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Evaluation Document - NSBECS V 2.0 - JPK

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About the Standards

The National Standards and Benchmarks for Effective Catholic Elementary and Secondary Schools (NSBECS) were published in 2012 to serve as both a guide and assessment tool for PK-12 Catholic school effectiveness and sustainability. They include research-based school effectiveness criteria, as well as criteria unique to Catholic school mission and identity. The NSBECS rests on the conviction that adhering to these standards and benchmarks with fidelity will result in highly effective Catholic schools.

Tools and Resources

This website serves as a platform for providing, exchanging, and creating knowledge and information related to the NSBECS and to other projects and initiatives that grow out of implementing these standards and benchmarks.

Assessment Tools assist Catholic educators in gauging and assessing school quality and performance based on the NSBECS. Resources offer additional guidelines, video tutorials, and more to support implementation of the NSBECS. Applications provide links to wide-ranging field-based implementation programs and initiatives. In Impact, Catholic school practitioners and researchers describe the results of implementing the NSBECS for accreditation, planning, guidelines, accountability, and more.

Catholic educators at all levels are invited to share their additional applications and impact based on implementation of the NSBECS. Further information is forthcoming from NCEA NSBECS Council (NNC).

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The National Standards and Benchmarks for Effective Catholic Elementary and Secondary Schools (NSBECS) were published in 2012 to serve as both a guide and assessment tool for PK-12 Catholic school effectiveness and sustainability. They include research-based school effectiveness criteria, as well as criteria unique to Catholic school mission and identity.

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NSBECS Alignment
Combination of all forms
Concern for CSTPs
Vote was taken on form based in NSBECS or CSTPs and went in favor of NSBECs

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Possibility of adding CSTPs to the rubric.
Possibility of adding CSTPs to the form.

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Warm / Cool Feedback

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Warm/Cool Feedback

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Warm/Cool Feedback

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Warm/Cool Feedback

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Warm/Cool Feedback

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Warm/Cool Feedback

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Warm/Cool Feedback

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Warm/Cool Feedback

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https://docs.google.com/document/d/1HC0ZfEC_Q9N_MfGSHUEZJkEL8aOtTt3gv8LTzwZV_Ds/edit?usp=sharing

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Classify domains as teaching responsibilities and professional responsibilities

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- Are half-points allowed?
- With the rating marks, they are very similar to proficiency scale ratings. Is there an expectation that a novice teacher is at a certain level? Is there a continuum?
- Where is the data coming from to set teacher goals?
- Probing questions (part 3) are helpful to guide the alignment process to teacher evaluation. Provides specific information to teacher.
- Where is evidence recorded?

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*Teacher Rating (novice, veteran, etc.)
*3.4 & 4.4/4.5 could be used for the concern that Gina shared
*Evidence (diocese would decide where/what)
*1/2 point ratings
*Goal data for goal setting (incorporate into training)

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-a tool used for conversation, reflection, growth