Proposed 3 Year Pilot Project: Project
Inspiring Growth & New Instructional Techniques by Elevating Effective Educators
WILL: (1) Increase student performance by (2) improving instructional practice, by (3) leveraging the current teacher evaluation system to (a) elevate effective educators (b) create advanced roles for master teachers, and (c) ease the administrative burden on principals while (4) providing low cost, highly relevant professional development opportunities for all teachers in affected schools.
Teaching methods need to evolve, quickly, and many of our teachers are meeting that challenge. Unfortunately, few of our best teachers are recognized for their innovation and their colleagues remain unaware of what they are doing and why it is effective. Meanwhile, school administrators are staggering under the administrative burdens of the current teacher evaluation system.
This pilot program will allow half of the small, medium, large and extra-large school districts in the state to receive funding so 10% of the teachers in that district can participate in this 3 year pilot program. Selection of specific schools for participation in the pilot will be at the discretion of the district Superintendent.
At participating schools, teachers with 5 years of experience and “accomplished” ratings on 6 and “distinguished” on 2 of the 8 elements of Standard IV, plus one qualifying additional data measure (student surveys or EVAAS data) will apply to be recognized as master teachers. As master teachers they will:
The pilot would require funding for substitute teachers the two days master and non-master teachers are engaged in learning rounds, plus stipends, plus funding for a research organization to administer and evaluate the program.
Inspiring Growth & New Instructional Techniques by Elevating Effective Educators
WILL: (1) Increase student performance by (2) improving instructional practice, by (3) leveraging the current teacher evaluation system to (a) elevate effective educators (b) create advanced roles for master teachers, and (c) ease the administrative burden on principals while (4) providing low cost, highly relevant professional development opportunities for all teachers in affected schools.
Teaching methods need to evolve, quickly, and many of our teachers are meeting that challenge. Unfortunately, few of our best teachers are recognized for their innovation and their colleagues remain unaware of what they are doing and why it is effective. Meanwhile, school administrators are staggering under the administrative burdens of the current teacher evaluation system.
This pilot program will allow half of the small, medium, large and extra-large school districts in the state to receive funding so 10% of the teachers in that district can participate in this 3 year pilot program. Selection of specific schools for participation in the pilot will be at the discretion of the district Superintendent.
At participating schools, teachers with 5 years of experience and “accomplished” ratings on 6 and “distinguished” on 2 of the 8 elements of Standard IV, plus one qualifying additional data measure (student surveys or EVAAS data) will apply to be recognized as master teachers. As master teachers they will:
- Declare publicly which standards on the teacher evaluation instrument they “specialize” in, and they will select one they are working to improve.
- Maintain a document, accessible to the school faculty digitally and updated at regular intervals, that documents what strategies they are employing in the area of improvement they have selected, reflecting on the available data and assessing their progress.
- Make their classrooms “open classrooms” where visitors and observers are always welcome.
- Facilitate a cohort of non-master teachers to strategically engage in 2 days of learning rounds (one each semester) each year (with pre and post meetings for strategic planning and reflection) , visiting classrooms of other master teachers to gain insight on what strategies non-master teachers might adapt in their own teaching context.
- In subsequent evaluation cycles (except for license renewal years), a summative evaluation and professional growth plan will not be required.
- Receive a $1000 stipend per year.
The pilot would require funding for substitute teachers the two days master and non-master teachers are engaged in learning rounds, plus stipends, plus funding for a research organization to administer and evaluate the program.
Frequently Asked Questions:
What is the timeline for this program?
Year 1 (preparation phase):
Selection of administrative unit to implement the program and creation of online resources for implementation:
Other implementation on-ramp needs:
Year 2 (implementation phase):
School-level implementation with teacher evaluation systems “”tuned-up” to meet the needs of teachers seeking master status. Aspiring master teachers will learn how to deploy student perception surveys via DPI.
A few teachers may have qualified to be master teachers organically (and they can begin building their blogs, receive a stipend, skip submitting a professional growth plan, and administrators will forego summative evaluations), but few schools, if any, will meet the 10 teacher and/or 10% master teacher threshold to begin professional learning observations.
Year 3:
Schools with qualifying numbers of master teachers will begin professional learning observations twice yearly, with sub pay. Master teacher blogs will be accessible to all faculty and in some schools full implementation will be evident.
Year 4:
Full implementation continues with more schools meeting requirements for full implementation.
How will K-2 teachers become master teachers if they don’t have EVAAS data or student perception surveys?
They will qualify solely through the use of the teacher evaluation process.
What results from student perception survey results will qualify a master teacher? In other words, what data targets need to be met?
This is yet to be determined.
If a district applies for the pilot and receives the go ahead to implement, who will decide what schools will be involved?
The district superintendent will make a recommendation and it will be approved by the school board.
Do whole schools participate or select teachers at schools across the district?
Whole schools participate. Teachers at participating schools will receive guidance on how the program works. All teachers in the building will be provided two days of sub pay to participate in observational rounds, with some teachers participating as non-master teachers and some leading cohorts of teachers as master teachers.
What if no one applies to become a master teacher in the first year of implementation?
Since the program depends upon there being master teachers to observe, participating schools would not be able to advance with observational rounds with sub pay provided until there were a minimum of ten master teachers in a school, or 10% of the faculty, whichever number is lowest.
What is to prevent administrators from inflating evaluations to ease their own administrative burden of doing summative evaluations?
There is a significant degree of accountability built into the system because when a teacher is identified as a master teacher, non-master teachers will be going to observe their practice. If they are ineffective or undeserving of the designation, the moral authority of the administrator will be compromised. In effect, it will become clear that “the emperor has no clothes” in terms of setting high standards for teacher performance. Upon weighing those costs and benefits, it is doubtful an administrator will inflate scores on evaluations.
Alternatively, in schools where proper protocols related to teacher evaluation are not being followed (for example, post conferences and artifact submission), this pilot will require a remedy. Teachers will be more invested in their evaluation and will need opportunities to engage in meaningful dialogue with their observer.
Once you are a master teacher are you always a master teacher?
For this pilot, the maximum number of years you can be a master teacher is three years. However, should this pilot develop into a standing program, teachers would have to requalify as a master teacher every five years by meeting the original qualifying standards.
Can charter schools participate?
Not in the funded pilot. Should the pilot demonstrate promising outcomes, any programs that result from the pilot will be available to charter institutions.
On professional learning observation days, can non-master teachers only observe master teachers, as defined through this program?
That is correct. These professional learning observation days are strictly for professional learning by observation of master teachers. A minimum of four hours must be spent in classrooms on observation days. The remainder can be spent in group discussion or reflection on what was observed. They are not to be used as planning days, grading days, or to complete the many other administrative tasks teachers have to attend to. If any non-master teacher feels the observation of available master teachers would not be helpful, they can opt out of the observation day and continue with their regularly scheduled duties. They cannot use the observation day for any other purposes.
Would qualifying teachers have to be “master teachers” and participate in the pilot?
No, it is an opt-in program. However, qualifying teachers cannot receive the benefits of the program (stipend, waiving of PGP, foregoing summative) without opting in. They can participate in two days of professional learning observations just like all non-master teachers.
How is this model substantively different that all other “advanced roles for teachers” pilots currently being implemented in NC?
This model identifies and elevates effective teachers and makes sure they stay in the classroom full time. Developing teachers are “pushed in” to see their practice; effective teachers are not “pulled out” of classrooms so their expertise continues to directly benefit NC students.
What is the timeline for this program?
Year 1 (preparation phase):
Selection of administrative unit to implement the program and creation of online resources for implementation:
- Intro video for superintendents
- Online application for districts
- Video tutorial for teachers in affected schools
Other implementation on-ramp needs:
- Coordination with DPI about student perception survey deployment and data targets
- Determination of what platform will be used for master teachers’ blogs.
- Selection of participating districts.
- Selection of participating schools by district level administrators and school board approval.
- Creation of opt-in form for qualifying master teachers.
Year 2 (implementation phase):
School-level implementation with teacher evaluation systems “”tuned-up” to meet the needs of teachers seeking master status. Aspiring master teachers will learn how to deploy student perception surveys via DPI.
A few teachers may have qualified to be master teachers organically (and they can begin building their blogs, receive a stipend, skip submitting a professional growth plan, and administrators will forego summative evaluations), but few schools, if any, will meet the 10 teacher and/or 10% master teacher threshold to begin professional learning observations.
Year 3:
Schools with qualifying numbers of master teachers will begin professional learning observations twice yearly, with sub pay. Master teacher blogs will be accessible to all faculty and in some schools full implementation will be evident.
Year 4:
Full implementation continues with more schools meeting requirements for full implementation.
How will K-2 teachers become master teachers if they don’t have EVAAS data or student perception surveys?
They will qualify solely through the use of the teacher evaluation process.
What results from student perception survey results will qualify a master teacher? In other words, what data targets need to be met?
This is yet to be determined.
If a district applies for the pilot and receives the go ahead to implement, who will decide what schools will be involved?
The district superintendent will make a recommendation and it will be approved by the school board.
Do whole schools participate or select teachers at schools across the district?
Whole schools participate. Teachers at participating schools will receive guidance on how the program works. All teachers in the building will be provided two days of sub pay to participate in observational rounds, with some teachers participating as non-master teachers and some leading cohorts of teachers as master teachers.
What if no one applies to become a master teacher in the first year of implementation?
Since the program depends upon there being master teachers to observe, participating schools would not be able to advance with observational rounds with sub pay provided until there were a minimum of ten master teachers in a school, or 10% of the faculty, whichever number is lowest.
What is to prevent administrators from inflating evaluations to ease their own administrative burden of doing summative evaluations?
There is a significant degree of accountability built into the system because when a teacher is identified as a master teacher, non-master teachers will be going to observe their practice. If they are ineffective or undeserving of the designation, the moral authority of the administrator will be compromised. In effect, it will become clear that “the emperor has no clothes” in terms of setting high standards for teacher performance. Upon weighing those costs and benefits, it is doubtful an administrator will inflate scores on evaluations.
Alternatively, in schools where proper protocols related to teacher evaluation are not being followed (for example, post conferences and artifact submission), this pilot will require a remedy. Teachers will be more invested in their evaluation and will need opportunities to engage in meaningful dialogue with their observer.
Once you are a master teacher are you always a master teacher?
For this pilot, the maximum number of years you can be a master teacher is three years. However, should this pilot develop into a standing program, teachers would have to requalify as a master teacher every five years by meeting the original qualifying standards.
Can charter schools participate?
Not in the funded pilot. Should the pilot demonstrate promising outcomes, any programs that result from the pilot will be available to charter institutions.
On professional learning observation days, can non-master teachers only observe master teachers, as defined through this program?
That is correct. These professional learning observation days are strictly for professional learning by observation of master teachers. A minimum of four hours must be spent in classrooms on observation days. The remainder can be spent in group discussion or reflection on what was observed. They are not to be used as planning days, grading days, or to complete the many other administrative tasks teachers have to attend to. If any non-master teacher feels the observation of available master teachers would not be helpful, they can opt out of the observation day and continue with their regularly scheduled duties. They cannot use the observation day for any other purposes.
Would qualifying teachers have to be “master teachers” and participate in the pilot?
No, it is an opt-in program. However, qualifying teachers cannot receive the benefits of the program (stipend, waiving of PGP, foregoing summative) without opting in. They can participate in two days of professional learning observations just like all non-master teachers.
How is this model substantively different that all other “advanced roles for teachers” pilots currently being implemented in NC?
This model identifies and elevates effective teachers and makes sure they stay in the classroom full time. Developing teachers are “pushed in” to see their practice; effective teachers are not “pulled out” of classrooms so their expertise continues to directly benefit NC students.