TEAM AGREEMENT

MEETING

1

WEBINAR ETIQUETTE

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Respond to questions throughout the session via chat box

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of the session

Listen attentively- for understanding and clarity

If questions are not answered today, please connect with your

mentor and/or evaluator

2

PURPOSE

This agreement:

1. Informs all team members (teacher, co-teacher (when applicable), site administrator, mentor and evaluator) about their roles and responsibilities

2. Informs the local contractors (NC Pre-K and MECK Pre-K) about the work of the Early Educator Support Office

3. Identifies the most effective means of communication between team members

PURPOSE

Teachers holding LE, Residency, and Initial (SPI) Licensure are

required to work with an Early Educator Support Office

mentor and evaluator for up to three years, as required by

North Carolina State Board of Education (SBE) teacher

licensure policy.

When NC Early Childhood Education teachers attain the BK

Continuing (SPII) License teachers will be evaluated but not

mentored.

2020-21 AMENDED SERVICE DELIVERY

PROTOCOL

DCDEE provided memo to all NC

Pre-K Contractors and MECK Pre-K

Program on September 21, 2020

Should be provided to all site

administrators and lead teachers of

both programs

Our goal is to continue to provide

quality support to teachers across the

state and hope this information offers

some clarity as we start the new

program year under different

circumstances.

Each staff member, regardless of role

and purpose of visit, must abide by

safety procedures as outlined in the

protocol and the ChildCareStrongNC

Public Health Toolkit

This document will provide staff with

additional guidance necessary as we

carry out services during the Covid-19

pandemic.

THIS WORK INCLUDES:

Four (4) formal observations completed annually by an assigned evaluator, including: an initial pre-observation conference, formal observation, and post-conference, using the NC DPI Teacher Evaluation Rubric and prescribed licensure process. The mentor will participate in any/all conferences, as available.

One (1) Summary Evaluation Conference and scoring of the Summary Rating Form.

Development and implementation of a Professional Development Plan (PDP) with the assigned teacher, which is facilitated by the mentor.

NC STATE BOARD OF EDUCATION POLICY

2017-18 GENERAL LICENSURE REQUIREMENTS (Policy ID LICN-001)Per NC General Statute 115C-296 Section 8(a);

4) A teacher shall not be required to prepare or submit a portfolio to receive an Initial license or a Continuing license. To convert an Initial license to a Continuing license, a teacher must complete all required coursework and achieve a passing score on all North Carolina State Board of Education approved exams required for the license area(s) within the established timeframe. Conversion from an Initial license to a Continuing license does not require the recommendation of the employing school system. Educators with fewer than three years of teaching experience, however, are required to continue participating in a Beginning Teacher Support Program regardless of their licensure status.

TEACHER RESPONSIBILTIES

TEACHER WILL…

Prepare for and fully participate in each component of the

evaluation process.

Gather data, artifacts, evidence to support performance in

relation to standards and progress in attaining goals.

Develop and implement strategies to improve personal

performance/attain goals in areas identified individually or

collaboratively identified.

Complete required training on North

Carolina Foundations for Early Learning and

Development

Intermediate Course

Advanced Course

Ensure, in consultation with site administrator, coverage of

classroom duties.

Notify the Early Educator Support Office immediately of any

situation that may prevent you from completing these

requirements within the established timeline.

Arrange for meetings with the mentor and evaluator, in

collaboration with site administrator.

Seek out and participate in professional learning community,

conferences, and special workshops that directly support

identified professional needs.

Read all correspondences (email or hard copies) from the

Early Educator Support Office thoroughly and follow all

instructions.

Report changes in site/employment status/changes in contact

information (e-mail, phone) to your mentor/evaluator and

submit to the Early Educator Support Unit (within 5 days using

the Change Form).

Submit separation from nonpublic classroom (retirement,

move to public sector, etc.) on Separation Form.

LICENSURE

Complete licensure packets including Fees and Official

College/University Transcript

Affiliate with your LEA through the NC Department of Public

Instruction online licensure system

NC EDUCATOR EFFECTIVENESS

SYSTEM (NCEES)

Self-Assessment

Professional Development Plan (PDP)

Pre & Post Observation Conference

Formal/Informal Observations

Summary Rating Form

GREEN CHECK IS THE GOAL

Ensure that the site administrator and teacher assistant are

aware of all activities between the teacher, mentor and

evaluator.

Give a copy of your school calendar and daily schedule to the

mentor and evaluator.

Notify mentor and evaluator at least 12 hours in advance if

meetings or scheduled evaluations are to be canceled.

Respond promptly (within 2 days) to emails or phone calls.

LATERAL ENTRY/RESIDENCY LICENSE

Complete Pre-Service Checklist. Teacher must maintain all

supporting documents.

Submit a copy of Plan of Study obtained from an accredited

Institute of Higher Education (IHE)

Complete a minimum of six semester credit hours towards B-

K licensure each program year until all coursework is

completed and within the three year time period

1. Teachers should inform only the co-teacher of the mentor and/or evaluator’s visits.

False

2. Teachers create 2-3 SMART Goals for the PDP.

True

3. Forms for the evaluation process should be completed electronically.

True

4. All licensed educators should complete 6 semesters hours each

year.

False

1. Teachers will get their licensure forms from the Department of Public Instruction (DPI) and send their check to them.

False

2. Teachers will provide evidence of completion of all NC Professional Teaching Standards/Elements.

False

3. The Lateral Entry/Residency licensed teacher will complete the Pre-Service checklist.

True

SIGNATURE - TEAM AGREEMENT FORM

As a LE/Residency or Initial (SPI) licensed teacher, I agree to

accept mentoring and evaluation support services of the

DCDEE/Early Educator Support Unit and Office.

I acknowledge that I have read, reviewed, discussed, and

received a copy of my responsibilities set forth in the Team

Agreement.

Sign and date the electronic form

Send the electronic form to the mentor (within 3 days of the

team agreement meeting)

SITE ADMINISTRATOR WILL…

Provide overall leadership and supervision to teachers holding

LE, Residency, and Initial (SPI) licensure to ensure that all

components of the BTSP/LETP are implemented as prescribed

by the timeline.

Ensure B-K licensed teacher successfully completes a minimum

of six semester hours annually.

Inform teachers about the T.E.A.C.H. ™ Early Childhood Scholarship Program.

Understand the time commitment of the licensed teacher.

Communicate with the teacher’s assigned mentor and evaluator.

Develop and review the school improvement plan with the entire staff.

Coordinate technical assistance

(TA) providers and other

coaches.

Ensure appropriate teaching

practices are communicated

and consistently implemented.

Ensure that teacher has

appropriate supplies,

resources, and planning

time for creating and

maintaining a developmentally

responsive learning

environment.

Release teacher from work to participate in Early Educator

Support Office required components.

Arrange for classroom coverage.

Ensure Birth-through-Kindergarten (B-K) licensure

requirements are maintained in classroom teaching practices,

and aligned with North Carolina Professional Teaching

Standards.

Participate in post conferences, as schedule permits.

Participate in PDP review conferences.

“High quality professional development is

characterized by sustained, coherent,

collaborative and job-embedded learning.”

Participate in 1 classroom observation and debrief with the

Early Educator Support Office evaluator and practice using the

NC Teacher Evaluation Rubric.

Communicate with and provide feedback to the mentor,

evaluator and Early Educator Support Office as required by

the BTSP and LETP process.

Submit appropriate reports to NC Pre-K Contract

Administrator and/or the MECK Pre-K Program

Notify the Early Educator Support Office immediately of any

situation that may prevent the teacher from completing these

requirements within the required timeline or your ability to

supervise this process.

SITE ADMINISTRATORS- PLEASE NOTE

Reminder (from 2018)

My signature on the Team Agreement Form, grants my permission for Early Educator Support Office staff to take photographs and video record classroom and teacher behaviors and activities in the school environment, which may include children. Photographs and videos will be used for professional development purposes for the Early Educator Support Offices and will help to inform training when using the NC Teacher Evaluation Process and as part of the quality assurance and inter-rater reliability project. Refer to the NC Pre-K Program Requirements for specific release details and be certain families are aware of these professional development activities.

Reminder (from 2018)

My signature on the Team Agreement Form, grants my permission for EESLPD Office staff to conduct joint observations (or co-observations) in all classrooms where teachers are being evaluated using the NC Teacher Evaluation Process. The joint observation process, is strictly for quality assurance and inter-rater reliability purposes and is not intended to be used with specific teachers based on performance. This process will inform the continuous improvement of practices used by EESLPD Office staff as part of the NC Teacher Evaluation Process.Refer to the NC Pre-K Program Requirements for specific release details and be certain families are aware of these professional development activities.

REFLECTION FOR SITE ADMINISTRATORS

1. How many times during the school year is the site

administrator required to job shadow the evaluator?

2. How many semester hours should the teacher complete if

he/she does not hold a clear BK license?

3. Who should complete and share the school Improvement

Plan?

4. List ways the site administrator will provide support to the

teacher?

SIGNATURE - TEAM AGREEMENT FORM

As the site administrator/program director or designee, I

acknowledge that I have read, reviewed, discussed, and

received a copy of the responsibilities set forth in this

agreement.

Sign and date the electronic form signed by the teacher.

MENTOR RESPONSIBILITIES

Provide continual support to the LE, Residency, and Initial (SPI)

licensed teacher to ensure appropriate teaching practices align

with NC Professional Teaching Standards

Conduct a Coaching Commitment Conference with the

teacher

Review the teacher’s Self-Assessment and Professional

Development Plan and provide feedback

Provide appropriate feedback/support to prepare teacher for the

pre-conference, first formal observation, and collection of

appropriate evidences.

Communicate with the teacher on a regular basis (phone, email,

face-to-face, technology).

Build positive and ongoing relationships with the team.

Assist teachers in identifying goals on or

before the first formal NC Teacher

Evaluation observation.

Review the teacher’s evidences for mid-year

review of PDP before the due date.

Review the teacher’s evidences for End-of-

Year Review before the due date.

*The NCEES PDP template

supports SMART goal

development.

Share resources, tools, tip sheets, etc., for beginning teachers

Provide support and consultation sessions that enhance or augment (not duplicate) current local and state available training and technical assistance plans and resources

Model appropriate instructional practices inside the classroom

Conduct informal observations of teaching practices for supporting the teacher

Arrange observations of demonstration sites (Lateral Entry/Residency) and/or other identified quality sites (BK-SPI)

Video tape/photograph teaching practices and provide

feedback related to teacher’s PDP and the teacher evaluation

results.

Identify local community resources and agencies that support

children and families.

Organize and train teachers on the Professional Learning

Community process.

Identify appropriate professional development resources

(Professional Learning Community (PLC), conferences, current

research and special workshops) to directly support teacher

needs.

LATERAL ENTRY/RESIDENCY LICENSED

TEACHERS ONLY

Provide the Pre-Service Checklist and supplemental items to

teacher-first year only.

Support the teacher in process to complete required items.

Submit the signed and dated cover page to the Early Educator

Support Office upon completion of all required activities.

EVALUATOR RESPONSIBILITIES

Meet with and/or contact the teacher, site administrator, and

mentor before the first formal observation (at least a 2-week

notice).

Conduct the Pre-Observation Conference with the teacher.

Conduct at least four formal observations of all LETP and

BTSP teachers, each school year, using the NC Teacher

Evaluation Process Tools.

Obtain evaluator and teacher signatures within ten school

days after each formal observation (NC Educator Effectiveness

System)

Schedule a time for the site administrator to job shadow you

for at least one observation, which would include the

debriefing.

Conduct a Post-Observation Conference no later than ten school days after each formal observation.

Give the teacher and site administrator at least a 2-week notice before scheduling post conferences.

Check each box under the observed Elements (begin with Developing), add comments under each Standard and check the teacher’s evidences – Standards 1, 2e and 5 are not observable

Make a written comment on any Element marked “Not Demonstrated”

Provide all electronic copies of the evaluation forms.

Secure the evaluator and teacher’s signatures no later than ten

school days after each formal observation on the Rubric for

Evaluating NC Teachers

Provide the teacher with an opportunity to add comments on

the Rubric and Teacher Summary Rating Form (within 7 days

of post conference)

Review the PDP and provide feedback to teachers to ensure

that they have incorporated SMART goals.

Review the teacher’s evidences for mid-year review of PDP

before due date.

Review the teacher’s evidences for End-of-Year Review before

due date.

Sign and add comments to all three parts of the PDP

Secure the evaluator and teacher’s signatures on all documents

in the NC DPI Educator Effectiveness System.

➢ Orientation and Training (Enter date of Team Agreement

Meeting): teacher only

➢ Pre- and Post-Observation Conferences

➢ Rubric for Evaluating NC Teachers

➢ PDPs – Initial, Mid-Year Review and End-of-Year Review

➢ Summary Rating Form

Give an overall rating of each Standard using Teacher Summary

Rating Form at the end of the school year

Conduct a Summary Evaluation Conference and completes

the Teacher Summary Rating Form prior to the end of the

school year.

Obtain evaluator and teacher signatures during the summary

evaluation conference.

Inform the teacher, site administrator and Early Educator

Support Unit if the teacher will be placed on a monitored or

directed PDP for increased level of support.

1. Evaluators do not need to sign-off on observations in

NCEES?

False

2. Teachers will share evidences for Standards 1, 2e and 5 with

the evaluator?

True

3. Evaluators will give you the performance rating during the

post conferences for the observations?

False

DCDEE/EARLY EDUCATOR SUPPORT UNIT AND

OFFICE RESPONSIBILITIES

Provide or arrange all required NC Teacher Evaluation training

Assign an Early Educator Support Office Mentor and Evaluator

Implement the provisions of NC DPI Educator Effectiveness System in accordance with the NC State Board of Education policy and NC DPI procedures

Monitor and maintain teacher licensure files and database

NC TEP TRAINING/ORIENTATION

Visit our website at https://earlyeducatorsupport.uncc.edu/ for all needed

documents, useful resources, and contact information.

Rubric for Evaluating North Carolina Teachers

http://www.dpi.state.nc.us/docs/effectiveness-model/ncees/teachers/individual/rubric.pdf

NC State Board of Education policy governing teacher evaluations

https://stateboard.ncpublicschools.gov/policy-manual/licensure/copy2_of_beginning-teacher-

support-program

Schedule for completing all the components of the evaluation process

https://earlyeducatorsupport.uncc.edu/sites/earlyeducatorsupport.uncc.edu/files/media/2020-

2021%20NCEES%20Observation%20and%20PDP%20Calendar.pdf

TEACHER NEXT STEPS: T

Teachers will ensure that the appropriate fills are completed and they have typed their name/date on the signature page of the electronically copy of the team agreement form

Teachers will ensure that the site administrator has completed the appropriate fills and signed the form electronically

Teachers will email the completed team agreement form to the mentor within 3 days after this webinar

Mentors will complete and sign the form and email it to the evaluator

The evaluator will sign and email the final completed copy to the teacher, mentor and site administrator and upload it into NCEES

Rich Lambert Principal Investigatorrglamber@uncc.edu

Amanda VestalLead Project Coordinatoravestal6@uncc.edu

Joanie Oliphant Regional Lead – Region1jolipha3@uncc.edu

Amy Jo Farrington (Interim)Regional Lead – Region 2amyjofarrington@uncc.edu

Stephanie Bridges Regional Lead- Region 3ssbridge@uncc.edu

Ashley Weber Regional Lead- Region 4aweber21@uncc.edu

Kawanna Jackson Quality Assurance Leadkyjackso@uncc.edu

Kyle WorleyDigital Communications Leadkworley6@uncc.edu

Detrius Jones Manager- Early Educator Support UnitDetrius.jones@dhhs.nc.gov

Breania BestLicensure Specialist- Early Educator Support Unit breania.best@dhhs.nc.gov