Rachel McBroom's session for IHE faculty members attending the 2nd Annual RtI Forum at Campbell University on March 5, 2013

1. The Changing K-12 Educational
Landscape: Implications for Educator
Preparation Programs
2nd Annual RtI Conference
March 5, 2013

2. Who’s in the room…
• Name
• Institution
• Briefly describe your main job responsibilities
Image credit: http://www.psychologytoday.com/blog/the-image-professor/201003/forgot-my-name-your-competition-didnt

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

4. One thing for certain…

5. READY
The central focus of READY is by enabling and ensuring
improving student learning ... great teaching.
http://www.ncpublicschools.org/ready

6. Educating the Whole Child

7. Guiding Questions
Based on the work of Dr. Rick DuFour:
1. What is it we expect students to learn? Summer 2011 –
Spring 2012 – Common Core State and NC Essential
Standards
2. How will we know when they have learned it? Summer
2012 – Spring 2013 – Data Literacy
3. How will we respond when they don’t learn it? Summer
2012 – Spring 2013 – Connecting to Serve All Students
4. How will we respond when they already know it?
Summer 2012 – Spring 2013 – Connecting to Serve All
Students

8. Shifting the Focus
2011-12 2012-13
Common Core State & NC Essential Data Literacy (including EVAAS)
Standards PD
NC Educator Evaluation System NCEES inter-rater reliability
(NCEES)
What can IHEs do to continue to:
1.ensure education candidates are prepared for success?
2.support partner LEAs?

9. Your turn to share…
• What is your campus doing
to ensure all faculty
understand the NCSCS?
• What is your campus doing
to ensure all candidates
are prepared to teach the
NCSCS during student
teaching and upon
graduation?

10. NC Read to Achieve
&
mCLASS Reading 3D

11. 7 Components of North Carolina
Read to Achieve
• Comprehensive Reading Plan
• Developmental Screening and KEA
• Facilitating Early Grade Reading Proficiency
• Elimination of Social Promotion
• Successful Reading Development for Retained
Students
• Parent/Guardian Notification
• Accountability Measures

12. K-3 Literacy Division
• Director of K-3 Literacy
• 8 Regional Consultants
• In the schools/districts
• Support
• Professional Development
• PLCs, data analysis for teachers and administrators
• Summer – help with EPSA

13. Facilitating Early Grade Reading
Proficiency
• August 2012 – State Board Adoption of
Reading 3D software
• 480 schools state funded in 2010-11
• 411 schools BOY
• 183 MOY
• 310 BOY of 2013-14

14. mCLASS Reading 3D
• Formative and Diagnostic
• 2 components
– DIBELS Next
– TRC (Text Reading Comprehension)

15. mCLASS®:Reading 3D™
Helps Teachers
• Inform instruction to meet
individual needs.
• Create reading groups.
• Make effective decisions to
meet learning objectives.
• Monitor student progress.

16. Coming Soon…
• 3 regionally based trainings for IHE faculty
on mCLASS Reading 3D
• More information will be sent to deans as
available

17. For additional information about NC Read to
Achieve or mCLASS Reading 3D contact:
Carolyn Guthrie,
Director K-3 Literacy
carolyn.guthrie@dpi.nc.gov
919-807-3762
www.wirelessgeneration.com/northcarolina

18. Your turn to share…
• How do you leverage your
partnerships with LEAs to allow
your faculty and students to
gain experiences in using
mCLASS Reading 3D?
• How do you prepare candidates
to use formative data to inform
classroom instruction?

19. Educator
Effectiveness

20. 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.

21. Why educator effectiveness?
The work around educator effectiveness, including the
Measures of Student Learning/Common Exams, 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.

22. 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

23. North Carolina
Educator Evaluation
System
A process for professional growth

24. North Carolina Evaluation Process
Assumptions
•Educating students is not
an easy task
•We can all improve

25. The Standards
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

26. Ratings Categories
1 2 3 4 5
Demonstrate
Leadership
Establish
Environment
Know
Content
Facilitate
Learning
Reflect on
Practice
6
Contribute
to
Academic
Success
5 Categories 3 Categories
Not Demonstrated
Developing Exceeded Expected Growth
Proficient Met Expected Growth
Accomplished
Distinguished Did Not Meet Expected Growth
1 2 34 56 7 8 Human External Micro Academic
Strategic Instructional Cultural Manageria Achievement
Resource Development Political
Leadership Leadership l Leadership
Leadership Leadership Leadership
Leadership Leadership

27. Std 6 Teacher Ratings in 2011-12
6
School- Yearly Rating
Teacher wide •Does not Meet
EVAAS Growth EVAAS Growth Expected Growth
•Meets Expected Growth
70% 30% •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.

28. Std 6 Teacher Ratings in 2012-13
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
6
School-
elements Yearly Rating
Teacher Team Student •Does not
EVAAS wide EVAAS Surveys Expected Growth
Growth EVAAS Growth (?) (?) •Meets Expected Growth
Growth
•Exceeds Expected Growth
Weighted Average
The NC State Board of Education has not yet determined
how Standard 6 will be determined for 2012-13.

29. Re-creation of chart from Gathering Feedback For Teaching, http://www.metproject.org/downloads/MET_Gathering_Feedback_Practioner_Brief.pdf
Observation + Other Measures
MET Research
Months of Learning Gained or Lost
State Math State ELA
Observation Tool Top 25% +1.2 +.2
Bottom 25% -1.4 -.4
Observation Tool Top 25% +2.8 +.7
+ Student Survey
Bottom 25% -2 -.9
Observation Tool Top 25% +4.5 +1.2
+ Student Survey
+ Growth (Value-Add) Bottom 25% -3.1 -1.3

30. Ratings vs. 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

31. 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

32. Effectiveness Status After
3 Years of Growth
In Need of Highly
Effective
Improvement Effective
Standards 1-5 Any Rating Proficient Accomplishe
Lower than or Higher d
1 2 34 5
Demonstrate Establish
Leadership Environmen
t
Know
Content
Facilitate
Learning
Reflect on
Practice
Proficient on Standards
1-5
or Higher
on Standards
1-5
And/Or And And
Standard 6 Does Not Meets or Exceeds
3-year average Meet Exceeds Expected
Expected Expected
6 6 6 )/3 Growth
) Year 1
+ Year 2 + Year 3 Growth Growth

33. Standard 6
By 2013-14,
every NC teacher
will have a
measure of his or
her students’
growth.
How?

34. Measures used to determine
Standard 6
6 End of Grade or End of Course
6 Common Exams
6 6
Contribute
to Career Technical Education
Academic
Success Assessment
6 K-3 Assessments
6 Analysis of Student Work

35. Measures used to determine
Standard 6
6 End of Grade or End of Course
EVAAS
6 Common Exams to measure
growth
6
Note: 44 CTE
6
Contribute
to Career Technical Education Assessments can
Academic
Success Assessment use EVAAS
6 K-3 Assessments
6 Analysis of Student Work

36. Measures used to determine
Standard 6
6 End of Grade or End of Course
6 Common Exams
6
Note: 79 CTE
6
Contribute
to Career Technical Education assessments will
Academic
Success Assessment use Pre-Post
6 K-3 Assessments PRE-POST
to measure growth
6 Analysis of Student Work

37. Measures used to determine
Standard 6
6 End of Grade or End of Course
6 Common Exams
6 6
Contribute
to Career Technical Education
Academic
Success Assessment
6 K-3 Assessments
EVALUATOR
6 Analysis of Student Work REVIEW
to measure
growth

38. Status High-Level Time Line
2012-13 2013-14 2014-15 2015-16
End of Grade or End of Course
2012-13 is Year One 1st Status
Common Exams
2012-13 is Year One 1st Status
Career Technical Education
Assessment One
2012-13 is Year 1st Status
K-3 Assessments
2013-14 is Year One 1st Status
Analysis of Student Work
2013-14 is Year One 1st Status

39. Want more information…
• http://www.ncpublicschools.org/effectiveness
-model/
• Or email: educatoreffectiveness@dpi.nc.gov.

40. Your turn to share…
• What is your campus doing
to ensure candidates &
faculty are up-to-date on
educator effectiveness
policies and MSLs/Common
Exams?

41. Responding to K-12
Changes in
Educator
Preparation
Programs

42. Senate Bill 724
Teacher Preparation
• …shall ensure students preparing to teach
in elementary schools…(i) have adequate
coursework in teaching reading and
mathematics;…
• SBE approved Blueprints

43. Senate Bill 724
Teacher Preparation
• …shall ensure students preparing to teach
in elementary schools…(ii) are assessed
prior to certification to determine that they
possess the requisite knowledge in
scientifically based reading and
mathematics instruction that is aligned with
the State Board's expectations; …
• MTEL/NC Foundations of Reading and General
Curriculum Testing Requirement July 1, 2014

44. Senate Bill 724
Teacher Preparation
• …shall ensure students preparing to teach in
elementary schools…(iii)continue to receive
preparation in applying formative and
summative assessments within the school
and classroom setting through technology-
based assessment systems available in North
Carolina schools that measure and predict
expected student improvement;…
• Reading 3D

45. Senate Bill 724
Teacher Preparation
• …shall ensure students preparing to teach
in elementary schools…(iv) are prepared to
integrate arts education across the
curriculum.
• SBE approved Blueprints

46. House Bill 23
Teacher Preparation
• …shall require that all students preparing to
teach demonstrate competencies in using
digital and other instructional technologies
to provide high-quality, integrated digital
teaching and learning to all students.
• SBE approved Blueprints
• …include at least two continuing education credits in high-
quality, integrated digital teaching and learning as a
requirement of licensure renewal,

47. Reporting Mechanism
• Each campus will be required to report
progress on the areas outlined in SB 724 &
HB 23 as part of the annual IHE
Performance Report.

48. MTEL Update
Licensure Area New Testing Requirements
Effective July 1, 2014
Elementary Education Massachusetts Test for Education
Licensure (MTEL): Foundations of
Reading (90) - will be called NC:
Foundations of Reading
&
Massachusetts Test of General
Curriculum (03) – will be called NC
Test of General Curriculum

49. MTEL Update
Licensure Area New Testing Requirements
Effective July 1, 2014
Special Education: General PRAXIS 0543 Special Education
Curriculum
&
Test for Education Licensure
(MTEL): Foundations of Reading
(90) - will be called NC:
Foundations of Reading
&
Massachusetts Test of General
Curriculum (03) – will be called NC
Test of General Curriculum

50. MTEL Update
• Pearson will have a NC specific website ready by
late spring (April/May).
• Test objectives, practice tests, and faculty guides
available at
http://www.mtel.nesinc.com/index.asp
• Guidance on Math Course preparation available
at
http://www.doe.mass.edu/mtel/mathguidance.pdf

51. Your turn to share…
• What does your elementary
program do exceptionally well with
regards to the following:
• Teaching reading
• Teaching math
• Technology-based formative assessment
• Arts integration
• Digital teaching & learning

52. IHE Educator
Preparation
Program Report
Cards

53. Why educator effectiveness?
In order to increase effectiveness of new teachers, educator
preparation programs need access to high-quality data.
Every educator preparation program in North Carolina
deserves feedback on the effectiveness of their
program completers.
It’s not about shutting down programs. It’s about creating a
system that:
• Identifies effective programs as determined by impact on
P-12 student learning so that we can all learn from them,
and
• Identifies programs that need additional support and
providing targeted support

58. Vacancy

60. • Standard 6 Data will be populated after it is released to teachers.

61. • Campus Summary File

62. • Campus Std 1-5 File by Licensure Area

63. • Campus Std 6 File by Licensure Area

64. Collegial Conversations
• Data Literacy
• Connecting to Serve
All Students

65. How can DPI support your work?

66. Thank you & for more information
contact…
Rachel A. McBroom, Ph.D.
Director of Educator
Preparation
rachel.mcbroom@dpi.nc.gov