teacher pdp for the 2012-13 school year -...

Teacher PDP for the

2012-13 School Year

Donna Albaugh, Joyce Gardner

& DeLea Payne

URLs for Webinar NC Educator Evaluation System (NCEES)

http://ncees.ncdpi.wikispaces.net

SMART Goal Activity

http://tinyurl.com/smartgoalapril20

McREL Demo Site

https://mxweb3.media-x.com/home/ncval/demo/

• principaldemo12 123456

• teacherdemo12 123456

Live Survey Link

http://bit.ly/FISURVEY

http://ncees.ncdpi.wikispaces.net/






3

NCDPI Educator Recruitment & Development

Donna Albaugh,

PD Lead, Region 4

[email protected]

DeLea Payne,

Online Module Development

[email protected]

Joyce Gardner,

PD Lead, Region 8

[email protected]

mailto:[email protected]




NCEES Consultant

Kim Simmons,

North Carolina Educator

Evaluation System Consultant

[email protected]


http://www.ncpublicschools.org/profdev/directory/

Screen clipping taken: 4/4/2012 12:57 PM

Reminders About Webinar Protocol

1. We are recording today’s webinar.

2. Your mikes are muted, but remember you

can communicate with us through the

questions bar on your dashboard.

3. The questions bar is also where you may

ask questions throughout the session.

4. If you lose your connection, just log back in

with your original webinar link.

Important

Reminder

The online tool will

lockdown on

June 30, 2012,

for all teacher and

administrator

evaluations.

All data needs to

be in the tool by

this deadline.

NC Educator Evaluation System

(NCEES) Wiki



Webinar Outcomes

Review NCEES evaluation cycle and

Teacher Self-Assessment

Formulate SMART Goals using Teacher

Summary Rating Form and Teacher Self-Assessment

Review process for assigning a mentor

Complete a New Preliminary PDP and

review signature process for teacher,

evaluator, and mentor

Discuss Rollover PDP

Discuss PDP revisions in online tool effective April,

2012

State Board of Education Policy

on Evaluation

http://sbepolicy.dpi.state.nc.us/policies

Twenty-first Century Professionals Policy ID Number: TCP-C-004

Policy Title: Policy establishing the Teacher Performance

Appraisal process

http://sbepolicy.dpi.state.nc.us/policies

Review of the Evaluation Process

Teacher Self-Assessment

Using the Rubric for Evaluating North Carolina Teachers

Teacher completes the document by selecting ratings along the continuum

Teacher saves the document in the online system

Data is used to determine levels of

performance for Self-Assessment

Teacher Summary Rating

Form from previous year

Recent student achievement

results

Walkthrough data

Differentiated lesson plans

The teacher self-assesses and checks the appropriate

indicators using the evaluation rubric.

Questions Bar Reflections

1. Which document in the online tools is used for the teacher self-assessment?

2. How would you use teacher self-assessment data to support teacher growth?

Questions

SMART

pecific and Strategic

easurable

ttainable and achievable

esults-oriented

ime-bound

Elements of an Effective Professional

Development Plan

SMART Goals (2-3) well-written and

supported by data

Feedback from administrator

Thorough self-assessment

SMART Goals and

Professional Development Plans

SMART Goals provide a process for effective

goal setting

Any existing observations and/or

artifacts guide the goal setting

SMART Research

“Feelings of success in the workplace

occur to the extent that people see that

they are able to grow and meet job

challenges by pursuing and attaining

goals that are important and meaningful.” Locke, E. A., & Latham, G. P. (2006). New Directions in Goal Setting Theory. Current

Directions in Psychological Science, 15(5), 265-268.

Why SMART Goals? Targeted

Professional Growth

Increased Student Achievement

Greater effort and persistence

Motivation to seek new knowledge and information

Teacher

Locke, E. A., & Latham, G. P. (2006). New Directions in Goal Setting

Theory. Current Directions in Psychological Science, 15(5), 265-268.

Data for Setting Goals

• Determine greatest area of need

• Determine the range of improvement

• Review hard and soft data over time

What other data can be referenced when

goal setting?

Range of Improvement

75% of Ms. Gardner’s fifth graders scored

proficient or above on the End of Grade

Mathematics test while her teammates’

students reach 90-95% proficiency.

What would be a reasonable range of

increase in percentage for one year for

Ms. Gardner? 75% to 85%? 95%?

Reasonable? Standard I, Teachers Lead in the Profession:

Ms. Albaugh will assume the lead of 3

Professional Learning Communities (PLCs):

Writing, Differentiating Instruction, Revised

Bloom’s, AND she will facilitate unit

development for the 8th grade ELA team by

mid-year (even though she has never been in

a school leadership role).

Reasonable?

Standard I, Teachers Lead in the Profession:

Ms. Payne will attend a 4-session regional

lesson study seminar during September and

October and lead one Professional Learning

Community in lesson study beginning in

January 2013 (even though she has never led a

PLC).

Goal Setting Example

To: increase the math achievement of fifth graders

so that the percentage of students who score at or

above Level III

will increase from 75% to 85%

by June 2013

as measured by EOG mathematics data.

What activities would help this teacher

increase students’ success?

SMART Goals Worksheet

SMART Goals

Focus on results-oriented goals

rather than process-oriented goals.

Specific and Strategic

• Goals are clearly

stated, long-term

and aligned with

data.

Measurable

• Results can be

determined with

quantitative or

qualitative

measures.

Attainable & Achievable

• The result can be

reached, even if it

is a stretch goal.

• The goal is worthy

of educator

commitment of time

and effort.

Results-oriented

• Goals are data driven.

• Benchmarks are established

for monitoring progress

through the year.

• High expectations are set for

teacher and student growth.

Realistic

• Constraints on time,

people, materials and

other resources have

been identified.

• There is belief this goal

is important and can be

accomplished.

• Benchmark and

completion dates set a

sense of urgency and

establish momentum

• Each person involved is

accountable for working

towards the goal.

SMART Goals are . . . .

pecific and Strategic

easurable

ttainable and achievable

esults-oriented

ime-bound

Can you make this goal SMART?

By the end of first semester,

student office referrals will

decrease.

Let’s Practice

To: Do What? so that Who/What?

will increase/decrease by completion date

as measured by what data?.

Without exiting the webinar, open a web

browser such as Internet Explorer, or

Google Chrome and respond at:


By the end of first semester, student office referrals will decrease.

Refresh your web browser

to see responses.



By the end of first semester, student

office referrals will decrease.

To: Do What? so that Who/What?

will increase/decrease by completion date

as measured by what data?.


Questions


Username: principaldemo12

Password: 123456




Process for Assigning a Mentor

Log into the system

Click on NCEES icon

Click on Observations

Select Teacher

Click New Form

Process for Assigning a Mentor

From Dropdown beside Form

Type- Select Professional

Development Plan

From Dropdown beside

Select Mentor Name- Select

Mentor

Click Save

Solo Practice


Username: principaldemo12

Password: 123456

• Log into the demo site and

practice assigning a mentor

• Type questions in the questions bar if you have difficulty assigning a mentor





Username: teacherdemo12

Password: 123456




Complete a New Preliminary

Professional Development Plan

Log into the system

Click on NCEES icon

Click on Observe/Report

Click on New Preliminary Professional

Development Plan

Complete a New Preliminary


Click Next at the following screen

Select an Individual plan

Teacher writes SMART Goals

Click Save and Done


Scenarios

10/3/2012 • page 50

Scenario #1 • Completes Orientation training to NCEES with her

mentor

• Completes Self-Assessment

• Receives extensive training in integration & utilization of technology in instruction

Probationary Teacher

• Completes Self-Assessment

• Completes Preliminary Professional Development Plan

Works with mentor

• Discussed Self-Assessment, Preliminary Professional Development Plan and lesson to be observed

• During observations & walkthrough deficiencies noted Standard 4, Element D

• Conferences & coaches teacher for three months with no improvement

Principal Conference/

Observations

Changing the PDP Plan Type

Scenario #2 • Struggles to contribute to departmental Professional Learning Communities

• Resists positive change initiatives in policies and practices developed by the district

• Refuses to differentiate instructional methods

Career Status

Teacher

• Complains about district PD sessions for NCEES and Common Core for English Language Arts (ELA)

• Does not feel the need to support integrating Common Core ELA standards into biology instructional units

• Students are successful without new strategies

Teacher Complaints

• Provided guidance, support and encouragement

• Overall rating for teacher was Developing in Standards 1 & 4 on Teacher Summary Rating Form

Principal

Professional Development Section of the

Rollover PDP

Define the Three Plans

10/3/2012 • page 55

Individual Plan

Monitored Plan

Directed Plan

Developed by a teacher and

should be discussed with the

principal

Teacher is placed on the plan by

the principal, the plan is

developed and monitored by the

teacher and principal

Teacher is placed on the plan by

the principal, developed and

monitored by the principal

PDP Rollover into the

Succeeding School Year

10/3/2012 • page 56

Key Elements for PDP Rollover

10/3/2012 • page 57

1. The Teacher Summary Rating Form must

be entered into the online tool at the end of

the current school year for a PDP to rollover

into the succeeding school year.

2. The succeeding school year PDP will pre-

populate with teacher demographic

information.

Plan type must be selected at

each interval: initial, mid-year,

and end-of-year review

Mentor Assignment Can be

Changed Throughout Year

Mid-Year Interval the Mentor

Change is Noted

Notice, the beginning year tab

name reverts to the most

current assignment name:

Mid-Year and End-of-Year

Review Co-Editable

Respond in the Questions Bar, discuss with a colleague or write your response to the following

question:

How will your participation in this webinar inform your work regarding

professional development plans?

Questions

Important

Reminder

The online tool will

lockdown on

June 30, 2012,

for all teacher and

administrator

evaluations.

All data needs to

be in the tool by

this deadline.

Survey

Live survey link:


An email will be sent to all

registered webinar participants

with the survey link.



Live survey link:


[email protected]

[email protected]

[email protected]






teacher pdp for the 2012-13 school year -...

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