beginning teacher meeting for third-year teachers …...standard 2: teachers establish a respectful...

BEGINNING TEACHER MEETING FOR THIRD-YEAR TEACHERS (BT3S)October 25, 2012

Reflections from Year Two….

Using the yellow card at your table, please respond to the following:

� What do you know now that you wish you knew last year during your second-year of teaching?during your second-year of teaching?

� What advice would you give second-year teachers?

� On a scale of 1 to 5 (1 = poor & 5 = great), what number would you give yourself for how smoothly the beginning of your third-year of teaching has gone so far?

Activator

�What do we already know about the North Carolina Educator Evaluation System (NCEES)?Evaluation System (NCEES)?

�Answer the questions on the form provided.

�Review answers at your table.

What Do We Already Know?

� Educators may use the North Carolina Educator

Evaluation System without training.

� A. True

� B. False


� Within ________ of a teacher’s first day of

work, orientation on the N.C. Educator

Evaluation System (NCEES) must be

provided.provided.

� A. One Week

� B. Two Weeks

� C. Three Weeks

� D. Four Weeks


� Teachers should complete a self-assessment:

� A. Every Year

� B. Independently � B. Independently

� C. Online

� D. All of the above


� Pre-Observation conferences are required:

� A. Before the first formal observation

� B. Before all observations � B. Before all observations

� C. Only with beginning teachers

� D. Only if it is the teacher’s renewal year


� Formal observations must be:

� A. Completed by March 1st

� B. At least 20 minutes in length � B. At least 20 minutes in length

� C. At least 45 minutes in length or class period

� D. Scheduled in advance with the beginning teacher


� Post-observation conferences must be held:

� A. Within 10 school days of the observation

� B. After each formal observation � B. After each formal observation

� C. Both of the above


� The summary ratings must be an average of

the notations on a teacher’s rubric from

throughout the year.

� A. True

� B. False


� Which resources contribute to the

development of the PDP:

� A. completed self assessment � A. completed self assessment

� B. school data

� C. district initiatives

� D. All of the above


� If a teacher is completing their third year,

they must receive ratings of _______ or

higher to be issued a SP2 license.

� A. Developing

� B. Proficient

� C. Accomplished

BT3 Support Plan 2012-2013

Timeline Activities

August Lead Mentor contacts mentors & mentees

September 25 BT3 meeting w/ lead mentor at school-site

October 25 BT3 meeting w/ Dir. of Teacher Recruitment & Induction

November BT3 meeting w/ lead mentor at school-site

December Combined BT meeting w/ lead mentor at school-site

January No formal meeting – refer to BT website

February No formal meeting – refer to BT website

March 7 BT3 meeting w/ Dir. of Teacher Recruitment & Induction

April No formal meeting – refer to BT website

May Combined BT meeting w/ lead mentor at school-site

Beginning Teacher Website

� How to access:

� ABSS webpage � Departments � Human Resources � Beginning Teacher/Mentor Support

http://www.abss.k12.nc.us/Page/15976

SPI License Conversion Process

� Year 1 = SPI

� Year 2 = SPI

� Year 3 = SPI (verification form required to convert)

� Year 4 = SPII� Year 4 = SPII

To convert from SPI to SPII license, a teacher must ….

� Have 3 years of satisfactory teaching experience;

� Have the recommendation of the employing school system;

� Complete any professional development activities � Complete any professional development activities required by the employing school system; and

� Be rated “proficient” or higher for each of the NC Professional Teaching Standards on the most recent year’s summary rating form. (Verification of Ability to Impact Student Learning form is required by principal.)

Steps towards Career Status

� Year 1 = Probationary 1 of 4



� Year 4 = Probationary 4 of 4� Year 4 = Probationary 4 of 4

� Year 5 = Career Status

***Lateral entry teachers are Temporary until they clear licensure requirements. After completing licensure requirements, they are eligible for Probationary.

Component 3: Teacher Self-Assessment

Using the Rubric , the teacher shall rate their performance and reflect on his or her performance throughout the year.

Component 1: Training

Before participating in the evaluation process, all teachers, principals and peer evaluators must complete training on theevaluation process.

Component 2: Orientation

Within two weeks of teacher’s first day, the principal will provide:A. The Rubric for Evaluating North Carolina Teachers;B. Teacher Evaluation Policy ID Number: TCP-C-004 ; andC. A schedule for completing evaluation process. Component 4: Pre-Observation Conference

Before the first formal observation, the principal meets with the teacher to discuss: self- assessment, professional

growth plan a written descriptionof the lesson(s) to be observed. Goal:

To prepare principal for the observation.

STEP 1:

Training and Orientation

STEP 2:

Self-Assessment, Goal Setting and Pre-Conference

Teacher Evaluation ProcessFor more information regarding the evaluation process, go to http://ncees.ncdpi.wikispaces.net/

Component 5: Observations

A. Formal observation: 45 min. or entire class period

B. Probationary Teachers: 3 formal by principal and 1 formal by

peerC. Career Status Teachers: Evaluated

annually. During the renewal year: 3 total- 1 must be

formalObservations shall be noted using the Rubric.

STEP 3:

Observation Cycle

(Administrative and

Peer)Component 7: Summary Evaluation Conference and

Scoring the Teacher Summary Rating Form- Prior to end of schoolPrincipal conducts summary evaluation conference with teacher to discuss components of the evaluation. At the conclusion:A. Give rating for each Element in Rubric B. Comment on “Not Demonstrated” C. overall rating of each StandardD. Provide teacher with opportunity to add comments to the Summary Rating Form E. Review completed Teacher Summary Rating Form with teacher and F. Secure the teacher’s signature on the Record of Teacher Evaluation Activities and Teacher Summary Rating Form.

Component 8: PD Plans

Individual Growth Plans-“Proficient” or better Monitored Growth Plans-At least 1 “Developing”

Directed Growth Plans-“not Demonstrated” or

“Developing” rating for 2 sequential yrs.

STEP 4:

Summary Evaluation and Goal

Setting

Component 6: Post-Observation Conference

The principal shall conduct a post-observation conference no later than ten school days after each formal observation. Discuss and Document strengths and weaknesses on the Rubric.

Teacher Evaluation Process

Component 2: Orientation

Within two weeks of teacher’s first day, the principal will provide:

A. The Rubric for Evaluating North Carolina Teachers;

B. Teacher Evaluation Policy ID Number: TCP-C-004

C. A schedule for completing evaluation process.

Before Week 3 of School Year

STEP 1:Component 1: Training

Before participating in the evaluation process, all teachers, principals and peer evaluators must complete training on the evaluation process.

STEP 1:

Training and Orientation

Component 4: Pre-Observation

Before First Formal Observation

STEP 2:

Self-Assessment, Goal Setting and Pre-

Component 3: Teacher Self-Assessment

Using the Rubric , the teacher shall rate their performance and reflect on his or her performance throughout the year.

Component 4: Pre-Observation

Conference

Before the first formal observation, the principal meets with the teacher to discuss: self- assessment, professional growth plan a writtendescription of the lesson(s) to beobserved. Goal: To prepare principal for the

observation.

Self-Assessment, Goal Setting and Pre-

Conference

Component 5: Observations

A. Formal observation:

45 min. or entire class period

B. Probationary Teachers:

3 formal by principal and 1 formal by peer

C. Career Status Teachers: Evaluated annually.

During the renewal year: 3 total- 1 must be formal

Within the 1st nine weeks

STEP 3:

Observation Cycle

(Administrative and Peer)

STEP 3:

Observation Cycle

(Administrative and

Peer)

During the renewal year: 3 total- 1 must be formal

Observations shall be noted using the Rubric.

Peer)

Component 6: Post-Observation Conference

The principal shall conduct a post-observation conference no later

than ten school days after each formal observation. Discuss and Document strengths and weaknesses on the Rubric

Component 7: Summary Evaluation Conference and

Component 8: PD Plans

Individual Growth Plans-“Proficient” or better Monitored Growth Plans-At least 1 “Developing”

Directed Growth Plans-“not Demonstrated” or

“Developing” rating for 2 sequential yrs.

Before the End of the School Year

STEP 4:

Summary Evaluation and Goal Setting

Component 7: Summary Evaluation Conference and

Scoring the Teacher Summary Rating Form-

A. Give rating for each Element in Rubric B. Comment on “Not Demonstrated” C. overall rating of each Standard D. Provide teacher with opportunity to add comments to the Summary Rating Form E. Review completed Teacher Summary Rating Form with teacher and F. Secure the teacher’s signature on the Record of Teacher Evaluation Activities and Teacher Summary Rating Form.

Components of the NCEES (BTs & Probationary Teachers)

� Orientation

� Self-evaluation

� Pre-conference prior to observation #1

� Four formal observations (3 administrator & 1 teacher)� Four formal observations (3 administrator & 1 teacher)

� Summary rating form

� Professional development plan (developed in collaboration with mentor and principal/designee) –initial, mid-year, final

� Record of teacher activities form

NC Standards for Teachers

� 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 3: Teachers know the content they teach

� Standard 4: Teachers facilitate learning for their students

� Standard 5: Teachers reflect on their practice

� Standard 6: Teachers contribute to the academic success of students

Performance Rating Scale

� Developing – Demonstrated adequate growth but did not demonstrate competence on standard(s) of performance

� Proficient – Demonstrated basic competence on � Proficient – Demonstrated basic competence on standard(s) for performance

� Accomplished – Exceeded basic competence on standard(s) of performance most of the time

Performance Rating Scale (cont.)

� 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 adequate growth toward, achieving standard(s) of performance [NOTE: If the “Not Demonstrated” rating is used, the evaluator must comment about why it was used.]

� Not Looked For - No harm, no foul; wasn’t observed at this time.

NC Standards for Teachers

� 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

� Standard 6: Teachers contribute to the academic success of students

Standard 4: Teachers Facilitate Learning for Their Students

� Element A: Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.

� Element B: Teachers plan instruction appropriate for their students.

� Element C: Teachers use a variety of instructional methods.


� Element D: Teachers integrate and utilize technology in their instruction.

� Element E: Teachers help students develop critical � Element E: Teachers help students develop critical thinking and problem solving skills.

� Element F: Teachers help students work in teams and develop leadership qualities.


� Element G: Teachers communicate effectively.

� Element H: Teachers use a variety of methods to assess what each student has learned.assess what each student has learned.

Table Activity: Standard 4 Elements

� Using the Element assigned to your table, discuss specific strategies and/or evidence that teachers can use to demonstrate meeting at least “Proficient” for that element.

� Using the chart paper provided, list at least 3strategies and/or evidence discussed.

� Select a person to report out for the group.

Standard 4: Sample Evidences

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

UID and password provided by principal when school-year starts

FYI news

Main entry to evaluation forms

Online wiki resource for all users

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

� Accessible via McRel website

Features to review:

NCEES Wiki – Teacher Resources

� Features to review:� NC Teacher Booklet

� Evaluation Comparison Chart

� Teacher User Manual***

� Teaching Standards Document

� TCP-C-004

NC Teacher Working Condition Survey Results 2011-2012

� ABSS results re: beginning teacher support & mentors

� New Teacher Support (See Q11.1 – Q11.7)� New Teacher Support (See Q11.1 – Q11.7)

http://www.ncteachingconditions.org/reports/detailed.php?orgID=10

TWC Survey Take-Aways

� Based on the results of the 2012 ABSS TWC results regarding beginning teacher support, discuss the following at your tables:�What are we doing well?

�What can we improve upon?�What can we improve upon?

�What strategies were used at your school to support beginning teachers?

� Chart the responses from your table and be prepared to share with the group.

As you leave, please ….

�Place your yellow reflection card on the sign-in table.

�Take a copy of the Standard 4 Sample Evidences as a reference.Evidences as a reference.

�Place your playing card on the sign-in table.

�If you haven’t already signed in, please sign in.

Next meeting: Thursday, March 7, 2013

beginning teacher meeting for third-year teachers …...standard 2: teachers establish a respectful...

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