Presentation of the North Carolina Educator Effectiveness System - - PowerPoint PPT Presentation

Presentation of the North Carolina

Educator Effectiveness System NCEES)

http://ncees.ncdpi.wikispaces.net/NCEES+Wiki Presented by: Dr. Lillian G. Rorie Director of Human Resources Support Services lillian.rorie@ucps.k12

Th The e UC UCPS S Mis issi sion

• n

and d the he Met etho hod

The Mission:

• Preparing All

Students to Succeed The Method:

• Highly Qualified

Teachers and Support Staff in all Schools

Human Resources Mission Statement

The mission of the Human Resources Division is to recruit and retain knowledgeable, professional employees who are culturally aware and prepared to work for the good of all children.

Purpose of the NC Evaluation Process

• The intended purpose of the North Carolina

Evaluation Process is to assess the professional educator’s performance in relation to the North Carolina Professional Standards and to design a plan for professional growth.

• The principal, supervisor, or a designee conducts the

evaluation process in which the professional educator actively participates through the use of self- assessment, reflection, presentation of artifacts, and classroom demonstration(s) as appropriate to

the employee’s evaluation plan/cycle.

Evaluation Framework

• The evaluation instruments are based on the

Framework for 21st Century Learning and North Carolina Professional Standards.

• Evaluators and employees may refer to the

appropriate North Carolina Evaluation Process Manual for more information on this concept. http://ncees.ncdpi.wikispaces.net/NCEES+Wiki

• Serve as a measurement of performance for

individual professional educators

• Serve as a guide for professional educators as they

reflect upon and improve their effectiveness

• Serve as the basis for instructional improvements
• Focus the goals and objectives of schools and

districts as they support, monitor, and evaluate their professional educators

The Purposes of Evaluation

7-27-16

• To guide professional development programs

for professional educators

• To serve as a tool in developing coaching and

mentoring programs for educators

• To enhance the implementation of the

approved curriculum

• To inform higher education institutions as

they develop the content and requirements for educator training programs

The Purposes of Evaluation

• Read the applicable North Carolina

Evaluation Process Manual.

• Participate in the training provided

by Union County Public Schools.

• Follow up and ask questions as

appropriate

Responsibilities of Professional Educators

Understand the North Carolina Evaluation Process by doing the following:

• Prepare for and fully participate in each

component of the evaluation process.

• Gather data, artifacts, and evidence to

support performance in relation to standards and progress in attaining goals.

• Develop and implement strategies to

improve personal performance and attain goals in areas individually or collaboratively identified.

Responsibilities of Professional Educators

Responsibilities of Principals/Evaluators

• Know and understand the North Carolina

Professional Standards.

• Participate in training to understand and

implement the Evaluation Process.

• Read the North Carolina Evaluation Process Manual

for categories of personnel under supervision.

• Stay abreast of current evaluation guidelines,

procedures, and legislation.

• Follow up and ask questions as appropriate.

• Ensure that the professional educator’s

Summary Evaluation Report contains accurate information and accurately reflects the educator’s performance.

• Supervise the implementation of the

Professional Development Plans (PDPs) as appropriate.

Responsibilities of Principals/Evaluators

UCPS Evaluation Procedures

• Each professional educator should receive

formative and summary evaluation activities according to the evaluation system that is designated for his or her category of personnel.

• Professional educators should have
• pportunities to receive training on the

appropriate evaluation system through their school designees, central office staff, and

• thers as applicable.

NC Standards for Teachers

Note: Standards for other categories of professional educators are available at http://ncees.ncdpi.wikispaces.net/NCEES+Wiki.

 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.

Sixth Standard for Teachers

TEACHERS CONTRIBUTE TO THE ACADEMIC SUCCESS OF STUDENTS.

 The work of the teacher results in acceptable, measurable progress for students based on established performance expectations using appropriate data to demonstrate growth.

• Rubric for Evaluating North Carolina Teachers– A

composite matrix of the standards, elements and descriptors of the North Carolina Standards for Teachers

• Performance Standard – The distinct aspect of teaching or

realm of activities which form the basis for the evaluation of a teacher

• Performance Elements – The sub-categories of performance

embedded within the standard

• Performance Descriptors – The specific performance

responsibilities embedded within the components of each performance standard

Definitions

• Performance Rating Scale – The scale used for

determining the final evaluation rating for North Carolina school teachers

• Developing – Demonstrated adequate growth but did

not demonstrate competence on standard(s) of performance

• Proficient – Demonstrated basic competence on

standard(s) for performance

Definitions

• Accomplished – Exceeded basic competence on

standard(s) of performance most of the time

• 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 principal/evaluator must comment about why it was used.]

Definitions

Definitions

• School Executives – Principals and assistant

principals licensed to work in North Carolina

• Self-assessment – Personal reflection about one’s

professional practice to identify strengths and areas for improvement (conducted w/out input from others)

• Summary Evaluation Form – A composite

assessment of the teacher’s performance based on the evaluation rubric and supporting evidence

Component 1: Training

Before participating in the evaluation process, all professional educators, administrators, mentors, and peer observers must participate in training on the evaluation process.

.

Component 2: Orientation

• Must occur annually
• Must occur within the first two weeks of

reporting to work

• At a minimum, the orientation must include

a copy of or access to the following:

• Rubric for Evaluating North Carolina Teachers and

http://ncees.ncdpi.wikispaces.net/file/view/Teacher_Rubri c%202015.pdf/557284249/Teacher_Rubric%202015.pdf

• Policy TCP-C-004

http://sbepolicy.dpi.state.nc.us/policies/TCP-C- 004.asp?pri=02&cat=C&pol=004&acr=TCP

Component 3: Self-Assessment

Using the rubric for the appropriate evaluation plan/cycle, the professional educator shall rate his or her own performance at the beginning of the year and reflect on his or her performance throughout the year.

Rubric for Evaluating North Carolina Educators

The Rubric for Evaluating North Carolina Teachers was developed to align with and exemplify the North Carolina Professional Teaching Standards approved by the North Carolina State Board of Education on June 6,

• 2007. Rubrics for other categories of educators have

been developed since that time. The rubrics are used for the following:

• To record the evaluator’s ratings during observations
• To collect the educator’s self-assessment and
• To document end-of-year summary ratings based on

evaluation activities.

Examples of different rubrics are displayed on the following slides.

Component 4: Pre-Observation Conference

Before the first formal observation, the principal shall meet with the professional educator to discuss the following:

• The self-assessment based on the

appropriate rubric

• The Professional Development Plan and
• The lesson or activity to be observed

(Pre-Observation Conference Form).

Component 4: Pre-Observation Conference

• Only one pre-conference is required, but it

MUST occur before the first observation or

• activity. The evaluator CAN conduct a pre-

conference for all observations if preferable.

• The professional educator should complete his
• r her self-assessment in the online evaluation

system prior to the first pre-conference or on a hard copy if the evaluation instrument is not in the online system.

Component 5: Observations A formal observation or activity shall last at least forty-five (45) minutes

• r an entire class period
• r activity.

An informal observation shall last at least twenty (20) minutes.

Peer Observation

• A peer observation is required for teachers and

applicable support staff who are evaluated on the Comprehensive Plan/Cycle.

• A peer can be any professional educator in a

comparable area who has been trained on the evaluation system and is not a beginning teacher. The peer provides feedback from the perspective of a practitioner.

• The peer should provide feedback to the professional

educator in a follow-up conference within ten days of the observation.

• The North Carolina Evaluation Process

shall be conducted annually, according to

• ne of three evaluation cycles/plans.

Comprehensive Evaluation Plan/ Cycle for Teachers and Student Support Personnel

The Comprehensive Evaluation Plan/Cycle is used for teachers and student support personnel who have been employed with UCPS for less than three (3) consecutive years.

• Teacher Self-Assessment
• Professional Development Plan
• Formal Observation (with pre and post-conference)
• Formal Observation (with post-conference)
• Formal Observation (with post-conference)
• Peer Observation (with post-conference)
• Summative Evaluation Conference

Standard Evaluation Plan/Cycle for Teachers

The Standard Evaluation Plan/Cycle is used for career and experienced teachers who have been employed for three (3) or more consecutive years with UCPS and have a license expiration date of June 30th of the current school year.

• Self-Assessment
• Professional Development Plan
• Formal Observation (with pre and post-conference)
• Observation (Formal or Informal)
• Observation (Formal or Informal)
• Summative Evaluation Conference
• Summary Rating Form

Standard Evaluation Plan/Cycle for Student Support Personnel (e.g. counselors, media coordinators, etc.)

The Standard Evaluation Plan/Cycle is used for career and experienced student support personnel who have been employed for three (3) or more consecutive years with UCPS regardless of the license expiration year.

• Self-Assessment
• Professional Development Plan
• Formal Observation (with pre and post-conference)
• Observation (Formal or Informal)
• Observation (Formal or Informal)
• Summary Evaluation Conference

Abbreviated Evaluation Plan/Cycle

(Currently, there is no abbreviated plan for student support personnel.)

The Abbreviated Evaluation Plan/ Cycle is used for career teachers and experienced teachers who have been employed for three (3) or more consecutive years with UCPS and have a license expiration date beyond June 30th of the current year.

• Self-Assessment
• Professional Development Plan
• Observation on Standards 1 and 4 (Formal or Informal)
• Observation on Standards 1 and 4 (Formal or Informal)
• Summary Evaluation on Standards 1 and 4

Requirements for all Evaluation Cycles

• Orientation/Training
• Self-Assessment
• Professional Development Plan

(PDP)/Individual Growth Plan (IGP)

• Observations on Standards 1-5 or Standards
• ne and four
• Summary Evaluation

Component 7: Summary Evaluation Conference

• Prior to the end of the school year, and in

accordance with LEA timelines, the principal or designee shall conduct a summary evaluation conference with the professional educator.

• The principal or designee shall provide the

professional educator with the opportunity to add comments to the Summary Rating Form.

• At the conclusion of the North Carolina Evaluation

Process, the principal or designee shall review the completed Summary Rating Form with the professional educator.

Component 8: Professional

Development Plans

Individual Growth Plan

Professional educators who are rated at least “Proficient” on all the Standards on the Summary Rating Form and those who are developing a PDP for the first time shall develop an Individual Growth Plan designed to improve performance on specifically identified Standards and Elements.

Component 8: Professional Development Plan

The following outlines how to determine the type of PDP for the professional educator.

• Professional educators who are rated as “Proficient” or

higher on all standards will develop an Individual Growth Plan.

• Professional educators who are rated as “Developing” on

any standard will be placed on a Monitored Growth Plan.

• Professional educators who are rated as “Not Demonstrated”
• n any standard or have a rating of “Developing” for two

sequential years will be placed on a Directed Growth Plan.

NCEES Online Evaluation Tool

• The North Carolina Educator Effectiveness System

(NCEES) Online Evaluation Tool is used for the following categories of personnel: Principals, Assistant Principals, Teachers, Counselors, Instructional Technology Facilitators, Media Coordinators, Psychologists, and Social Workers.

• Users of the NCEES Online Tool access the tool

through the NCEdCloud IAM System. All users of the online tool must be trained on the tool prior to performing evaluation activities.

Accessing the NCEES Online Tool Through NCEdCloud IAM System

• To access the NCEES Online Tool through the NCEdCloud

IAM System, the employee will need to go through a process to claim his or her account and then log into the NCEdCloud IAM System using his or her ten-digit UID Number as his or her user name and a password that he or she has developed.

• Once logged into the NCEdCloud IAM System, the user

should click on the NCEES Module to access his or her evaluation account.

• Employees may obtain further instructions from their

supervisors, data managers, and technology support staff.

https://my.ncedcloud.org

Select the appropriate plan and PDP for the entire staff roster from the “My Staff” Tab.

Click on the “All Staff” tab to get a roster for starting the plans.

Click on the down arrow beside the professional educator’s name.

Click the arrow to start the plan. The plans will not be visible from the “Staff Evaluations” tab until they have been started from the “All Staff” tab.

NCEES Alternative Link

• https://ncees.homebase.ncpublicschools.g
• v/alternateLogin.html

The principals module of HRMS is a helpful resource for school administrators.

Example of Available Data in HRMS

Have a great year!

“Preparing all students to succeed”

Human Resources Administration

• Dr. David Clarke, Deputy Superintendent

Human Resources Division david.clarke@ucps.k12.nc.us (704) 296-1007 Ext. 4114

• Dr. Tom Bulla

Director of Human Resources Operations tom.bulla@ucps.k12.nc.us (704) 296-0824 Ext. 4031

Human Resources Administration

• Ms. Laura French, J.D.

Director of Employee Relations/ HR Staff Attorney laura.french@ucps.k12.nc.us (704) 296-0106 Ext. 4050 Fax: (704) 289-9170

• Dr. Lillian G. Rorie

Director of Human Resources Support Services lillian.rorie@ucps.k12.nc.us (704) 296-1012 Ext. 4052