Setting the Context

Setting the Context 9/14/2014 • page 1

Getting Students READY The central focus of READY is improving student learning ... by enabling and ensuringgreat teaching. 9/14/2014 • page 2

What is our goal? Student Readiness Achievement and growth for all students Great Teachers and LeadersAn effective teacher in every classroom and leader in every school During Teaching and Leading Use meaningful evaluation and professional development to increase effectiveness of teachers and leaders Before Teaching and Leading Develop effective teachers and leaders in preparation programs 9/14/2014 • page 3

Why educator effectiveness? So why is the State focusing on educator effectiveness in the face of so many other changes?

Why educator effectiveness? Every student in North Carolina deserves an effective teacher in all courses and grades and needs to learn all of the standards in the North Carolina Standard Course of Study in order to be READY for their futures

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.

Educator EffectivenessPolicies

Standards 6 & 8 – The Basics • Teachers 1 2 3 4 5 6 Contribute to Academic Success Demonstrate Leadership Establish Environment KnowContent Facilitate Learning Reflect on Practice • Principals (and other Administrators) 8 1 2 3 4 5 6 7 Human Resource Leadership External Development Leadership Academic Achievement Leadership ManagerialLeadership Strategic Leadership InstructionalLeadership Cultural Leadership Micro-politicalLeadership 9/14/2014 • page 8

Growth Model Standard 6 and 8 are measures of Growth • Teachers 6 Contribute to Academic Success • Principals 8 Academic Achievement Leadership Academic Achievement Leadership 9/14/2014 • page 9

Growth Model We will useEducator Value-Added Assessment System EVAASfor standards 6 & 8 when possible • Teachers 6 Contribute to Academic Success • Principals 8 Academic Achievement Leadership Academic Achievement Leadership 9/14/2014 • page 10

Growth Model How do Value-Added models work? • They measure growth by predicting how well a student will do on an assessment. How do they predict how well the student will do? • They look at previous test scoresand estimate how well the student should do at the end of the year. Every student must grow based on where they start. • Teachers 6 Contribute to Academic Success • Principals 8 Academic Achievement Leadership Academic Achievement Leadership 9/14/2014 • page 11

Measures of Student Learning/Common Exams

Measures of Student Learning Measures of Student Learning/Common Exams are being designed for non-tested subjects for district use to populated Standard 6 9/14/2014 • page 13

What MSLs Are • Measures of what students know and are able to do after completing a course or grade • Tightly linked to the instruction that a teacher delivers • One part of how North Carolina will evaluate the effectiveness of its teachers • Similar to the common summative assessments that many districts already have in place 9/14/2014 • page 14

What MSLs Are Not • Multiple-choice standardized exams for all areas of the Standard Course of Study • Assessments that need to be delivered with the same level of security as EOCs and EOGs • Designed without teacher input • The only source of data used to make decisions about a teacher’s effectiveness • Part of the school accountability model 9/14/2014 • page 15

Focusing on the “Why” So why have statewide Measures of Student Learning/Common Exams? North Carolina has a statewide evaluation system to ensure that every teacher receives a fair and consistent evaluation, regardless of his or her employing LEA Teachers in all content areas should receive a Standard Six rating based on the growth of their own students on their content-specific standards Most LEAs do not have the capacity to design their own assessments for all non state-tested grades and subjects 9/14/2014 • page 16

Guiding Principles • NC’s experienced teachers know their students and their content • NC teachers are best-qualified to provide input on meaningful assessment of currently non-tested grades and subjects • Valid measures of what students know and are able to do will likely exceed traditional multiple-choice assessment 9/14/2014 • page 17

Timeline of Work 1 2 3 4 9/14/2014 • page 18

Using Student Growth Guide • Provides information on what assessments must be administered, how growth will be calculated with assessment results, and how teacher growth values will be determined • Divided into content/grade-specific sections • Available at: http://www.ncpublicschools.org/docs/educatoreffect/ncees/measure-growth-guide.pdf 9/14/2014 • page 19

MSL Basics – High School • Length of the High School 2012 MSLs • 90 minutes • MSLs broken into two 45-minute sections to allow for administration in non-block schedules • Item Types • Multiple-choice • Performance tasks • Rubric provided for each performance task • Available at: http://www.ncpublicschools.org/educatoreffect/measures/specifications/ 9/14/2014 • page 20

Setting the Context