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UNCP CTC Presentation Jan 2013
- 1. The Relationship between NC Teacher Candidate Evaluations & the NC Educator Evaluation System Dr. Rachel A. McBroom January 11, 2013 http://rt3region4.ncdpi.wikispaces.net
- 2. Expected Outcomes At 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. 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.
- 4. Quick Tour of NCDPI WikiCentral http://wikicentral.ncdpi.wikispaces.net/NC DPI+WikiCentral+Page
- 5. 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. Getting to READY Race to the Top Pillars •Great Teachers & Principals •Data Systems to Improve Instruction •Turning Around Lowest-Performing Schools •Quality Standards & Assessments
- 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
- 10. NC Professional Teaching Standards
- 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. 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.
- 14. But what about Standard 6? Standard 6 incorporates measures of Student Growth (much like your TCWS)
- 15. Ratings for Pre-Service Candidates • Demonstrated exemplary understanding, mastery, and Accomplished 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
- 16. 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
- 17. The Rubric
- 18. The Rubric
- 20. 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
- 21. BREAK
- 22. Alignment of Teacher Candidate Rubric and Teacher Rubric Each group has 1 envelope • 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.
- 26. 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
- 27. To be recommended for a SP I license, a candidate must be proficient in All descriptors of All elements of All standards
- 28. At the end of the 3rd year, beginning teachers must receive ratings of proficient or higher on all standards in order to receive a SP II license.
- 30. Why educator effectiveness? NC is implementing a new curriculum, new assessments, new technology tools to improve instruction, new ways of engaging students, 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 effective teacher in every classroom and an effective leader in every school building.
- 31. Why educator effectiveness? The work around educator effectiveness, including the Measures of Student Learning, 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.
- 32. 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
- 33. Standards 6 & 8 – The Basics Teachers 1 2 3 4 5 6 Demonstrate Establish Leadership Environment Know Content Facilitate Learning Reflect on Contribute Practice to Academic Success Principals (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
- 34. Growth Model Teachers Standard 6 and 8 6 Contribute to Academic Success are measures of Principals Growth 8 Academic Academic AchievementAchievement Leadership Leadership
- 35. Growth Model Teachers We will use 6 Contribute to Academic Success Educator Value-Added Principals Assessment System EVAAS Academic Achievement Leadership 8 Academic Achievement Leadership for standards 6 & 8 when possible
- 36. Determining Growth TCP-C-006 now provides clarity around which assessments are used to measure growth What do we need? End-of-Grade Assessments Some CTE Teacher Post- Growth Value Assessments EVAAS for Sixth Standard Common Rating Exams End-of-Course Assessments
- 37. Teacher Ratings Categories ▲ Teachers 1 2 3 4 5 6 Demonstrate Establish Know Facilitate Reflect on Contribute Leadership Environment Content Learning Practice to Academic Success 5 Rating Categories 3 Rating Categories Not Demonstrated Does not Meet Expected Growth Developing Meets Expected Growth Proficient Exceeds Expected Growth Accomplished Distinguished
- 38. Teacher Ratings in 2011-12 Yearly Rating Teacher EVAAS Growth 70% School- wide EVAAS Growth 30% • Does not Meet Expected Growth 6 • Meets Expected Growth • 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.
- 39. Ratings Teachers 1 2 3 4 5 6 Demonstrate Leadership Establish Environment Know Content Facilitate Learning Reflect on Practice Contribute to Academic Success Principals 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 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
- 40. 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
- 41. 3-Year Rolling Average Rating from Rating from Rating from 2012 - 2013 2013 - 2014 2014 - 2015 1.9 + -2.5 + 1.2 Standard Standard Standard 6 6 6 Contribute to Academic Success 3 = .2 Met Expected Growth 1.9 -2.5 1.2 Met Did not meet Met 3- year average rating on Expected Expected Expected standard 6 for Growth Growth Growth determining status Note: A similar methodology applies to principals as well. Note: The values above represent values from the MRM model in EVAAS.
- 42. 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
- 43. Status So once a educator has a three-year average rating for Standard 6 or 8, how is status determined?
- 44. Status • The Three Status Categories are 1. In Need of Improvement 2. Effective 3. Highly Effective
- 45. Teacher Status In Need of Highly Effective Improvement Effective Standards 1-5 Any rating Proficient Accomplished In the year lower than or Higher or Higher on Standards on Standards proficient 1 2 3 4 5 Demonstrate Establish Leadership Environment Know Content Facilitate Learning Reflect on Practice 1-5 1-5 And/Or And And Standard 6 Does Not Meets or Exceeds Three-year rolling average Meet Exceeds Expected ) Expected Expected Growth 6 2 years ago 6 + 1ago + year 6 This year )/ 3 Growth Growth
- 46. Common Exams A Library of Common Exams is being designed for non-tested subjects for district use to populate Standard 6
- 47. 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
- 48. 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
- 49. Reviewing the Resources • Implementation Guide • Administration Timelines • Assessment Specifications • Guide to Measuring Student Growth • Local Planning Template • Educator Effectiveness Website
- 50. Information 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 michael.yarbrough@dpi.nc.gov to sign up Email Questions: educatoreffectiveness@dpi.nc.gov
- 51. Quick Write • Using the form 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”:
- 52. 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
Notas del editor
- Our goal is to have every student graduate ready for the challenges of the 21st Century.21st Century Learners have: the actions, attitudes, concepts and skills that will allow students to effectively communicate, collaborate and create. These are the skills, knowledge and expertise students should master in order to succeed in work and life in the 21st century. Well developed 21st Century Learners have specific capacities in: Creativity and InnovationCommunication and CollaborationCritical Thinking, Problem Solving, and Decision MakingDigital CitizenshipResearch and Information FluencyTechnology Operations and ConceptsEffective 21st Century Educators offer authentic, relevant learning experiences that support the development of these skills.Toward the development of these outcomes – the Common Core movement began.Today we’ll be thinking about how skilled teachers create 21st Century classrooms.
- The NCPTS describe what teachers should know and be able to do in 21st Century classrooms.This is the basis for the teacher candidate and teacher evaluation toolsLink on Wiki
- Total time 20 minutesSupplies: 10 pieces of chart paper and markersDirections:Create small groups (10 groups so that each standard is done twice and no group is too big) and assign each group a standard, 1-5. Each group is given a piece of chart paper to create a poster of the NC Teacher Evaluation Standards 1 through 5. The group is to focus on the gist of the NCPTS so they recognize what the actual standard is about. They can create a visual, a song, a poem, a “tweet,” a text message, or any other “right-brain” conceptualization of the standard. After about 7 minutes, everyone walks around the room to see all of the posters. One person who helped create that poster stays with the poster to answer questions as others come to see it. Participants bring sticky notes and write one piece of feedback for each poster.Use the next slide to facilitate discussion and sharing of posters.
- All of the ratings for the NC Teacher Evaluation Process are defined on page 4 of the manual. On this slide, you will note that we have bolded some of the words. Let’s look at the bolded words as we look at each rating category. For example, a rating of “developing” indicates that the teacher, while showing growth, did not demonstrate basic competence. A rating of “proficient” indicates the teacher demonstrated basic competence. “Accomplished” ratings indicate that the teacher exceeded basic competence most of the time. And a rating of “Distinguished” would indicate that the teacher consistently and significantly exceeded basic competence.
- All of the ratings for the NC Teacher Evaluation Process are defined on page 4 of the manual. On this slide, you will note that we have bolded some of the words. Let’s look at the bolded words as we look at each rating category. For example, a rating of “developing” indicates that the teacher, while showing growth, did not demonstrate basic competence. A rating of “proficient” indicates the teacher demonstrated basic competence. “Accomplished” ratings indicate that the teacher exceeded basic competence most of the time. And a rating of “Distinguished” would indicate that the teacher consistently and significantly exceeded basic competence.
- This is a screen shot of page 33, where a principal has marked the rubric based on an observation. It is necessary to notate the rubric for each observation. The rating for each descriptor is the lowest rating for which all descriptors are marked. As illustrated in the exampleon pages 33 and 34, the teacher would be rated as Developing on “Teachers lead in their classrooms” even thoughat least one descriptor for Proficient, Accomplished, and Distinguished was marked. This is because Developing isthe lowest rating for which all descriptors were marked. Likewise, the teacher also would be rated as Proficient on“Teachers demonstrate leadership in the school” and on each of the remaining elements. This is likely to result in anoverall rating of Proficient for Standard I.Overall ratings should not be determined until the end of the year during the Summary Evaluation Conference.
- Sometimes analogies help us better understand the ratings. Some of you have been in our regional training sessions where we discussed growing levels of competency with using a smart phone or the gadgets on a new car.Today, let’s think about how the ratings would apply to baking cakes.As a developing cake baker, you follow the recipe, but your cooking techniques aren’t always successful. Your cake might be dry, the layers may fall apart, or the icing isn’t the right consistency. You demonstrate growth by practicing and your cakes become better, although still not quite right. Look at the picture. This is a cake, and perhaps it is a better cake than the baker’s many previous attempts. However, this cake would still be unacceptable from a professional baker. This reminds us educationally of a teacher who, despite making growth, has not yet reached proficiency.As a proficient cake baker, you follow the recipe and you’ve mastered the basic cooking techniques. You are able to produce a basic layer cake with frosting that tastes good and looks nice. The cake pictured is acceptable by all measures, which reminds us educationally of basic competence with such important matters as instructional strategies or communication. In other words, this cake is acceptable and yet still has room to grow. Let’s look at the next cake from the accomplished baker.As an accomplished cake baker, you have a greater understanding of baking and on most occasions you are able to successfully incorporate additional ingredients and/or flavorings that improve the taste, appearance, and overall quality of your cakes. You’ll note that the cake pictured has multiple flavors, which reminds us educationally of differentiation and multiple instructional strategies.As a distinguished cake baker, you have an in-depth understanding of baking cakes. As such, you know the essential ingredients that must be included in all cakes. Using your knowledge, you are able to begin with the recipe, combining the essential ingredients and other add-ins to tailor your cakes to meet the tastes of the person for which you are making the cake. In other words, you understand the recipe well enough to enhance it. Your talent and skill as a distinguished baker may lead you to decorate exquisitely or even assist others in developing their baking skills. Distinguished truly is the “icing on the cake” so-to-speak. What resources do you have to help you and your teachers better understand the differences between the ratings for teachers and school executives? Your best resources are the rubrics for evaluating teachers and principals/assistant principals. The performance descriptors provided for each element of the performance standards will help you determine the expectation for each rating level. Engage in conversations with colleagues about the differences between the descriptors on the rubrics. It’s also helpful to have a firm understanding of the Standards for Teachers and School Executives. If you need a refresher on the professional standards, consider completing the N.C. Professional Teaching Standards Module and the soon-to-be-released School Executive Standards Module. --------------------------------------------------------Cake imageshttp://ellie-sparks.livejournal.com/3021.htmlhttp://www.shoveitinyourface.com/2011/02/chocolate-and-golden-vanilla-triple.htmlhttp://find-how.com/Cake-recipe.html
- Eliz will update Educator Effectiveness section
- 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.
- Please take 10 minutes to reflect and generate a list of 3 ideas as described in the shapes