Welcome Please mark each consensogram with a dot. Dots are being passed out.

Welcome

Please mark each consensogram with a dot.

Dots are being passed out.

Understanding the NC Teacher

Evaluation Process

Collaborative Conference for Student Achievement

April 19, 2011

A Coherent Plan for Statewide Impact

Great Teachers & Principals

Turnaround of Lowest-Achieving

Schools

Data Systems to Improve Instruction

• Build District & SchoolTransformationCapacity

• SupportSTEM Thematic SchoolsNetwork

• Adopt Common Core Standards

• Transition to New Standardsand Assessments

• Enhance Statewide Longitudinal Data System

• Develop Statewide InstructionalImprovement System

• ImproveTeacher and PrincipalEvaluation Processes

• InstituteRegional LeadershipAcademies

• Expand Teacher Recruitment andLicensure Programs

• Initiate Strategic Staffing

• Deliver Virtual &BlendedClasses

• Initiate Statewide Professional Development

Quality Standards and

Assessment

NC Standards for Teachers

• Standard 1: Teachers demonstrate leadership

• Standard 2: Teachers establish a respectful environment for a diverse population of students

• Standard 3: Teachers know the content they teach

• Standard 4: Teachers facilitate learning for their students

• Standard 5: Teachers reflect on their practice

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Adding Standard Six

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Effective Teachers

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NC TEACHER EVALUATION

Activity:Name That Element

NC Standards for Teachers

• Standard 1: Teachers demonstrate leadership

• Standard 2: Teachers establish a respectful environment for a diverse population of students

• Standard 3: Teachers know the content they teach

• Standard 4: Teachers facilitate learning for their students

• Standard 5: Teachers reflect on their practice

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Standard III – Teachers know the content that they teach.

Teachers make instruction relevant to

students.

Standard V- Teachers reflect on their practice.

Teachers link professional growth to

their professional goals.

Standard II- Teachers establish a respectful environment for a diverse population of students

Teachers treat students as individuals.

WHAT WOULD IT LOOK LIKE IF….

Performance Rating Scale

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Performance Rating Scale

Developing

Proficient

Accomplished

Distinguished

Demonstrated adequate growth during the period of performance, but did not demonstrate competence on standard(s) of performance

Demonstrated basic competence on standards of performance

Exceeded basic competence on standards for performance most of the time

Consistently and significantly exceeded basic competence on standards of performance Not

Demonstrated

Did not demonstrate

competence on, or adequate growth

toward, achieving standard(s) of performance

*Requires documentation

Knowledge and skills replicatedExemplar of performance

Innovation + High Performance

Skill not mature or unsuccessful

Solid, effective application + success

Never demonstrated

ELEMENT –Teachers plan instruction appropriate for their students

Descriptor

• Recognizes data sources important to planning instruction.

Developing

ELEMENT-Teachers demonstrate high ethical standards

Descriptor

• Models the tenets of the Code of Ethics for North Carolina Educators and the Standards for Professional Conduct and encourages others to do the same.

Distinguished

ELEMENT-Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults.

Descriptor-

• Maintains a positive and nurturing learning

environment.

Accomplished

Developing Proficient Accomplished Distinguished

Understands how they contribute to students graduating from high school

Uses data to understand the skills and abilities of students

Takes responsibility for the progress of students to ensure they graduate from high school

Provides evidence of data driven instruction throughout all classroom activities

Establishes a safe and orderly classroom.

Communicates to students the vision of being prepared for life in the 21st Century.

Evaluates student progress using a variety of assessment data.

Creates a classroom that empowers students to collaborate.

Encourages students to take responsibility for their own learning.

Uses classroom assessment data to inform program planning.

Empowers and encourages students to create and maintain a safe and supportive school and community environment.

Using the Rubric to Evaluate Early Childhood Teachers

Cindy Wheeler

Managing Director, Teacher Licensure Unit

NCDPI

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Resource Manual for Administrators and Principals Supervising and Evaluating

Teachers of Young ChildrenRichard Lambert, Bobbie Rowland, and Heather Taylor

UNC Charlotte, Center for Educational Measurement and EvaluationCindy Wheeler – NC DPI, Office of Early Learning

A Supplementary Manual to Support the Evaluation of Teachers of Young A Supplementary Manual to Support the Evaluation of Teachers of Young Children, Specifically Pre-K and Kindergarten Teachers Who are Required to Hold Children, Specifically Pre-K and Kindergarten Teachers Who are Required to Hold

and Maintain a NC Teaching License, While Teaching in Public or Nonpublic and Maintain a NC Teaching License, While Teaching in Public or Nonpublic SchoolsSchools

• To help make the NC TEP (Teacher Evaluation Process) meaningful to early childhood educators in public and nonpublic school classrooms

•e.g., how to translate the North Carolina Professional Teaching Standards & Elements into indicators of high quality teaching in early childhood classrooms (preschool through Kindergarten)

• To illustrate how the NC TEP can be used to promote the professional development of early childhood teachers (e.g., self-assessment process, Professional Learning Communities)

• To outline the procedures and identify resources for using the NC TEP with early childhood teachers in public and nonpublic classrooms

• Across settings - Public and nonpublic settings• Across grade levels - Pre-k and Kindergarten• Across roles - Administrators, principals, teachers, mentors, evaluators, coaches and facilitators

Purpose of the ManualPurpose of the Manual

• To be responsive to the expanding demand for early education and the expanding role of early childhood principals, administrators, and teachers

• As society expects more from early childhood education, and families are seeking high quality early education experiences for their children that are based on current research, the field is focusing on quality improvement (teacher effectiveness and child learning)

• Quality improvement [that focuses on teacher effectiveness and impacts to children’s learning] can help make a stronger connection between early childhood experiences and later school success

Purpose of the ManualPurpose of the Manual

Section I – Introduction & Purpose

Section II – Overview of the Evaluation Process

Section III – Key Principles of Early Childhood Education

Section IV – Resources for Professionals

Section V – Samples to Help Illustrate the Standards & Elements for Early Childhood Classrooms (Teacher Behaviors, Child Behaviors, Classroom Conditions, and Artifacts)

Section VI – The Big Picture: Tips for Evaluators

Section VII – Evidence Summary Sheets

About the ManualAbout the Manual

• Presents sample teacher behaviors, child behaviors, classroom conditions, and artifacts that help illustrate the Standards and Elements for early childhood classrooms – Meat of the Manual

• Contains brief descriptors of a variety of widely accepted early childhood teaching practices, organized by the Standards and Elements

• Samples not intended to provide a comprehensive list of all possible indicators of teaching quality in early childhood classrooms

•Helps early childhood teachers understand and interpret the ratings they receive

•Helps teachers plan topics for their Professional Learning Community meetings and studies

Section V: Samples to Help Illustrate the Standards and Section V: Samples to Help Illustrate the Standards and Elements for Early Childhood ClassroomsElements for Early Childhood Classrooms

• This section does not replace or substitute for any part of the NC TEP rubric.

• Evaluation ratings can only be made using the NC TEP rubric

• The sample teacher behaviors, child behaviors, classroom conditions, and artifacts are not intended to be transformed into a checklist of any kind, but are useful

for collecting evidences to support ratings

About Section VAbout Section V

Let’s look at Standard III – TEACHERS KNOW THE CONTENT THEY TEACH, Element III A:

Teachers align instruction with Foundations Early Learning Standards and/or Kindergarten Standard Course of Study (KSCOS)

•Developing teacher – demonstrates an awareness of ELS or KSCOS•Proficient teacher – consistently uses ELS or KSCOS•Accomplished teacher – examples? •Distinguished teacher – examples?

Artifacts: teacher uses charts, posters in the classroom to indicate children’s interests and choices

Section V: Samples to Help Illustrate the Standards and Section V: Samples to Help Illustrate the Standards and Elements for Early Childhood ClassroomsElements for Early Childhood Classrooms

http://www.ncpublicschools.org/publications/ordering/ 

Item Code: KG116 Resource Manual for Administrators and Principals Supervising and Evaluating Teachers of Young Children

To order a copy of the To order a copy of the Resource Manual through NC DPI Resource Manual through NC DPI PublishingPublishing

21ST CENTURY LEARNING

Activity:

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21st Century Skills Framework

www.P21.orgPartnership for 21st Century Skills

• With a partner/group, discuss the 21st Century topic/outcome on the index card at your table.

• Be prepared to present an example of how a teacher can demonstrate understanding of the topic/outcome and communicate that understanding to students.

TEACHER EVALUATION PROCESS

Checking for Understanding:

STEP 1:

Training and Orientation

Teacher Evaluation Process

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NCEES Online Tool

the entire observation process will be paperless as of July 1, 2011

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Contact Information• Questions

Eliz Colbert – [email protected] Yvette Stewart – [email protected]

• NC Teaching Standards Commission Carolyn McKinney – [email protected]

• Office of Early Learning Cindy Wheeler, Teacher Licensure Unit –

[email protected]

• Online Evaluation System demo site

https://mxweb.media-x.com/home/ncval/demo

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