CHILDREN FIRST

1. Human Resources DivisionDr. David Clarke, Deputy Superintendent of Human ResourcesWelcome to Union County Public Schools! CHILDREN FIRST

2. The UCPS Mission and the Method • The Mission: • Preparing All Students to Succeed • The Method: • Highly Qualified Teachers and Support Staff in all Schools

3. Presentation of the North Carolina Educator Effectiveness System NCEES)Presented by: Dr. Lillian G. RorieDirector of Human Resources Support Services

4. 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.

5. UCPS Evaluation Procedures • Each UCPS Employee should receive formative and summative/summary evaluation activities according to the evaluation system that is designated for his or her category of personnel. • Licensed employees should receive training on the appropriate evaluation system through their school or departmental designees as applicable.

6. 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

7. The Purposes of the Evaluation Process To serve as a measurement of performance for individual professional educators To serve as a guide for professional educators as they reflect upon and improve their effectiveness To serve as the basis for instructional improvements To focus the goals and objectives of schools and districts as they support, monitor, and evaluate their professional educators

8. 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

9. 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:

10. 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.

11. 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.

12. 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.

13. 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.

14. 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.

15. 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

16. 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

17. 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.]

18. 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

19. 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. .

20. Component 2: Orientation • Each professional educator must annually receive an orientation on the evaluation system 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 the applicable evaluation system and http://unioncounty.schoolwires.net/cms/lib8/NC01910453/Centricity/Domain/111/Teacher_Rubric%20fillable%2010.2.pdf • Policy TCP-C-004 http://sbepolicy.dpi.state.nc.us/policies/TCP-C-004.asp?pri=02&cat=C&pol=004&acr=TCP • Timelines for the evaluation process http://unioncounty.schoolwires.net/cms/lib8/NC01910453/Centricity/Domain/2794/Union%20County%20Public%20Schools%20Evaluation%20Plan%20for%20Teachers%20and%20Support%20Staff%20July%20%2011%202016.pdf

21. Component 3: Self-Assessment Using the Rubric for Evaluating North CarolinaTeachers, the teacher shall rate his or her own performance at the beginning of the year and reflect on his or her performance throughout the year.

22. Rubric for Evaluating North Carolina Teachers 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. The rubric is used for the following: • To record principal ratings during teacher observations • To collect teachers’ self-assessments and • To document end-of-year summary ratings based on all evaluation activities

23. Examples of different rubrics are displayed on the following slides.

30. Component 4: Pre-Observation Conference Before the first formal observation, the principal shall meet with the teacher to discuss the following: • The teacher’s self-assessment based on the Rubric for Evaluating North Carolina Teachers • The teacher’s Professional Development Plan and • The lesson to be observed (Pre-Observation Conference Form).

31. 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).

32. 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.

33. 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.

34. 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.

35. The North Carolina Evaluation Process shall be conducted annually, according to one of three evaluation cycles/plans.

36. 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

37. 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

38. 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

39. 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 1and 4

40. Requirements for all Evaluation Cycles • Orientation/Training • Self-Assessment • Professional Development Plan (PDP)/Individual Growth Plan (IGP) • Observations on Standards 1-5 or Standards one and four • Summary Evaluation

41. 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.

42. 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 developan Individual Growth Plan designed to improve performance on specifically identified Standards and Elements.

43. Component 8: Professional Development Plan The following outlineshow 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” on any standard or have a rating of “Developing” for two sequential years will be placed on a Directed Growth Plan.

44. 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.

45. 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.

46. https://my.ncedcloud.org

49. Click the arrow to start the plan. The plan will not be visible from the “Staff Evaluations” tab for the evaluator to view until the plan has been started.

50. View of the Comprehensive Evaluation Plan Container in the NCEES Online Tool