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Teacher PDP for the 2112-13 School Year

Teacher PDP for the 2112-13 School Year. Donna Albaugh, Joyce Gardner, DeLea Payne. Webinar Agenda. Review the Professional Development Plan (PDP) form in the North Carolina Educator Evaluation System (NCEES) Discuss how the PDP form will rollover into the 2012-2012

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Teacher PDP for the 2112-13 School Year

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  1. Teacher PDP for the 2112-13 School Year Donna Albaugh, Joyce Gardner, DeLea Payne

  2. Webinar Agenda • Review the Professional Development Plan (PDP) form in the North Carolina Educator Evaluation System (NCEES) • Discuss how the PDP form will rollover into the 2012-2012 • Discuss how a teacher uses a self-assessment to formulate SMART goals to drive their professional development over the course of the school year. • Review the signature process • Review how to assign a mentor and have the mentor sign off on the PDP • How the administrator goes in and assigns a mentor to a probationary teacher • Discuss individual, monitored, and directed plans

  3. Some reminders about webinar protocol • We are recording today’s webinar. • Your mikes are muted, but remember you can communicate with us through the questions bar on your dashboard. • The questions bar is also where you may ask questions throughout the session that will be answered either orally for the entire group or to you personally by out team. • If you lose your connection, just log back in with your original webinar link and you can email additional personal questions or concerns to the email address listed at the bottom of this slide. • Need EMAIL ADDRESS

  4. State Board of Education Policy on Evaluation Process • Policy IdentificationPriority: Twenty-first Century ProfessionalsCategory: Qualifications and EvaluationsPolicy ID Number: TCP-C-004 • Policy Title: Policy establishing the Teacher Performance Appraisal process

  5. Teacher Self-Assessment • In each evaluation cycle, the teacher begins by completing the “Teacher Self-Assessment” in the online tools. • By using the rubric as a guide to examine their own performance, teachers can use the reflective data to focus the goals for professional development that are recorded on the PDP.

  6. Create a new PDP To view your forms: • Log into: https://mxweb.media-x.com/home/ncval/ • Select the correct school district • Type in the username that was provided to you (UID number) • Type in your password • Click Login • Click on the NC Educator Evaluation System icon

  7. Inside the NC Educator Evaluation System • Click on Observe/Report • Click on Observations • The school executives may observe a teacher’s professional development plan by clicking on the Observer Task tab. • A teacher will click on the Teacher Task tab to access their Self-Assessment and Preliminary Development Plans.

  8. How does an assigned mentor sign/authenticate the PDP? Select MORE Review PDP & Sign Log In @ McRel Principal must review and sign the PDP prior to the teacher or the mentor signing. After logging into the system the mentor selects MORE to review the mentee’s PDP. Mentor selects the PDP for the mentee, reviews, signs, clicks save and done.

  9. Pre-Observation Conference

  10. Professional Development Plans 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 paced on the plan by the principal, developed and monitored by the principal

  11. Scenario #1 • Teacher A is a probationary teacher hired in July and she has an assigned teacher mentor who teacher the same grade level. Teacher A completes an Orientation training to the NCEES with her mentor. She is assigned a Username and she creates her password in the NCEES. She logs in to complete a Self-Assessment online and provides access to her principal. Then she consults with her mentor to develop her Preliminary Professional Development Plan. She focuses on 2 goals in her PDP based on her Self-Assessment data. She meets with her principal for a Pre-Observation Conference prior to the first scheduled formal observation. During the conference, the teacher and principal discuss the teacher’s Self-Assessment, Preliminary PDP and the lesson to be observed. During the formal lesson observation and subsequent walkthroughs, the principal consistently assesses the teacher as lacking in Standard 4 Element D. The teacher has been provided extensive training in integration and utilization of technology in instruction, yet there is not evidence that the teacher is making progress facilitating technology enabled learning. The principal conferences and coaches the teacher for approximately 3 months and observes no improvement. What must the principal do to move the teacher to a Monitored Professional Development Plan?

  12. Scenario #2 • Teacher B is a career status who struggles to contribute positively to the work of his department professional learning community (PLC). He resists the positive change initiatives in policies and practices that are developed by the School Improvement Team (SIT). Throughout the 2011-2012 school year his principal has provided guidance, support and encouragement to engage Teacher B. Teacher B calls local board of education members to complain about the district professional development sessions held to prepare teachers in his department to teach the new North Carolina State Standards in English Language Arts. He teaches HS Biology and he does not feel the need to attend professional development to support integrating the Common Core ELA Standards into the development of instructional units. He feels that his students are successful without adapting new strategies for integrating writing and informational texts into his lessons. In addition, he refuses to differentiate his instructional methods. After reviewing all the observations and evidences collected throughout the school year on Teacher B, his principal assessed the overall rating for Teacher B as developing in Standard 1 and 4 on the Teacher Summary Rating Form. How will those ratings on the Summative affect his Professional Development Plan next year?

  13. Scenarios for PDP Development • Preliminary PDP for new teachers • Teachers with existing PDP that will roll over into the next school year • Teachers who have previous work experience evaluated using the current NCEES, those PDP will roll over in the system • Teachers with existing PDP that will roll over with areas of Not Demonstrated or Developing • Monitored or directed PDP for the next school year

  14. PDP Rollover into the Succeeding School Year 9/19/2014 • page 15

  15. Key Elements Must have a Summary Rating Form entered into the McRel System at the end of the current school year of evaluation cycle in order to have a PDP Roll Over into the succeeding school year. 2. Succeeding school year PDP will pre-populate with teacher demographic information.

  16. Summary Ratings of Developing or Not Demonstrated Recorded on the Summary Rating Form at the end of the School Year Professional Development Will automatically populate in the rollover PDP any Standard and Element rated on the summary form as Developing or Not Demonstrated Apply the LEA/Charter policy regarding moving the teacher in areas where improvement is needed Apply LEA/Charter policy regarding the addressing areas of concern and improvement planning

  17. PDP Form Roll Over • Any teacher who was evaluated using the NCEES in the previous school year will have a PDP that will roll over into the succeeding school year • PDP will be pre-populated with teacher demographic information • Teachers’ summative rating form; if there are areas of developing or not demonstrated • In the Teacher Evaluation Process manual there is a Teacher Summary Rating Form (p.39) • Progress Toward Achieving Goals is an optional form found on p.38 in the Teacher Evaluation Process Manual. This is an excellent tool to use mid-year to support the progress of a teacher towards goals in each standard.

  18. Formulate SMART Goals • Teacher Observation Rubric (Rubric for Evaluating Teachers) • Peer Evaluation Rubric (Rubric for Evaluating Teachers) • Self Evaluation Rubric (Rubric for Evaluating Teachers) • Principal Self-Assessment (Evaluation Rubric) • Principal Evaluation (Evaluation rubric) • Teacher Summative Rating Form • Principal Summary Rating Form

  19. Three Levels of Support Every teacher will use a Professional Growth Plan to identify goals and strategies to improve performance. • Teachers who are rated as “Proficient” or higher on all Standards will develop an Individual Growth Plan and discuss with the principal • Teachers who are rated as “Developing” on any Standard will be placed on a Monitored Growth Plan that has been developed and will be monitored by the principal and the teacher. • Teachers who are rated as “Not Demonstrated” on any Standard or has a rating of “Developing” for two sequential years will be placed on a Directed Growth Plan that has been developed and is monitored by the principal. • Monitored and Directed Plans meet the state guidelines of an “action plan”. Individual districts determine those recommendations.

  20. SMART Goals and PDPs • SMART Goals provide a process for effective goal setting • Any existing observations and/or artifacts guide the goal setting

  21. SMART Goals Process

  22. SMART • Specific and Strategic goals are clearly stated, long-term and aligned • Measurable goals: • Attainable or achievable: • Results-oriented: • Time-bound:

  23. Data for Setting Goals • Determine greatest area of need • Determine the range of improvement • Review hard and soft data over time

  24. Goal Setting Process • Use SMART Goals template

  25. Demo Site

  26. How does a teacher add comments to a rubric?

  27. How often is the demo site refreshed?

  28. Is the mentor able to sign the preliminary PDP?

  29. Will the online system change a lot for the 2012-2013 school year?

  30. End of the Year Requirements Final Summary Rating Form Required for all probationary teachers and teachers in the renewal cycle Review the components in the demo site

  31. If your LEA is only adding the summative rating data Remember these tips • Make sure the spreadsheet is accurate • If spreadsheet needs attention, updates, changes, the district/charter school contact must email it to evalinfo@mcrel.org • If teacher or principal does not know their UID, they must contact you, the district/charter school contact to get the information • Teachers and principals must complete the summary rating form • Principals and teachers must electronically sign the summary rating sheet in the online tool

  32. Reminder • Full use of the system is required beginning July 1, 2011 • You are the local expert • You will provide the necessary training and support for your colleagues

  33. Contact Information • Who you gonna call? • McREL – Thank you for attending the webinar

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