Transcript Slide 1
A
DMINISTRATOR
T
RAINING
T EACHER E VALUATION P ROCESS
http://www.teachertube.com/viewVideo.php?video_id=223&title=S hake_it_Up
NORTH CAROLINA’S
E
DUCATIONAL
P
IPELINE In North Carolina, for every 100 9 th grade students… …70 students graduate four years later.
…41 students enter college.
…28 students are still enrolled in their 2nd year.
…19 students graduate with either an Associate’s degree within three years or a Bachelor’s degree within six years. Source: www.achieve.org
F
UTURE
-R
EADY THE
21
ST
S
TUDENTS
C
ENTURY
F
OR The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and post secondary education and prepared for life in the 21st Century.
T
O ACCOMPLISH THIS MISSION
, NC P
UBLIC
S
CHOOLS WILL
:
T
O ACCOMPLISH THIS MISSION
, NC P
UBLIC
S
CHOOLS WILL
:
Produce globally competitive students
T
O ACCOMPLISH THIS MISSION
, NC P
UBLIC
S
CHOOLS WILL
:
Be led by 21st century professionals
T
O ACCOMPLISH THIS MISSION
, NC P
UBLIC
S
CHOOLS WILL
:
Be healthy and responsible
T
O ACCOMPLISH THIS MISSION
, NC P
UBLIC
S
CHOOLS WILL
:
Leadership will guide innovation in NC Public schools
T
O ACCOMPLISH THIS MISSION
, NC P
UBLIC
S
CHOOLS WILL
:
Be governed and supported by 21st Century Systems
21
ST
C
ENTURY
S
KILLS
F
RAMEWORK
N
ORTH
C
AROLINA
E
DUCATOR
E P
ROFESSIONAL VALUATION
S
YSTEMS Their purpose is to support and promote effective leadership, quality teaching, and student learning.
The design is a growth model to improve instruction and enhance professional practice. The evaluation instruments are based on the Framework for 21st Century Learning and the Standards.
N
ORTH
C
AROLINA
E
DUCATOR
E P
ROFESSIONAL VALUATION
S
YSTEMS They are flexible enough and fair.
The rubrics are formative based on a rating scale from developing through distinguished. Multiple data sources, artifacts, and evidence will be used in assessing educator performance.
They will provide the basis for performance goals and professional development activities.
P
RINCIPAL
/AP R
ESPONSIBILITIES Know and understand the North Carolina Professional Teaching Standards Participate in training to understand and implement the Teacher Evaluation Process.
Supervise the Teacher Evaluation Process and ensure that all steps are conducted according to the approved process.
P
RINCIPAL
/AP R
ESPONSIBILITIES (C ONTINUED ) Identify the teacher’s strengths and areas for improvement and make recommendations for improving performance.
Ensure that the contents of the Teacher Summary Evaluation Report accurately reflect the teacher’s performance.
Develop and supervise implementation of action plans as appropriate.
N
ORTH
P
ROFESSIONAL
C T
AROLINA EACHING
S
TANDARDS
NC S
TANDARDS FOR
T
EACHERS
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.
I
F YOUR ACTIONS INSPIRE OTHERS TO DREAM MORE
,
LEARN MORE
,
DO MORE
,
AND BECOME MORE
,
YOU ARE A LEADER
.
J OHN Q UINCY A DAMS
S
TANDARD
I: T
EACHERS DEMONSTRATE LEADERSHIP A. Teachers lead in their classrooms: Take responsibility for all students’ learning Communicate vision to students Use data to organize, plan, and set goals Use a variety of assessment data throughout the year to evaluate progress Establish a safe and orderly environment Empower students
S
TANDARD
I: T
EACHERS DEMONSTRATE LEADERSHIP B. Teachers demonstrate leadership in the school: Work collaboratively and serve as a mentor in a professional learning community Analyze data to develop goals and strategies Develop goals and strategies that correspond with the school improvement plan Assist in determining school budget and professional development Participate in hiring process
S
TANDARD
I: T
EACHERS DEMONSTRATE LEADERSHIP C. Teachers lead the teaching profession: Strive to improve the profession Contribute to the establishment of positive working conditions Participate in decision-making structures Promote professional growth
S
TANDARD
I: T
EACHERS DEMONSTRATE LEADERSHIP D. Teachers advocate for schools and students: Advocate for positive change in policies and practices affecting student learning Participate in the implementation of initiatives to improve education
S
TANDARD
I: T
EACHERS DEMONSTRATE LEADERSHIP E. Teachers demonstrate high ethical standards: Demonstrate ethical principles.
Uphold the Code of Ethics and Standards for professional conduct.
A
GOOD DEED IS NEVER LOST
:
HE WHO SOWS COURTESY REAPS FRIENDSHIP
;
AND HE WHO PLANTS KINDNESS GATHERS LOVE
.
B ASIL
S
TANDARD
II: T
EACHERS ESTABLISH A RESPECTFUL ENVIRONMENT FOR A DIVERSE POPULATION OF STUDENTS A. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults: Encourage an environment that is inviting, respectful, supportive, inclusive, and flexible
S
TANDARD
II: T
EACHERS ESTABLISH A RESPECTFUL ENVIRONMENT FOR A DIVERSE POPULATION OF STUDENTS B. Teachers embrace diversity in the school community and in the world: Demonstrate knowledge of diverse cultures Select materials and develop lessons that counteract stereotypes and incorporate contributions Recognize the influences on a child’s development, personality, and performance Consider and incorporate different points of view
S
TANDARD
II: T
EACHERS ESTABLISH A RESPECTFUL ENVIRONMENT FOR A DIVERSE POPULATION OF STUDENTS C. Teachers treat students as individuals: high expectations for all students Appreciate differences and value contributions by building positive, appropriate relationships
S
TANDARD
II: T
EACHERS ESTABLISH A RESPECTFUL ENVIRONMENT FOR A DIVERSE POPULATION OF STUDENTS D. Teachers adapt their teaching for the benefit of students with special needs: Collaborate with specialists Engage students and ensure they meet the needs of their students through inclusion and other models of effective practice
S
TANDARD
II: T
EACHERS ESTABLISH A RESPECTFUL ENVIRONMENT FOR A DIVERSE POPULATION OF STUDENTS E. Teachers work collaboratively with the families and significant adults in the lives of their students: Promote trust and understanding and build partnerships with school community.
Improve communication and collaboration between the school and the home and community Seek solutions to overcome obstacles that prevent family and community involvement
G
ET OVER THE IDEA THAT ONLY CHILDREN SHOULD SPEND THEIR TIME IN STUDY
. B
E A STUDENT SO LONG AS YOU HAVE SOMETHING TO LEARN
,
AND THIS WILL MEAN ALL OF YOUR LIFE
.
H ENRY L. D OHERTY
S
TANDARD
III: T
EACHERS KNOW THE CONTENT THEY TEACH A. Teachers align their instruction with the North Carolina Standard Course of Study: Teach the North Carolina Standard Course of Study Develop and apply strategies to make the curriculum rigorous and relevant Develop literacy skills appropriate to specialty area
S
TANDARD
III: T
EACHERS KNOW THE CONTENT THEY TEACH B. Teachers know the content appropriate to their teaching specialty: Know subject beyond the content they teach Direct students’ curiosity into an interest in learning
S
TANDARD
III: T
EACHERS KNOW THE CONTENT THEY TEACH C. Teachers recognize the interconnectedness of content areas/disciplines: Know links between grade/subject and the North Carolina Standard Course of Study Relate content to other disciplines Promote global awareness and its relevance
S
TANDARD
III: T
EACHERS KNOW THE CONTENT THEY TEACH D. Teachers make instruction relevant to students: Incorporate life skills which include leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self-direction, and social responsibility Demonstrate the relationship between the core content and 21 st Century content that includes global awareness; financial, economic, business and entrepreneurial literacy; civic literacy; and health and wellness awareness
T
HE MEDIOCRE TEACHER TELLS
. T
HE GOOD TEACHER EXPLAINS
.
T
HE SUPERIOR TEACHER DEMONSTRATES
.
T
HE GREAT TEACHER INSPIRES
.
W ILLIAM W ARD
S
TANDARD
IV: T
EACHERS FACILITATE LEARNING FOR THEIR STUDENTS A. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students: Know how students think and learn Understand the influences on student learning and differentiate instruction Keep abreast of evolving research Adapt resources to address the strengths and weaknesses of students
S
TANDARD
IV: T
EACHERS FACILITATE LEARNING FOR THEIR STUDENTS B. Teachers plan instruction appropriate for their students: Collaborate with colleagues Use data for short and long range planning Engage students in the learning process Monitor and modify plans to enhance student learning Respond to cultural diversity and learning needs of students
S
TANDARD
IV: T
EACHERS FACILITATE LEARNING FOR THEIR STUDENTS C. Teachers use a variety of instructional methods: Choose methods and materials as they strive to eliminate achievement gaps Employ a wide range of techniques using information and communication technology, learning styles, and differentiated instruction
S
TANDARD
IV: T
EACHERS FACILITATE LEARNING FOR THEIR STUDENTS D. Teachers integrate and utilize technology in their instruction: Know appropriate use of technology to maximize student learning Help students use technology to learn content, think critically, solve problems, discern reliability, use information, communicate, innovate and collaborate
S
TANDARD
IV: T
EACHERS FACILITATE LEARNING FOR THEIR STUDENTS E. Teachers help students develop critical thinking and problem-solving skills: Encourage students to ask questions, think creatively, develop and test innovative ideas, synthesize knowledge and draw conclusions Help students exercise and communicate sound reasoning; understand connections; make complex choices; and frame, analyze, and solve problems
S
TANDARD
IV: T
EACHERS FACILITATE LEARNING FOR THEIR STUDENTS F. Teachers help students work in teams and develop leadership qualities: Teach the importance of cooperation and collaboration Organize learning teams in order to help students define roles, strengthen social ties, improve communication and collaborative skills, interact with people from different cultures and backgrounds, and develop leadership qualities
S
TANDARD
IV: T
EACHERS FACILITATE LEARNING FOR THEIR STUDENTS G. Teachers communicate effectively: Communicate clearly with students in a variety of ways Assist students in articulating thoughts and ideas clearly and effectively
S
TANDARD
IV: T
EACHERS FACILITATE LEARNING FOR THEIR STUDENTS H. Teachers use a variety of methods to assess what each student has learned: Use multiple indicators, both formative and summative, to evaluate student progress Use assessment systems to inform instruction and demonstrate evidence of students’ 21 st Century knowledge, skills, performance, and dispositions Provide opportunities for self-assessment
K
EEP STEADILY BEFORE YOU THE FACT THAT ALL TRUE SUCCESS DEPENDS AT LAST UPON YOUR SELF
.
T HEODORE T. H UNGER
T
HE TALENT OF SUCCESS IS NOTHING MORE THAN DOING WHAT YOU CAN DO
H ENRY
,
WELL
.
W. L ONGFELLOW
S
TANDARD
V: T
EACHERS REFLECT ON THEIR PRACTICE A. Teachers analyze student learning: Think systematically and critically about learning in their classroom: why learning happens and what can be done to improve student achievement Collect and analyze student performance data to improve effectiveness
S
TANDARD
V: T
EACHERS REFLECT ON THEIR PRACTICE B. Teachers link professional growth to their professional goals: Participate in continued, high quality professional development
S
TANDARD
V: T
EACHERS REFLECT ON THEIR PRACTICE C. Teachers function effectively in a complex, dynamic environment: Actively investigate and consider new ideas that improve teaching and learning Adapt practice based on data
C
ARD
S
ORT
A
CTIVITY In groups of 2-3 people, use the cards to match: 1.
The Performance Standard 2.
The Performance Elements for each standard
T
HE
E
VALUATION
P
ROCESS
S TEP 1: O RIENTATION Conducted within two weeks of a teacher’s first day Must include rubric, policy & schedule of evaluation
S TEP 2: T HE T EACHER S ELF -A SSESSMENT Uses the teacher rubric Is done by individual (without input from others) Used in developing Professional Development Plan (PDP) Used in pre- and post-conference discussions
S TEP 3: P RE -O BSERVATION C ONFERENCE Must occur before any observations happen during the year Discuss self-assessment, PDP and lesson(s) to be observed Includes a written description of lesson by teacher for first observation
Subsequent observations do not require a pre-observation conference
S TEP 4: C LASSROOM O BSERVATION ( S ) Formal observations occur over one complete lesson (a minimum of 45 minutes) Probationary teachers require 4 formal observations: 3 administrative, 1 peer Career status teachers (in their summative year of evaluation) must have three observations: at least 1 must be formal The first observation must be formal and announced Subsequent observations may be unannounced Evaluator uses the rubric as a recording tool
S TEP 5: P OST -O BSERVATION C ONFERENCES Must occur after each observation Must occur no later than 10 school days after the observation Designed for the purpose of identifying areas of strength and those in need of improvement Requires review and signature of rubric
S TEP 6: S UMMARY E VALUATION C ONFERENCE Bring self-assessment and PDP Review observations Discuss additional artifacts Sign summary rating form Begin discussion for future goals
S TEP 6:S UMMARY R ATING F ORM Every element for every standard is marked (not demonstrated requires comment).
Ratings are based on formal and informal observations throughout the year.
Overall rating for each standard is chosen by the evaluator after reviewing all of the elements within a standard.
Comments can be added from evaluator or the teacher.
Signatures required on the final page .
P ERFORMANCE R ATING S CALE L EVELS Developing – Demonstrated adequate growth but did not demonstrate competence on standard(s).
Proficient – Demonstrated basic competence on standards(s) for performance.
Accomplished – Exceeded basic competence on standard(s) or performance most of the time.
P ERFORMANCE R ATING S CALE L EVELS Distinguished – Consistently and significantly exceeded basic competence on standard(s) of performance.
Not Demonstrated – Did not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance.
(Note: If the “Not Demonstrated” rating is used, the evaluator must comment about why it was used.)
S TEP 7: P ROFESSIONAL D EVELOPMENT P LANS Teachers who are rated as “Proficient” or higher on all Standards will develop a Professional Development Plan.
Teachers who are rated as “Developing” on any Standard will be placed on a Monitored Growth Plan.
S TEP 7: P ROFESSIONAL D EVELOPMENT P LANS Teachers who are rated as “Not Demonstrated” on any Standard or has a rating of “Developing” for two sequential years will be placed on a Directed Growth Plan.
R
ECORDING
O
BSERVATION
D
ATA
EVIDENCE
Observable & specific Not influenced by the observer’s perspective Objective Unambiguous
OPINION
Draws conclusions Influenced by the observer’s perspective Subjective May be subject to debate
L
ANGUAGE
A
NALYSIS
M
AKING EVIDENCE BASED STATEMENTS With an elbow partner: Review the statements.
Circle the words or phrases that imply opinion and/or are left open to interpretation.
Rewrite statements and make them evidence based.
SCORING THE RUBRIC S
TANDARD
1
M
AKING IT
R
EAL
: S
TANDARD
I
With a partner, identify evidence that you might use to indicate each level of a teacher’s performance on Element A on Standard 1.
Repeat for Elements B, C and D.
As a table, discuss the paired results.
Using the ethics policy, identify with your group one or two areas that might be unknown to teachers.
SCORING THE RUBRIC S
TANDARD
2
M
AKING
I
T
R
EAL
: S
TANDARD
II
Read the scenario.
Work with a table partner.
Rate each element for Standard II individually on the top half of the Rating/Evidence Recording Sheet.
Discuss as a table group and record consensus ratings on the bottom half of the sheet.
SCORING THE RUBRIC S
TANDARD
3
M
AKING
I
T
R
EAL
: S
TANDARD
III
In groups of 2-3, sort the artifacts/behaviors into the appropriate performance elements.
Decide where each artifact would rate on the performance rating scale.
Circulate and compare your table ratings with the other tables
SCORING THE RUBRIC S
TANDARD
4
M
AKING
I
T
R
EAL
: S
TANDARD
IV
ELEMENT______ Developing Teacher Student Proficient Accomplished Distinguished
M
AKING IT
R
EAL
: S
TANDARD CONTINUED
IV
Break into your Standard IV element groups.
Read the descriptors for each level that correspond with the group’s performance element on pages 26 28.
Record on chart paper 1 or 2 observable behaviors for both teachers and students.
SCORING THE RUBRIC S
TANDARD
5
M
AKING
I
T
R
EAL
: S
TANDARD
V
Teacher Self Assessment depends on clarity of communication Evidence-based conversations Principal supports teacher awareness of self-reflective behavior
M
AKING IT
R
EAL
: S
TANDARD C ONTINUED
V
Proficient Distinguished
Individually read the post-observation dialogue.
As a table group, decide a rating for each element (A, B, & C) of Standard V.
Determine an overall rating for Standard V.
List 2 – 3 additional questions a principal might ask to help determine appropriate level.