North Carolina Teacher
Evaluation Process
Justine Lerch
NC Teach II
UNC-Wilmington
Agenda
Welcome Back
Lesson Presentation
PPT of the evaluation process, required
documents, and timelines
Activities to reinforce learning
Review Homework Assignment (20 pts.)
Closure
Objective

To develop an understanding of the
North Carolina Teacher Evaluation
Process including:





Instruments
Process
Forms
Timelines
Terms and Definitions
NC Educator Evaluation System
2008



The purpose of the system is to promote and
support effective leadership, quality teaching,
and student learning.
The instruments are based on the Framework
for 21st Century Learning and the NC
Standards.
All of the instruments and processes are
designed to encourage professional growth,
to be flexible and fair to the persons being
evaluated, and to serve as the foundation for
professional development needs.
Focus and Reflection


Consider the best teacher you’ve ever
known. What made that teacher so
memorable? In what way has that
teacher influenced your life?
What are the specific characteristics
and behaviors that describe that
effective teacher?
Consider a child starting
kindergarten in 2010…




This child was born in 2005
This child was not alive when 9/11
occurred
The US has been at war for this child’s
entire life
We will need to educate this child for a
life that will bring retirement in 2075 or
later
NORTH CAROLINA’S Educational Pipeline
In North Carolina, for
every 100 9th grade
students…
…70 students graduate four
years later.
…41 students enter college.
…28 students are still enrolled in their 2nd year.
…19 students graduate with either an
Associate’s degree within three years or a
Bachelor’s degree within six years.
Source: www.achieve.org
7
Did You Know?
Future Ready Students for the
21st Century
The guiding mission of the NC Board of
Education is that every public school
student will graduate from high school,
globally competitive for work and post
secondary education and prepared for
life in the 21st century.
To accomplish this mission, North
Carolina Public Schools will:

Produce globally competitive students

Be led by 21st century professionals

Be healthy and responsible

Leadership will guide innovation in NC Public schools

Be governed and supported by 21st Century Systems
10
21st Century Skills Framework
North Carolina Professional
Educator Evaluation Systems
Their purpose is to support and promote effective leadership,
quality teaching, and student learning.
The design is a growth model to improve instruction and enhance
professional practice.
The evaluation instruments are based on the Framework
for 21st Century Learning and the Standards
12
North Carolina Professional
Educator Evaluation Systems
They are flexible enough to be fair to teachers and school
executives of varying levels of experience and in school
settings.
The rubrics are formative in nature based on a rating scale
from developing through distinguished.
Multiple data sources, artifacts, and evidence will be used in
assessing educator performance.
They will provide the basis for performance goals and
professional development activities.
13
Purposes for Evaluation





Serve as a measure of performance
Serve as a guide for reflection
Serve as the basis for instructional
improvement
Focus the goals and objectives of schools and
districts as they support, monitor, and
evaluate teachers
Guide professional development programs
Purposes Continued



Serve as a tool for developing
coaching and mentoring programs
Enhance the implementation of the
approved curriculum
Inform higher education institutions as
they develop the content and
requirements for teacher training
programs.
Artifact – A product resulting from a teacher’s
work (a natural by-product, not a newly
created document)




Possible Artifacts:
 Professional Development
School Improvement
Plan
 Student Work
School Improvement
 National Board Certification
Team
 PTSA
North Carolina Teacher  Professional Learning
Working Conditions
Communities (PLC)
Survey
 Lesson Plans
Student Achievement
 Student Dropout Data
Data
16
Definitions
 Beginning Teacher - Teachers who are in their first
three years of teaching and who hold a Standard
 Professional 1 License
 Probationary Teacher – Teachers who have not
obtained Career Status in their district
 Career Status Teachers –Teachers who have been
granted Career Status in their district
 Formal Observation – an observation of a teacher’s
performance for a minimum of 45 minutes or one
complete lesson
17
Definitions

Informal Observation – An observation of a teacher for
a minimum of 20 minutes

North Carolina Teacher Rubric – A composite matrix of
the standards, elements and descriptors of the North
Carolina Standards for Teachers

Performance Standard – The distinct aspect of
leadership or realm of activities which form the basis for
the evaluation of a teacher

Performance Elements – The sub-categories of
performance embedded within the standard
18
Definitions


Performance Descriptors – The specific
performance responsibilities embedded
within the components of each performance
standard
Performance Goals - Goals for
improvement in professional practice based
on the self-evaluation and/or supervisor
recommendation
19
NC Professional Teaching
Standards – Rating Scale



Developing – Demonstrated adequate
growth but did not demonstrate competence
on standard(s) of performance
Proficient – Demonstrated basic
competence on standard(s) for performance
Accomplished – Exceeded basic
competence on standard(s) of performance
most of the time
Rating Scale Continued



Distinguished – Consistently and
significantly exceeded basic competence on
standard(s) of performance
Not Demonstrated – Did not demonstrate
competence on, or adequate growth toward,
achieving standard(s) of performance
[NOTE: If the “Not Demonstrated” rating is
used, the evaluator must comment about
why it was used.]
Teacher Responsibilities





Know and understand the NC Professional
Teaching Standards
Understand the NC Evaluation Process
Prepare for and fully participate in each
component of the evaluation process
Gather data, artifacts, evidence to support
performance and progress in attaining goals
Develop and implement strategies to improve
performance in areas identified (IGP/PDP)
A Vision of K-12 Students
Today
http://www.teachertube.com/view___video.php?viewke
y=d1296214afd7cc367045
NC Standards for Teachers





Standard 1: Teachers demonstrate leadership
Standard 2: Teachers establish a respectful
environment for a diverse population of students
Standard 3: Teachers know the content they
teach
Standard 4: Teachers facilitate learning for their
students
Standard 5: Teachers reflect on their practice
Great Quotes From Great Leaders
If your actions inspire others to
dream more, learn more, do more
and become more, you are a
leader.

John Quincy Adams
Standard I: Teachers
Demonstrate Leadership





Teachers lead in their classrooms
Teachers demonstrate leadership in the
school
Teachers lead the teaching profession
Teachers advocate for school and
students
Teachers demonstrate high ethical
standards
Making It Real Activity
Standard I
In what ways can a teacher model or demonstrate
Teacher Leadership in the classroom, the school and
the teaching profession?




Table Activity:
Choose a recorder and discuss the question above.
List selected ideas on chart paper (at least 1-2 ideas
for each of the three areas: classroom, school &
teaching profession).
Select a reporter to report out to the group.
Standard II
Teachers establish a respectful environment for a
diverse population of students





Teachers provide an environment in which each child
has a positive, nurturing relationship with caring
adults
Teachers embrace diversity in the school community
and in the world
Teachers treat students as individuals
Teachers adapt their teaching for the benefit of
student with special needs
Teachers work collaboratively with the families and
significant adults in the lives of their students
Making it Real
Activity--Standard II
What is a working definition of Diverse
Learners?
 Discuss with your table group
 Write one definition per table
 Share with the whole group
Making It Real--Standard II
Think/Pair/Share Activity


•

•
•
Pair with a person and share:
One strategy you have seen or done that models an
environment that is inviting, respectful, supportive, inclusive &
flexible
When time is called, go to a second person and
share:
One strategy for maintaining high expectations for students
When time is called, choose a third person and
share:
One strategy for collaboration with
families/significant adults of students
Standard III: Teachers know
the content they teach




Teachers align their instruction with the NC
SCoS
Teachers know the content appropriate to
their teaching specialty
Teachers recognize the interconnectedness of
content areas/disciplines
Teachers make instruction relevant to
students
Making It Real
Activity--Standard III



Sort the artifacts/behaviors (pink) into
the appropriate performance elements
(green)
Then, decide where each artifact would
rate on the performance scale (blue)
When directed, circulate and compare
your table ratings with one other table

The mediocre teacher tells. The
good teacher explains. The
superior teacher demonstrates.
The great teacher inspires.
William Ward
Standard IV: Teachers facilitate
learning for their students




Teachers know the ways that learning takes
place, and they know the appropriate levels
of intellectual, physical, social, and emotional
development of their students
Teachers plan instruction appropriate for their
students
Teachers use a variety of instructional
methods
Teachers integrate and utilize technology in
their instruction
Standard IV: Continued




Teachers help students develop critical
thinking and problem solving skills
Teachers help students work in teams
and develop leadership qualities
Teachers communicate effectively
Teachers use a variety of methods to
assess what each student has learned
Making It Real
Activity—Standard IV





Read the standard and the descriptors
Write one or two observable behaviors or
artifacts that could be used as evidence
When the signal is given (2 min.), pass your
paper clockwise
Look over what has been recorded and add
new behaviors/artifacts
Continue…
Standard IV Group Activity




Count off into groups A - H
Using the corresponding element (A - H) for
your group, select 2 of the listed items under
your element. (Page 9 or 10 in your manual)
Brainstorm 2-3 specific behaviors a teacher
might use to demonstrate each of the items
selected
Pick one of the two items and report out to
the group
37
Standard V: Teachers reflect
on their practice



Teachers analyze student learning
Teachers link professional growth
to their professional goals
Teachers function effectively in a
complex dynamic environment
Making It Real Activity
Standard V




Individually read the post observation
dialogue
As a group, decide a rating for each
element of Standard V
Determine an overall rating for
Standard V
List an additional question that a
principal might ask about this standard.
Making It Real Activity
Card Sort

In groups use the cards to match:



The standard
The elements for each standard
The definitions for each element
Teacher Evaluation Process
Training
 Orientation
 Self Assessment
 Pre Observation Conference
 Observations

Teacher Evaluation Process




Post Observation Conference
Summary Evaluation Conference and
Scoring the Teacher Summary Rating
Form
Professional Development Plans
Effective Dates, Licensing, Career
Status
The talent of success is nothing
more than doing what you can
do, well.
Henry W. Longfellow
The Evaluation Process

Orientation:



Within two weeks of a teacher’s first day
Must include rubric, policy & schedule of
evaluation
The teacher self-assessment:




Uses the teacher rubric
Is done by individual (without input from others)
Used in developing IGP
Used in pre and post conference discussions
Pre Observation Conference




A pre-observation conference must
occur
before any observations happen during the
year.
Discuss: self-assessment, PDP &
lesson(s) to be observed
Teacher will have written description of
lesson for first observation
Subsequent observations do not require
a
pre-observation conference
Observations






Formal observations occur over one complete lesson
(a minimum of 45 minutes)
Probationary teachers require 4 formal observations:
3 administrative, 1 peer
Career status teachers (in their summative year of
evaluation) must have three observations: at least 1
must be formal
The first observation must be a formal, announced
observation
Subsequent observations may be unannounced
Evaluator uses the rubric as a recording tool
Post Conferences




Must occur after each observation
Must occur no later than 10 school days
after the observation
Designed for the purpose of identifying
areas of strength and those in need of
improvement
Requires review and signature of rubric
Summary Evaluation
Conference





Bring Self Assessment
Review Observations
Discuss Additional Artifacts
Sign Summary Rating Form & Record of
Teacher Evaluation Activities
Begin discussion for future goals
Summary Rating Form





Every element for every standard is marked (“not
demonstrated” requires comment)
Ratings are based on formal and informal
observations throughout the year
Overall rating for each standard is chosen by the
evaluator after reviewing all of the elements
within a standard.
Comments can be added from evaluator or the
teacher.
Signatures required on the final page.
Record of Teacher Evaluation
Form



Required to be completed at the
conclusion of the Summary Conference
Used as documentation that process
was completed
Must be signed & dated for each
activity
Professional Development Plan




Teachers who are rated as “Proficient” or higher on
all Standards will develop an Individual Growth Plan
Teachers who are rated as “Developing” on any
Standard will be placed on a Monitored Growth Plan
Teachers who are rated as “Not Demonstrated” on
any Standard or has a rating of “Developing” for two
sequential years will be placed on a Directed Growth
Plan (meets GS requirements of an action plan)
Cannot be used w/ any teacher being recommended
for dismissal, demotion or nonrenewal
Language Analysis




Evidence
Observable and
specific
Not influenced by
the observer
Objective
unambiguous




Opinion
Draws conclusions
Influenced by the
observer’s
perspective
Subjective
May be subject to
debate
Areas Of Concern For New Teachers
In The Evaluation Process





Classroom management -discipline
Time management
Motivating students
Dealing with individual differences
Dealing with problems of individual
students
Areas of Concern - Continued




Assessing students’ work
Relations with parents
Insufficient materials and supplies
Organization of class work
Additional Information


All observations and summative
evaluations should be conducted by
individuals who have had extensive
training in the use of the
observation/evaluation instruments
Multiple practice observations are
scheduled to verify observer/evaluator
accountability
Notes Continued


Observations should last the class
period or until the end of the
instructional activity.
If a significant interruption occurs, the
observation may be stopped, the
reason for discontinuing noted, and the
observation completed at a later time.
Notes Continued


Observer should not expect to observe all
teaching practices during any particular
observation.
The evaluator should meet with the
teacher to review what was not observed
and collect additional information from
lesson plans, student work and
communication with parents.
Notes Continued



Best practices encourage multiple
sources of data.
The teacher and/or the observer may
place written comments regarding the
evaluation on the TPAI.
Only the Superintendent can
recommend that a teacher be
dismissed.
Criteria for Teacher Evaluation






Knowledge of Delivery Methods
Understanding the Learning Process
Knowledge of Content Area
Understanding of Student Needs
Ability to Demonstrate Evidence of
Student Growth
Curriculum Alignment
Criteria for Teacher Evaluation
- Continued



Understanding and Use of Standard
Course of Study in Instruction and
Assessment
Ability to Disaggregate & Use
Student Achievement Data in
Planning Instruction
Classroom Management
Criteria for Teacher Evaluation
- Continued



Professional Growth/Continuous
Improvement
Ability to use Technology as a Tool in
the Classroom
Communication with Stakeholders
Inside and Outside the School Setting
Teaching is Amazing!
Homework
Self Assessment




Worth 20 points
Due Saturday, September 11, 2010 via Task
Stream
Using the Rubric for Evaluating NC Teachers
(in your notebook) complete a self
assessment. Rate each element, list sample
artifacts, sources, and or documented
evidences that you will have to support your
performance in each function.
Be objective, concise, and specific.
Homework –Part II
Professional Development Plan

Then, using the Professional
Development Plan, page 1 (available on
line), write two Goals for the year,
listing activities/actions, expected
outcomes and evidence of completion,
resources needed, and an approximate
date for completion.
Closure



Questions and Answers
Comments
Evaluation
Descargar

North Carolina Teacher Performance Appraisal System