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 on and d the he Met etho hod The Mission: The Method: • Preparing All • Highly Qualified Teachers and Students to Support Staff in all Succeed 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 t he 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

The Purposes of Evaluation • 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 7-27-16

The Purposes of Evaluation • 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

Responsibilities of Professional Educators Understand the North Carolina Evaluation Process by doing the following: • 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 • 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 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.

Responsibilities of Principals/Evaluators • 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.

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 opportunities to receive training on the appropriate evaluation system through their school designees, central office staff, and others 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.

Definitions • 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 • 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 or 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 or an entire class period or activity. An informal observation shall last at least twenty (20) minutes.