2019 North Carolina Regional Visitor Profile – Coastal Region
NORTH CAROLINA TEACHER EVALUATION PROCESS TRAINING Region 1 September, 2012.
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Transcript of NORTH CAROLINA TEACHER EVALUATION PROCESS TRAINING Region 1 September, 2012.
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NORTH CAROLINA NORTH CAROLINA TEACHER EVALUATION TEACHER EVALUATION
PROCESS TRAININGPROCESS TRAINING
Region 1Region 1September, 2012September, 2012
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Visit: http://region1rttt.ncdpi.wikispaces.net/ Add the Region 1 wikispace to your
favorites. Click “Region 1 Events” in the left menu. Click “NCEES Training” to access the
interactive agenda for today. Click “Agenda”.
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• To be actively involved• Value differences• Agree to disagree• Listen• Don’t take it personally• Be honest• Stay focused on established purpose and
goals• Refrain from conducting ‘sidebar’
conversations
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Norms
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Housekeeping
• Parking Lot (Section D)
• Record Reflections:
Penzu Journal (Section E)
• Breaks
• Plus/Delta (Section U)
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• Participants will gain an understanding of the North Carolina Educator Evaluation System (NCEES)
• Participants will engage with the standards and describe what the elements ‘look like’ in an observation.
• Participants will develop a basic understanding of the NCEES Rating system.
• Participants will gain a better understanding about Standard 6 and 8.
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Outcomes
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State Board of Education Policy on Evaluation
http://sbepolicy.dpi.state.nc.us/policies
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Annual Evaluation Policy
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Let’s Review the Teacher Evaluation
Process
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Component 1: TrainingBefore participating in the evaluation process, all teachers, principals and peer evaluators must complete training on the 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:
Training and Orientation
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Navigating the Online Tool
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Online Tool Login https://mxweb3.mediax.com/home/ncval/demo
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UID and Password Management Tip
NCEES Login: https://mxweb3.media-x.com/home/ncval/Teacher Name: Jane DoeUID: 0123456789Password: 123456 (Initial Password)New Password:______________
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Profile
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Edit Profile
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NCEES Icon & Resources
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Component 4: Pre-Observation Conference Before the first formal observation, the principal meets with the teacher to discuss: self assessment, professional development plan, and a written description of the lesson(s) to be observed. Goal: To prepare principal for the observation.
Before First Formal Observation
STEP 2:
Self-Assessment, Goal Setting and Pre-Conference
Component 3: Teacher Self-AssessmentUsing the Rubric , the teacher shall rate their performance and reflect on his or her performance throughout the year.
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Data Points for Teacher Self-Assessment
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Complete a New Self Assessment
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Complete a New Self Assessment
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SMART Goal Setting in the Online Tool
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Professional Development Plans
Individual PDP Monitored PDP Directed PDPRated “Proficient” or higher on all standards
Rated “Developing” on one or more standards
Rated “Not Demonstrated” on any standard orRated “Developing” on one or more standards for two consecutive years
Teacher sets individual goals for growth
Not recommended for dismissal, demotion, or non-renewal at this time
Not recommended for dismissal, demotion, or non-renewal at this time
Administrator and teacher meet to discuss PDP 3 times – Beginning of the year, Mid-year, End-of-Year
Administrator and teacher meet to discuss and set goals together – Meet at least 3 times (beginning of the year, mid-year, and end-of-year to review progress)
Administrator sets goals for teacher based on observations and documentation – meets with teacher to review the development plan. Meet at least 3 times to review progress.
One school year to reach proficiency
One school year or less to reach proficiency (as determined by the LEA)
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Pre-Observation Conference
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Principal/Assistant Principal
Self-Assessment
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Data Points for Principal/Assistant Principal
Self-Assessment
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Solo Practice
https://mxweb3.media-x.com/home/ncval/demo/
Username: principaldemo13Password: 123456
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Solo Practicehttps://mxweb3.media-x.com/home/ncval/demo/
Username: teacherdemo13Password: 123456
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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
Observations shall be noted using the Rubric.
Within the 1st Nine Weeks
STEP 3:
Observation Cycle
(Administrative and Peer)
STEP 3:
Observation Cycle
(Administrative and
Peer)
Component 6: Post-Observation ConferenceThe 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
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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.
Component 8: PD PlansIndividual 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
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Rubric for Evaluating North Carolina Teachers
Rating Scale
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Performance Rating Scale
Developing
Proficient
Accomplished
Distinguished
Demonstrated adequate growth during the period of performance, but did not demonstrate competence on standard(s) of performance
Demonstrated basic competence on standards of performance
Exceeded basic competence on standards for performance most of the time
Consistently and significantly exceeded basic competence on standards of performance
Not Demonstrated
Did not demonstrate competence on, or adequate growth
toward, achieving standard(s) of performance
*Requires documentation
Knowledge and skills replicatedExemplar of performance
Innovation + High Performance
Skill not mature or unsuccessful
Solid, effective application + success
Never demonstrated
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The developing teacher tells
The proficient teacher explains
The accomplished teacher demonstrates
The distinguished teacher inspires
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Let’s Summarize
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20th Century vs. 21st Century
• Review the handout silently• Discuss at your table• How can you make your school look like a 21st century
school? Start at the heart of your school - inside each classroom
• Be prepared to share with the group
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North Carolina Professional Teaching
Standards
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Focusing on the “Why”
So why is the State focusing on educator effectiveness in the face of so many other
changes?
NC is implementing a new curriculum, new assessments, new technology tools to improve instruction, new ways of engaging students, and the list goes on
Because all our efforts in other areas depend on an effective teacher in every classroom and an effective leader in every school building!
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The Standards and Evaluation System
Formative, Growth
Data-driven
PD Alignment
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Standard I Teachers Demonstrate
Leadership
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5 Elements
• Teachers lead in the classroomclassroom
• Teachers lead in the schoolschool
• Teachers lead in the professionprofession
• Teachers advocateadvocate for school and students
• Teachers demonstrate high ethical ethical standards
Standard 1 Teachers Demonstrate LeadershipLeadership
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Carousel AssessmentIn what ways can a teacher model or demonstrate teacher leadership in the classroom, school and
the teaching profession?
Count off by three’s Go to the numbered posterIdentify a recorder Record your answer to the question aboveMove to the next poster when you hear the signal
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Ms. NoonanManaging Transitions
https://www.teachingchannel.org/videos/managing-transitions
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Standard II Teachers Establish a Respectful
Environment for a Diverse Population of Students
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5 Elements
• Teachers provide an environment with a positive, nurturing relationshiprelationship
• Teachers embrace diversity embrace diversity in school and world
• Teachers treat students as individualsindividuals
• Teachers adaptadapt their teaching for the benefit of students with special needs
• Teachers work collaboratively with familiescollaboratively with families
Standard 2 Teachers Establish a Respectful Environment
for a Diverse Population of Students
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Universal Design for Learning at a Glance
http://www.udlcenter.org/resource_library/videos/udlcenter/udl
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Six-Step Partner Share
• Walk 6 steps, find a colleague:
Share one strategy you have seen or done that models an environment that is inviting, respectful, supportive, inclusive and flexible.
• When time is called, go to a second person:
Share one strategy for maintaining high expectations for students.
http://goo.gl/Vb2g8
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Standard 2Teachers establish a
respectful environment for a diverse population of
students
Element:A.Provide an environment in which each child has a positive nurturing relationship with caring adultsB.Embrace diversity in the school community and in the worldC.Treat students as individualsD.Adapt their teaching for the benefit of students with special needsE.Work collaboratively with the families and significant adults in the lives of their students
Reflective Question: Record your answer in your Penzu or turn to a table buddy and discuss.
Do you have any ideas for involving those hard to get parents in a project
with your class?
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Standard III Teachers know the content
they teach
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4 Elements
• Teachers align their instruction with the NCSCS
• Teachers know the content appropriate to their teaching specialty
• Teachers recognize the interconnectedness of content areas/ disciplines
• Teachers make instruction relevant to students
Standard 3 Teachers Know the Content they Teach
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http://www.ncpublicschools.org/acre/
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Standard 3 Teachers know the content they teach
Element:A.Align their instruction with the NCSCSB.Know the content appropriate to their teaching specialtyC.Recognize the interconnectedness of content areas/ disciplinesD.Make instruction relevant to students
How will you be able to observe all content areas? What will you do to learn the NEW NC Standard Course of Study?
Reflective Question: Record your answer in your Penzu or turn to a table buddy and discuss.
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Standard IV Teachers Facilitate Learning
for their Students
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Standard 4 Teachers Facilitate Learning for
their Students8 Elements
• Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, intellectual, physical, social, and emotional developmentphysical, social, and emotional development of their students
• Teachers plan instruction appropriateappropriate for their students
• Teachers use a variety of instructional methodsvariety of instructional methods
• Teachers integrate and utilize technologytechnology in their instruction
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Continued Standard 4
• Teachers help students develop critical thinking and critical thinking and problem solving skillsproblem solving skills
• Teachers help students work in teams and develop leadership qualitiesleadership qualities
• Teachers communicate effectivelycommunicate effectively
• Teachers use a variety of methods to assess variety of methods to assess what each student has learned
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Let’s Practice with Standard 4
• Locate Standard 4• View the video demonstration lesson• Record evidence that supports
Standard 4• Discuss your observations with your
table• Be prepared to share with the whole
group
<script src='https://www.teachingchannel.org/videos/literacy-analysis-lesson/embed?format=js' type='text/javascript'></script>
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https://www.teachingchannel.org/videos/literacy-analysis-lesson
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Table Activity
As a table team:• Choose one person to go to the McRel demo site
http://bit.ly/McReldemo
Username: Principaldemo (any number 1-40)
Password: 123456• Open a “New Observation”• Complete an abbreviated observation using the rubric• Use the “Checking Evidence” guide to review the evidence
collected by your group• Be prepared to share your screen of the abbreviated
observation with the group
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Checking EvidenceUse the self-check questions to review your evidence
collection
Have I recorded only facts (not my opinion)?
Is my evidence relevant to the criteria being examined?
Whenever possible, have I avoided using words such as few, some, most?
Have I used quotation marks when quoting a teacher or student?
Does my selection or documentation of evidence indicate any personal or professional biases?
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Standard V
Teachers Reflect on
their Practicehttps://www.teachingchannel.org/videos/unique-
class-culture
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Standard 5 Teachers Reflect on Their
Practice 3 Elements
• Teachers analyze student learninganalyze student learning
• Teachers link professional growth link professional growth to their professional goals
• Teachers function effectively function effectively in a complex, dynamic environment
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4 Questions to Think About
1. What do we want students to learn? 2. How will we know if they have learned
it? 3. How will we respond when they don’t
learn it? 4. How will we respond when they already
know it? Summer Institute 2011-2012 Rebecca DuFour
http://www.youtube.com/embed/Ds7fmtamZ5w?rel=0%22%20frameborder=%220%22%20allowfullscreen
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Standard VI Teachers Contribute to the
Academic Success of Students
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What is our Goal?
Student ReadinessAchievement and growth for all students
Great Teachers and LeadersAn effective teacher in every classroom and leader in every school
Before Teaching and LeadingDevelop effective teachers and leaders in preparation programs
During Teaching and LeadingUse meaningful evaluation and professional development to increase effectiveness of teachers and leaders
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Standards 6 & 8 – The Basics
Teachers
1 65432Demonstrate Leadership
Establish Environment
KnowContent
Facilitate Learning
Reflect on Practice
Contribute to Academic
Success
Principals (and other Administrators)
1 65432 7 8Strategic Leadership
InstructionalLeadership
Cultural Leadership
Human Resource
Leadership
ManagerialLeadership
External Development
Leadership
Micro-political
Leadership
Academic Achievement
Leadership
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Teacher Ratings Categories
Teachers
1 65432Demonstrate Leadership
Establish Environment
KnowContent
Facilitate Learning
Reflect on Practice
Contribute to Academic
Success
5 Rating CategoriesNot Demonstrated
Developing
Proficient
Accomplished
Distinguished
3 Rating CategoriesDoes Not Meet Expected Growth
Meets Expected Growth
Exceeds Expected Growth
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Principal Rating Categories
Principals
5 Rating CategoriesNot Demonstrated
Developing
Proficient
Accomplished
Distinguished
3 Rating CategoriesDoes Not Meet Expected Growth
Meets Expected Growth
Exceeds Expected Growth
1 65432 7InstructionalLeadership
Cultural Leadership
Human Resource
Leadership
ManagerialLeadership
External Development
Leadership
Micro-political
Leadership
Strategic Leadership 8Academic
Achievement Leadership
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Teacher Ratings in 2012-13
School-wideEVAAS Growth
Teacher EVAAS Growth
Weighted Average
Yearly Rating•Does not Expected Growth
•Meets Expected Growth
•Exceeds Expected Growth
6Student Surveys
(?)
2012 – 2013 is the first year of data for all teachers and school administrators who have their own data
Possible additional element
04/20/23
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Principal Ratings
• Standards 8 rating will be determined using school-wide EVAAS growth
School-wideEVAAS Growth
Yearly Rating•Does not Meet Expectations
•Meets Expected Growth
•Exceeds Expected Growth
8
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Key Notes
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What is the difference between ratings and a
status?
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Status
Ratings Status• Teachers
6 separate ratings to help teachers grow each year
• Principals8 separate ratings to help principals grow each year
• A single overall status that is determined once a principal or teacher has three years of growth data to populate 6 or 8
• Categories for Status1. In Need of Improvement
2. Effective
3. Highly Effective
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Teachers
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Principal StatusIn Need of
ImprovementEffective
Highly Effective
Standards 1-7In the year
1 65432 7Strategic Leadership
InstructionalLeadership
Cultural Leadership
Human Resource
Leadership
ManagerialLeadership
External Development
Leadership
Micro-political
Leadership
Any rating lower than proficient
Standard 8Three-year rolling average
And/Or
Does Not Meet
Expected Growth8 8 82 years
ago1 year
agoThisyear+ + /3)
)
Proficient or Higher
on Standards1-7
And
Meets or Exceeds Expected Growth
Accomplishedor Higher
on Standards1-7
And
Exceeds Expected Growth
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Three Years of Data
04/20/23
Any three years of data attributable to a teacher will be combined and used:
•Any grades•Any subjects•Any schools•Any districts
The three years of data do not start until they are specific to that teacher and his or her students
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What will teachers see?
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Four Buckets of Assessments for Growth
MSLsCourses
Focused on Performance
Locally Developed Courses
A B C D
• Assessment Common Across Districts
• Growth using EVAAS
• Guidance from DPI with local implementation options
• Growth determined by evaluator
EOCs,EOGs and VoCATS
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Administration – Fall Semester
04/20/23
Earth/Environmental Science Physics
Chemistry Physical Science
English Language Arts I English Language Arts III
English Language Arts IV Pre-Calculus
Advanced Functions and Modeling Geometry*
Algebra II/Integrated Math III World History
Civics and Economics U.S. History (2003 standards)
American History I American History II
OCS English Language Arts I OCS English Language Arts III
OCS English Language Arts IV OCS Financial Management
OCS Applied Science OCS Introductory Math
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Administration – Spring Semester
04/20/23
Grade Four Science Grade Six Science
Grade Seven Science Grade Four Social Studies
Grade Five Social Studies Grade Six Social Studies
Grade Seven Social Studies
Grade Eight Social Studies
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Coming in 2013 - 2014
Literacy Assessment (running record) for grades K-3
Pre- and Post-Assessments for Healthful Living
Analysis of Student Work Protocols for the Arts, World Languages, and District
Electives
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New Resources for Teacher Effectiveness
“Rapid Response” Email Address:
New Educator Effectiveness Website:
http://www.ncpublicschools.org/educatoreffect/
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Just a Reminder for Beginning Teachers
Effective 2010–2011, beginning teachers must be rated “Proficient” on all five North Carolina Professional Teaching Standards
on the most recent Teacher Summary Rating Form in order to be eligible for the
Standard Professional 2 License.
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Reflection
Answer each question using your Penzu journal
How will you use feedback from your observations to improve your practice?
What artifacts demonstrate the ways you are a reflective practitioner?
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Need Professional Development?
New NC DPI Online Modules Connecting with Our 21st Century Learners Introduction to Data Literacy NC School Executive Standards and Evaluation Process Digital Literacies in the K-12 Classroom Understanding the Young Student Behavior in the Classroom Literacy in History/Social Studies, Science, and Technical Subjects
Additional modules: The North Carolina Educator Evaluation System; Online Tutorials for Administrators NC FALCON: Student Ownership modules The North Carolina Professional Teaching Standards
NC Education site (You will need an NC Education account to enrollhttps://center.ncsu.edu/nc/course/category.php?id=33281
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Session Evaluation
• Visit: http://region1rttt.ncdpi.wikispaces.net/
Complete the evaluation/session reflection by clicking on the link found on the bottom of the agenda (Section U).
Your feedback is important to us!
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Contact Information
Dianne Meiggs, PD Consultant, Region [email protected] (252) 340-0113
Beth Edwards, PD Consultant, Region [email protected] (252) 916-6842
Abbey Futrell, PD Consultant, Region 1 [email protected] (252) 227-0838