Welcome

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

2. Understanding the NC Teacher Evaluation Process Collaborative Conference for Student Achievement April 19, 2011

3. A Coherent Plan for Statewide Impact Quality Standards and Assessment Turnaround of Lowest-Achieving Schools • Build District & SchoolTransformationCapacity • Adopt Common Core Standards Great Teachers & Principals • ImproveTeacher and PrincipalEvaluation Processes • Initiate Statewide Professional Development • SupportSTEM Thematic SchoolsNetwork • Transition to New Standardsand Assessments • InstituteRegional LeadershipAcademies • Deliver Virtual &BlendedClasses • Expand Teacher Recruitment andLicensure Programs • Initiate Strategic Staffing • Enhance Statewide Longitudinal Data System • Develop Statewide InstructionalImprovement System Data Systems to Improve Instruction

4. 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

5. Adding Standard Six

6. Effective Teachers

7. Activity: Name That Element NC TEACHER EVALUATION

8. 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

9. Standard III – Teachers know the content that they teach. Teachers make instruction relevant to students.

10. Standard V- Teachers reflect on their practice. Teachers link professional growth to their professional goals.

11. Standard II- Teachers establish a respectful environment for a diverse population of students Teachers treat students as individuals.

12. Performance Rating Scale WHAT WOULD IT LOOK LIKE IF….

13. Performance Rating Scale 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 Distinguished Knowledge and skills replicated Exemplar of performance Exceeded basic competence on standards for performance most of the time Accomplished Innovation + High Performance Demonstrated basic competence on standards of performance Proficient Solid, effective application + success Demonstrated adequate growth during the period of performance, but did not demonstrate competence on standard(s) of performance Developing Never demonstrated Skill not mature or unsuccessful

14. ELEMENT –Teachers plan instruction appropriate for their students Descriptor • Recognizes data sources important to planning instruction. Developing

15. 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

16. 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

18. Using the Rubric to Evaluate Early Childhood Teachers Cindy Wheeler Managing Director, Teacher Licensure Unit NCDPI

19. 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 Children, Specifically Pre-K and Kindergarten Teachers Who are Required to Hold and Maintain a NC Teaching License, While Teaching in Public or Nonpublic Schools

20. Purpose of the Manual • 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

21. Purpose 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

22. About 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

23. Section V: Samples to Help Illustrate the Standards and Elements for Early Childhood Classrooms • 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

24. About Section V • 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

25. Section V: Samples to Help Illustrate the Standards and Elements for Early Childhood Classrooms • 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

26. To order a copy of the Resource Manual through NC DPI Publishing • http://www.ncpublicschools.org/publications/ordering/ • Item Code: KG116Resource Manual for Administrators and Principals Supervising and Evaluating Teachers of Young Children

27. Activity: 21ST CENTURY LEARNING

29. 21st Century Skills Framework www.P21.org Partnership for 21st Century Skills 29

30. 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.

31. Checking for Understanding: TEACHER EVALUATION PROCESS

32. Teacher Evaluation Process STEP 2: Teacher Self-Assessment and Pre-Observation Conference STEP 1: Training and Orientation STEP 4: Summary Evaluation Conference, Scoring the Teacher Summary Rating Form and Professional Development Plan STEP 3: Observations and Post-Observation Conferences (Administrative/Peer)

33. NCEES Online Toolthe entire observation process will be paperless as of July 1, 2011 https://mxweb.media-x.com/home/ncval/demo • Username: principaldemo (#1-40) teacherdemo (#1-10) • Password: 123456

34. Questions

35. Contact Information • Questions • Eliz Colbert – ecolbert@dpi.state.nc.us • Yvette Stewart – ystewart@dpi.state.nc.us • NC Teaching Standards Commission • Carolyn McKinney – cmkinney@dpi.state.nc.us • Office of Early Learning • Cindy Wheeler, Teacher Licensure Unit – cwheeler@ncpublicschools.gov • Online Evaluation System demo site • https://mxweb.media-x.com/home/ncval/demo