NC Professional Teaching Standards
Standard I: Teachers demonstrate leadership.
Standard II: Teachers establish a respectful environment for a diverse population of students.
Standard III: Teachers know the content they teach.
Standard IV: Teachers facilitate learning for their students.
Standard V: Teachers reflect on their practice.
Standard VI: Teachers contribute to the academic success of students.

Effectiveness Status
NC Educator Evaluation System
Demonstrate
1
Establish
2
Know
3
Facilitate
4
Reflect on
5
Contribute
6 to
Academic
Success
3 Rating Categories 5 Rating Categories
Not Demonstrated
Developing
Proficient
Accomplished
Distinguished

Overview of Standard 6
Contribute to Academic
Success
6
End of Grade (EOG) or End of Course (EOC) tests
6
Career Technical Education Assessment
6
NC Final Exams
6
K-3 Checkpoints
6
Analysis of Student Work

Analysis of Student Work
Contribute to Academic
Success
In 2014-2015, ASW is the Standard 6 measure for teachers in Advanced
Placement, Arts Education, Healthful
Living, International Baccalaureate, and
World Languages.
Growth is based on student work submitted by teachers and rated by content experts in a “blind review” process.
6
Analysis of Student Work

Principal’s Input
Confirm Teacher Participation

Overview: Analysis of Student Work
ASW Process

Overview: Analysis of Student Work
ASW Process

ASW Process: A Quick Guide

Teaching Context
• Screen shot

Principal’s Input
Principal receives a notification once a teacher’s schedule has been validated. The principal will then log into the Online Platform to confirm that the schedule is correct.

Participation in ASW Process for High School Teachers (60% rule)
1. If 60% of an educator’s classes* are in ASW subject areas, then the educator must participate in both
ASW and any other Standard 6 measure covering the remaining classes.
2. If 60% of an educator’s classes* can be covered by an existing measure of student learning, then the teacher is not required to participate in ASW.
*Please note that locally developed electives that do not follow the standards set forth in the NC Standard
Course of Study are not included in the ASW Process.

Participation in ASW Process for High School Teachers (60% rule)
Class schedule composition:
English II EOC
Locally-developed class
Spanish I ASW
Spanish II ASW
Spanish III
Spanish IV
6 classes
ASW
ASW
4 divided by 6 =
67%
4 ASW classes

Participation in ASW Process for High School Teachers (60% rule)
Class schedule composition:
Math 1
Math 1
Math 1
AP Statistics
AP Statistics
AP Statistics
6 classes
3 divided by 6 =
50%
EOC
EOC
EOC
ASW
ASW
ASW
3 ASW classes

Participation in ASW Process for K-8 Teachers (45 minute rule)
1. Educators who have 45 minutes per week scheduled with students in these content areas are required to participate in ASW.
2. Educators who do not have 45 minutes per
week scheduled with students in these content areas are not required to participate in ASW.
For educators who do not meet the requirements to participate in the ASW Process, the district may choose to opt in to the ASW
Process for those educators. The decision to opt in for a group of educators must be a district-wide decision.

Participation in ASW Process for K-8 Teachers (45 minute rule)
Frequency and Duration of classes:
General Music – 4 th Grade
Mon. Ms. DeNeal’s Class
Tues.
Mr. Jenkins’ Class
40 mins.
40 mins.
Wed.
Ms. DeNeal’s Class 40 mins.
Thurs. Mr. Jenkins’ Class 40 mins.
Fri. Plan 40 mins.
80 mins.
Each class

Participation in ASW Process for K-8 Teachers (45 minute rule)
Frequency and Duration of classes:
K-5 Physical Education
Mon. Ms. DeNeal’s Class
Tues.
Mr. Jenkins’ Class
Wed.
Mrs. Gunter’s Class
30 mins.
30 mins.
30 mins.
Thurs. Mr. Mapp’s Class 30 mins.
Fri. Mr. Brooks’ Class 30 mins.
30 mins.
Each class

Teaching Context on Timeline
September to early-mid October
Teachers confirm and correct schedules .

ASW Process: A Quick Guide

Class Selection
Beginning in 2014 – 2015, the online platform will select the classes in which the teacher must collect artifacts.

Class & Objective Selection
Mid-late October
Online Platform selects classes, and then teachers can choose objectives.
Note: Teachers who are on a semester schedule will have classes selected for 1st semester and then later 2nd semester.

ASW Process: A Quick Guide

Objective Selection
Objectives:
Using the
Strands and
Standards guidance charts, the teacher will choose 5 objectives.

Principal’s Input
Principal meets with the teacher to confirm that the
5 objectives chosen use the parameters in the
Strands & Standards Guidance Chart
Some examples of meetings:
• PDPs
• teacher meetings

Class & Objective Selection
Mid-late October
Online Platform selects classes, and then teachers can choose objectives.
Note: Teachers who are on a semester schedule will have classes selected for 1st semester and then later 2nd semester.

ASW Process: A Quick Guide

5 Timelapse Artifacts
Teacher decisions needed to compile a Timelapse Artifact (TA): a) A specific objective b) Sample type
• Individual Student or
• Whole Class c) Collection Method d) Samples from Point 1 and Point 2

Sample Type
Collect and keep 2 work samples:
• for each class member
• for a specific objective
• at 2 separate points in time

Sample Type
2 work samples that represent the entire class
• for a specific objective
• at 2 separate points in time

Collection Method
Method(s) or tool(s) for collecting:

Collection Method → File Size
Up to 10 MB per file!

5 Timelapse Artifacts
Late October - late May
Teachers will compile student work samples.
Note:
Teachers on a semester schedule will finish collecting
1st semester work samples by the end of December and will upload their artifacts to the Online Platform. Then, they will repeat the class selection and objective choosing processes for 2nd semester classes.

Teachers Collect
Work Samples for
Timelapse Artifacts

ASW Process: A Quick Guide

Student Selection
Timelapse Artifact
Option 1 –
Individual Student
Work Samples
Online platform will select
3 students
The TA will be compiled using the Individual
Student Work Samples from these selected students.
TA 1

Student Selection
Timelapse Artifact Option 1 –
Individual Student
Work Samples
If a student work sample is unavailable, that student will be reshuffled to create another sampling.
TA 1

Principal’s Input
The Principal is notified when a reshuffle is used by a teacher.
TA 1

Student Selection &
Upload Evidence
Late May-early June
Teachers with individual student work samples will have the Online Platform select 3 students at random for uploading. Then, teachers will upload student artifacts and submit completed Evidence
Collections to the Online Platform.

ASW Process: A Quick Guide

Upload Evidence
Context for 1 st work sample in each Timelapse
Artifact
How does this artifact show where the student is in relation to the chosen clarifying objective?
How does this artifact show where the student is in relation to the chosen clarifying objective?
This artifact was created using an 8 th grade Healthful Living Health Education Class containing 32 students before instruction on the objective began. In this video, the student did not show proper technique in the their performance of CPR in the following ways.
1. The students body position has him sitting on the victims waist.
2. The hands have been placed separately on the victims upper chest.
3. The compressions given are of insufficient depth and are given too slow.
4. The elbows are bending during the compression.

Upload Evidence
Context for 2 nd work sample in each Timelapse
Artifact
How does this artifact show where the student is in relation to the chosen clarifying objective?
How does this artifact show where the student is in relation to the chosen clarifying objective?
This artifact was created using an 8 th grade Health Education Class containing 32 students three class days after instruction began. In this video, the student shows proper technique in the their performance of CPR in the following ways.
1. The student has the proper body position, on his knees next to the victim.
2. The force of the compression is generated from the hips and applied in a vertical direction.
3. The hands are positioned with an interlocking grip.
4. The heel of the bottom hand has been placed on the sternum.

Upload Evidence
Context for Growth in each Timelapse Artifact
Describe the growth that occurred between
Points 1 and 2.
Describe the growth that occurred between Points 1 and 2.
CPR performed with the technique in video #1 was inadequate and would not have given the victim an opportunity to survive. The technique in video #2 would provide blood flow and oxygen to give the victim a chance of survival

Upload Evidence
Timelapse Artifact Option 1 –
Individual Student
Work Samples
1
Timelapse
Artifact
2
1
2
1
2
1

Upload Evidence
Timelapse Artifact Option 2 –
Whole Class
Work Samples
1 Timelapse
Artifact
1
2

Upload Evidence
All 5 Timelapse Artifacts will be uploaded to the online platform as the teacher’s
Evidence Collection for the school year.
TA 3
Student
TA 1
Student
TA 4
Student
TA 2
Whole
Class
TA 5
Whole
Class

Student Selection &
Upload Evidence
Late May-early June
Teachers with individual student work samples will have the Online Platform select 3 students at random for uploading. Then, teachers will upload student artifacts and submit completed
Evidence Collections to the Online Platform.

ASW Process: A Quick Guide

Blind Review
The Evidence Collection will be reviewed by
2 content area specialists.
Reviewer #1 Reviewer #2
D M E

Blind Review
The platform sends the evidence collection to two reviewers who have been matched to the teacher because of their similar content area expertise.
Reviewer #1 Reviewer #2

Blind Review
If the category ratings from each reviewer are the same, then the review process is complete and the
Standard 6 rating will be posted for that year.
M M
Category Rating:
Meets Expected Growth
Reviewer #1 Reviewer #2

Blind Review
If the category ratings from the two reviewers are not the same, the Evidence Collection is automatically sent to a 3 rd reviewer for an additional review to get a rating for that year.
Reviewer #3
Reviewer #1
M
E
Reviewer #2

Blind Review
2-Step ASW Process Review
These will be explained in detail in later modules.
#1
Evidence Collection Checklist
#2
ASW Quality Rubric

Blind Review
Summer 2015
Content area specialists complete the review process.
Qualifications
Application
Training

ASW Process: A Quick Guide

Receive Rating
Evidence Collection Rating Form:
•
D = Does Not Meet Expected Growth
• M = Meets Expected Growth
• E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below:
TA 1 TA 2 TA 3 TA 4 TA 5
Use this table to determine the overall rating for the evidence collection
Does Not Meet
D D D D D
D D D D E
D D D D M
D D D E E
D D D M E
D D D M M
Meets
M M M M M
M M M M E
D M M M M
M M M E E
D D M M M
D M M M E
D D M M E
D D M E E
D M M E E
Exceeds
E E E E E
M E E E E
M M E E E
D E E E E
D M E E E
D D E E E
Overall Rating for the entire Evidence Collection
Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth

Receive Rating
Evidence Collection Rating Form :
• D = Does Not Meet Expected Growth
• M = Meets Expected Growth
• E = Exceeds Expected Growth
Transfer your rating for each TA from the quality rubric to the table below:
TA 1 TA 2 TA 3 TA 4 TA 5
D M M M E

Receive Rating
Synthesis table to determine Standard 6 rating
Does Not Meet
D D D D D
D D D D E
D D D D M
D D D E E
D D D M E
D D D M M a Meets
M M M M M
M M M M E
D M M M M
M M M E E
D D M M M
D D M M E
D D M E E
D M M E E
E E E E E
Exceeds
M E E E E
M M E E E
D E E E E
D M E E E
D D E E E

Receive Rating
Fall 2015
Teachers receive their Standard 6 ratings for 2014-
2015 .

Effectiveness Status
3 Years of Combined Data for Standard 6
Standard Standard Standard
6 6 6
Year 1 Year 2 Year 3
An educator receives an
Effectiveness Status when he or she has 3 years of their own data for Standard 6

Effectiveness Status
Only for 2014 – 2017: Best 2 out of 3 years of data
Mr. NC’s 3 years of growth data:
Standard Standard Standard
6 6 6
Year 1
2014-2015
Does Not Meet
Expected Growth
Year 2
2015-2016
Meets
Expected Growth
Year 3
2016-2017
Meets
Expected Growth
2014-15 Does Not Meet
(Year 1)
2015-16 Meets (Year 2)
+ 2016-17 Meets (Year 3)
Mr. NC’s Standard 6 rating for 2014-2017 to Academic
Success

Effectiveness Status for 2016 - 2017
2016 - 2017
Standard 1
Demonstrate leadership
Standard 2 Establish
Environment
Developing Proficient
X
X
Accomplished Distinguished
Standard 3
Know Content
Standard 4
Facilitate Learning
Standard 5 Reflect on Practice
Standard 6
Three year growth data
X
X
X
Best 2 out of 3 years of growth data for 2014 – 2017
Meets Expected Growth

Effectiveness Status for 2016 - 2017
In Need of
Improvement
Effective
Highly
Effective
Standards
Demonstrate Leadership
1
Establish Environment
Know Content
Facilitate Learning
Reflect on Practice
4
5
2
3
Contribute to Academic
Success (3 yrs. of data)
6
Any rating lower than proficient
Does Not
Meet
Expected
Growth
Proficient or Higher on Standards
1-5
Accomplished or Higher on Standards
1-5
Meets or
Exceeds
Expected
Growth
Exceeds
Expected
Growth

Effectiveness Status for 2016 - 2017
2016 - 2017
Standard 1
Demonstrate leadership
Standard 2 Establish
Environment
Developing
Standard 3
Know Content
Standard 4
Facilitate Learning
Standard 5 Reflect on Practice
Standard 6
Three year growth data
Proficient Accomplished Distinguished
X
X
X
X
X
Best 2 out of 3 years of growth data for 2014 – 2017
Meets Expected Growth

ASW Wikispace
Public wiki - No need to join!
• 5 Online Training Modules
August - ASW Overview
September - Year 1 Planning, Capturing 2 Points in Time
October – November - Context and ASW Review Process
• Important Forms
• Frequently Asked Questions
Visit the ASW Wikispace here: http://ncasw.ncdpi.wikispaces.net/

Online Platform Tour

Online Platform Tour

Online Platform Tour

Online Platform Tour

Online Platform Tour

Online Platform Tour

Lessons Learned from Pilots
• Work together across content areas
• Focus on the philosophy behind the standards and objectives and how to assess them in your classroom
• Know your guidance chart and standards well

Lessons Learned from Pilots
• Choose objectives carefully
– Match teacher’s instruction and assessment
– Select artifacts that demonstrate:
• the objective selected
• at 2 points in time
– Realize not all objectives link easily to ASW process

Activity: Choosing Objectives for the ASW Process
1. On your own, mark the box
Yes, links well
NOW
X
Might link
SOON
X
May link but
NOT AT THE MOMENT
X to indicate how well each objective from the course on your activity sheet links to the ASW process.

Activity: Choosing Objectives for the ASW Process
2. With a partner or small group, discuss the following questions and adjust your checked boxes as needed:
– Is this objective observable and measurable at two separate points in time?
– How could the work samples for this objective be captured by a collection method at hand?
– How well does this objective connect to how you teach and assess?

Activity: Choosing Objectives for the ASW Process
3. Review the checked objectives in the SOON and
NOT AT THE MOMENT columns and brainstorm how they might be included in ASW this year.

Strands & Standards Guidance Charts
Could a teacher create an
Evidence
Collection with
5 Timelapse
Artifacts using the objectives highlighted for this course?