North Carolina Educator  Evaluation System   Sandhills Leadership Academy        September 13, 2012
Introductions
Before I leave, I need to know…• As you prepare to transition from evaluatee  to evaluator, what questions would you like ...
Digital Disclaimer The digital tools used during the course of this training have been helpful to some educators across th...
Region 4 Wiki    http://rt3region4.ncdpi.wikispaces.net
Teacher Evaluation Process
Before Week 3 of School YearComponent 2: OrientationWithin two weeks of teacher’s first day, the principal will provide:A....
Before Week 3 of School YearComponent 2: OrientationWithin two weeks of teacher’s first day, the principal will provide:A....
Before First Formal Observation                   Component 3: Teacher Self-Assessment                   Using the Rubric ...
Before First Formal Observation                  Component 3: Teacher Self-AssessmentTime Matters!     Using the Rubric , ...
Within the 1st nine weeks                                       Component 5: Observations                                 ...
Within the 1st nine weeks                                       Component 5: Observations                                 ...
Before the End of the School YearComponent 8: PD PlansIndividual Growth Plans-“Proficient” or betterMonitored Growth Plans...
Before the End of the School YearComponent 8: PD PlansIndividual Growth Plans-“Proficient” or betterMonitored Growth Plans...
Our Goal is to have a DistinguishedTeacher in every classroom
Standard 4:Teachers facilitate learning for their studentsa. Teachers know the ways in which learning takes place, and the...
Standard 4:Teachers facilitate learning for their studentsa. Teachers know the ways in which learning takes place, and the...
Standard 4:Teachers facilitate learning for their studentsa. Teachers know the ways in which learning takes place, and the...
Standard 4:Teachers facilitate learning for their studentsa. Teachers know the ways in which learning takes place, and the...
Take a Break
What helped you grow?• THINK of a reflective question you have  been asked by an evaluator that helped you  to grow as a c...
Probe, Push Activity• In your groups, discuss the following:  – Identify the standard and element that is probed    by the...
What are some questions you wouldask teachers to promote growth?
Meet Ms. Rose CarterUsing the link on today’s agenda, read the Pre-Reading Handout and review Ms. Carter’s classroom wiki....
LUNCH• Please return by 12:45 p.m.
SLA teacher evaluation 9 13 12
SLA teacher evaluation 9 13 12
SLA teacher evaluation 9 13 12
SLA teacher evaluation 9 13 12
SLA teacher evaluation 9 13 12
SLA teacher evaluation 9 13 12
SLA teacher evaluation 9 13 12
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SLA teacher evaluation 9 13 12

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Introduction to the NC Teacher Evaluation Process

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  • Introduce yourself and allow participants to introduce themselves.
  • What component is the greatest barrier for you as an evaluator?
  • Resources in Red
  • What ideas and best practices can you share that would help us work smarter with the NC Educator Evaluation Process?
  • Have folks identify which type of teacher they feel most comfortable coaching. Review 4 different types of teachers Begin with the end in mind How do we have those crucial conversations that coach a teacher to grow? We must first identify what level a teacher is performing.
  • All of the ratings for the NC Teacher Evaluation Process are defined on page 4 of the manual. On this slide, you will note that we have bolded some of the words. Let’s look at the bolded words as we look at each rating category. For example, a rating of “developing” indicates that the teacher, while showing growth, did not demonstrate basic competence. A rating of “proficient” indicates the teacher demonstrated basic competence. “Accomplished” ratings indicate that the teacher exceeded basic competence most of the time. And a rating of “Distinguished” would indicate that the teacher consistently and significantly exceeded basic competence.
  • Let’s examine standard 4 The UDL process correlates most easily with standard 4 from the Professional teaching standards
  • Let’s examine standard 4 The UDL process correlates most easily with standard 4 from the Professional teaching standards
  • Let’s examine standard 4 The UDL process correlates most easily with standard 4 from the Professional teaching standards
  • Let’s examine standard 4 The UDL process correlates most easily with standard 4 from the Professional teaching standards
  • SLA teacher evaluation 9 13 12

    1. 1. North Carolina Educator Evaluation System Sandhills Leadership Academy September 13, 2012
    2. 2. Introductions
    3. 3. Before I leave, I need to know…• As you prepare to transition from evaluatee to evaluator, what questions would you like addressed during today’s session
    4. 4. Digital Disclaimer The digital tools used during the course of this training have been helpful to some educators across the state. However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during this session.
    5. 5. Region 4 Wiki http://rt3region4.ncdpi.wikispaces.net
    6. 6. Teacher Evaluation Process
    7. 7. Before Week 3 of School YearComponent 2: OrientationWithin two weeks of teacher’s first day, the principal will provide:A. The Rubric for Evaluating North Carolina Teachers;B. Teacher Evaluation Policy ID Number: TCP-C-004C. A schedule for completing evaluation process. STEP 1:Component 1: TrainingBefore participating in the evaluation Training and Orientationprocess, all teachers, principals andpeer evaluators must complete trainingon the evaluation process.
    8. 8. Before Week 3 of School YearComponent 2: OrientationWithin two weeks of teacher’s first day, the principal will provide:A. The Rubric for Evaluating North Carolina Teachers;B. Teacher Evaluation Policy ID Number: TCP-C-004 Time Matters!C. A schedule for completing evaluation process.Component 1: TrainingBefore participating in the evaluationprocess, all teachers, principals andpeer evaluators must complete trainingon the evaluation process.
    9. 9. Before First Formal Observation Component 3: Teacher Self-Assessment Using the Rubric , the teacher shall rate their performance and reflect on his or her STEP 2: performance throughout the year.Self-Assessment, Component 4: Pre-Observation ConferenceGoal Setting and Before the first formal observation, the principal meets with the Pre-Conference teacher to discuss: self- assessment, professional growth plan a written description of the lesson(s) to be observed. Goal: To prepare principal for the observation.
    10. 10. Before First Formal Observation Component 3: Teacher Self-AssessmentTime Matters! Using the Rubric , the teacher shall rate their performance and reflect on his or her performance throughout the year. Component 4: Pre-Observation Conference Before the first formal observation, the principal meets with the teacher to discuss: self- assessment, professional growth plan a written description of the lesson(s) to be observed. Goal: To prepare principal for the observation.
    11. 11. Within the 1st nine weeks Component 5: Observations A. Formal observation: STEP 3:3: STEP 45 min. or entire class period Observation Observation Cycle B. Probationary Teachers: Cycle(Administrative and 3 formal by principal and 1 formal by peer C. Career Status Teachers: Evaluated annually. (Administrati Peer) During the renewal year: 3 total- 1 must be formal ve and Peer) Observations shall be noted using the Rubric. Component 6: Post-Observation Conference The principal shall conduct a post-observation conference no later than ten school days after each formal observation. Discuss and Document strengths and weaknesses on the Rubric
    12. 12. Within the 1st nine weeks Component 5: Observations A. Formal observation: STEP 3: 45 min. or entire class period Observation B. Probationary Teachers: Cycle 3 formal by principal and 1 formal by peer (Administrati C. Career Status Teachers: Evaluated annually. ve and Peer) During the renewal year: 3 total- 1 must be formal Observations shall be noted using the Rubric.Time Matters! Component 6: Post-Observation Conference The principal shall conduct a post-observation conference no later than ten school days after each formal observation. Discuss and Document strengths and weaknesses on the Rubric
    13. 13. Before the End of the School YearComponent 8: PD PlansIndividual Growth Plans-“Proficient” or betterMonitored Growth Plans-At least 1 “Developing”Directed Growth Plans-“not Demonstrated” or STEP 4:“Developing” rating for 2 sequential yrs. Summary Evaluation and Goal SettingComponent 7: Summary Evaluation Conference andScoring the Teacher Summary Rating Form-A. Give rating for each Element in RubricB. Comment on “Not Demonstrated”C. overall rating of each StandardD. Provide teacher with opportunity to add comments to theSummary Rating Form E. Review completed Teacher Summary Rating Form withteacher andF. Secure the teacher’s signature on the Record of TeacherEvaluation Activities and Teacher Summary Rating Form.
    14. 14. Before the End of the School YearComponent 8: PD PlansIndividual Growth Plans-“Proficient” or betterMonitored Growth Plans-At least 1 “Developing”Directed Growth Plans-“not Demonstrated” or“Developing” rating for 2 sequential yrs.Component 7: Summary Evaluation Conference andScoring the Teacher Summary Rating Form-A. Give rating for each Element in RubricB. Comment on “Not Demonstrated”C. overall rating of each StandardD. Provide teacher with opportunity to add comments to theSummary Rating Form E. Review completed Teacher Summary Rating Form with Time Matters!teacher andF. Secure the teacher’s signature on the Record of TeacherEvaluation Activities and Teacher Summary Rating Form.
    15. 15. Our Goal is to have a DistinguishedTeacher in every classroom
    16. 16. Standard 4:Teachers facilitate learning for their studentsa. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.b. Teachers plan instruction appropriate for their students.c. Teachers use a variety of instructional methods.d. Teachers integrate and utilize technology in their instruction.e. Teachers help students develop critical thinking and problem-solving skills.f. Teachers help students work in teams and develop leadership qualities.g. Teachers communicate effectively.h. Teachers use a variety of methods to assess what each student has learned.
    17. 17. Standard 4:Teachers facilitate learning for their studentsa. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.b. Teachers plan instruction appropriate for their students.c. Teachers use a variety of instructional methods.d. Teachers integrate and utilize technology in their instruction.e. Teachers help students develop critical thinking and problem-solving skills.f. Teachers help students work in teams and develop leadership qualities.g. Teachers communicate effectively.h. Teachers use a variety of methods to assess what each student has learned.
    18. 18. Standard 4:Teachers facilitate learning for their studentsa. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.b. Teachers plan instruction appropriate for their students.c. Teachers use a variety of instructional methods.d. Teachers integrate and utilize technology in their instruction.e. Teachers help students develop critical thinking and problem-solving skills.f. Teachers help students work in teams and develop leadership qualities.g. Teachers communicate effectively.h. Teachers use a variety of methods to assess what each student has learned.
    19. 19. Standard 4:Teachers facilitate learning for their studentsa. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.b. Teachers plan instruction appropriate for their students.c. Teachers use a variety of instructional methods.d. Teachers integrate and utilize technology in their instruction.e. Teachers help students develop critical thinking and problem-solving skills.f. Teachers help students work in teams and develop leadership qualities.g. Teachers communicate effectively.h. Teachers use a variety of methods to assess what each student has learned.
    20. 20. Take a Break
    21. 21. What helped you grow?• THINK of a reflective question you have been asked by an evaluator that helped you to grow as a classroom teacher.• PAIR with a partner discuss your reflective questions.• SHARE with your group, share the reflective questions and identify one question to use in a later activity.
    22. 22. Probe, Push Activity• In your groups, discuss the following: – Identify the standard and element that is probed by the reflective question your group selected in the Think-Pair-Share activity. – Determine which performance rating the reflective question pushes teachers
    23. 23. What are some questions you wouldask teachers to promote growth?
    24. 24. Meet Ms. Rose CarterUsing the link on today’s agenda, read the Pre-Reading Handout and review Ms. Carter’s classroom wiki.Complete Activity 1 before lunch.
    25. 25. LUNCH• Please return by 12:45 p.m.
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