
Cohort or PLC with an online instructor
Cohort or PLC with an online instructor
• NCDPI will provide a section of the course.• Access to Moodle will be provided.• LEA must provide a trained and qualified
instructor for each section. • Instructor will be able to teach a separate
section of the module.• The instructor has the ability to customize the
modules somewhat through discussion forums and incorporation of more collaborative learning.
Course taught by an NCDPI instructor
DPI
Independent learning
State-level Titles in Catalogue
• Global Awareness• Differentiation• Understanding by Design• Teaching Standards• Executive Standards• Evaluation Process
Locating the Help Guides
Just Keep Scrolling
Self-paced Mini-module: Course #1906
Creating & Managing PD through Home Base
This mini-module will take you through the process of creating, managing, and delivering professional development through Home Base — whether self-paced or instructor-led, Moodle-based or non-Moodle. It does not delve deeply into best practices for teacher professional development nor teach you to use Moodle but focuses on the use of the Home Base PD tool itself. The mini-module should take you approximately 3 hours to complete. No credit will be recorded on the PD system transcript; however, your administration may combine this mini-module with additional staff development to award credit at the local level.
How Might the PD Tool Work for...
•Brainstorm ideas for future modules applicable across the
state.
•Brainstorm ways to implement the PD System within districts and charters.
District and Charter Ideas
• Align to/support strategic plan• Align to/support School Improvement Goals• “Just in Time” learning• Maintain a record of locally developed PD
Power UsersA power-user is a district or charter implementing the local professional development system in order to provide learning opportunities to educators which are deeply aligned to the district or charter’s goals and priorities, and address individual educator’s professional growth needs.
Power Users● How do you use the PD System?
o What type(s) of courses are you implementing?● What challenges have you faced implementing the PD System?
o How have you addressed those challenges?
● Who is creating the courses?● What is your process for creating courses?● What challenges have you faced creating courses?
o How have you addressed these challenges?
Thank you!