NC Teacher Evaluation

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  • Time: 9:10 – 9:25 – Slides 7 – 10 Refer to pages 12 – 16 in the manual
  • Time 1:30 – 1:40 – Slides 67 - 68
  • Time 1:30 – 1:40 – Slides 67 - 68
  • Time – 2:30 – 3:30 – Slides 72 - 79
  • Time – 2:30 – 3:30 – Slides 72 - 79
  • Time – 2:30 – 3:30 – Slides 72 - 79
  • Time – 2:30 – 3:30 – Slides 72 - 79
  • Time – 2:30 – 3:30 – Slides 72 - 79
  • NC Teacher Evaluation

    1. 1. Educator Recruitment and Development Office of Professional Development Yvette Stewart March 2010 The NC Teacher Evaluation Process
    2. 2. <ul><li>Introductions </li></ul><ul><li>Purpose </li></ul><ul><li>Agenda: </li></ul><ul><ul><ul><li>Overview of Teacher Instrument </li></ul></ul></ul><ul><ul><ul><li>Activities/Exercises </li></ul></ul></ul>WELCOME
    3. 3. The Rubric and Rating Scale <ul><li>Performance Descriptors </li></ul><ul><li>Developing – Demonstrated adequate growth during the period of performance, but did not demonstrate competence on standard(s) of performance </li></ul><ul><li>Proficient – Demonstrated basic competence on standards of performance </li></ul><ul><li>Accomplished – Exceeded basic competence on standards for performance most of the time </li></ul>
    4. 4. <ul><li>Performance Descriptors, cont. </li></ul><ul><li>Distinguished – Consistently and significantly exceeded basic competence on standards of performance </li></ul><ul><li>Not Demonstrated – Did not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance </li></ul><ul><li>[NOTE: If the “Not Demonstrated” rating is used, the evaluator must provide a comment about why it was used.] </li></ul>
    5. 5. <ul><li>School Improvement Plan </li></ul><ul><li>School Improvement Team Minutes </li></ul><ul><li>North Carolina Teacher Working Conditions Survey </li></ul><ul><li>Student Achievement Data </li></ul><ul><li>Curriculum Planning Data </li></ul><ul><li>Student Dropout Data </li></ul><ul><li>Teacher Retention Data </li></ul><ul><li>National Board Certified Teachers </li></ul><ul><li>Professional Development </li></ul><ul><li>PTSA </li></ul><ul><li>Professional Learning Communities (PLC) </li></ul><ul><li>Professional Development schedules </li></ul>A Crosswalk through the Artifacts…
    6. 6. How detailed should an artifact be and how do you decide if the artifact demonstrates the objective within the standard? <ul><li>Artifacts – </li></ul><ul><li>Are not used to solely to satisfy evaluation requirement. </li></ul><ul><li>Helpful with discrepancy </li></ul><ul><li>Can be used as supporting evidence of meeting a descriptor or element within a standard to show examples of teacher performance and practice. </li></ul>
    7. 7. 21 st Century Skills Framework p. 12-16, Manual
    8. 8. 21 st Century Framework Activity <ul><li>With a partner/table group, discuss the 21 st Century topic/outcome on the index card at your table. </li></ul><ul><li>Be prepared to present an example of how a teacher can demonstrate understanding of the topic/outcome and communicate that understanding to students. </li></ul>
    9. 9. Query: What are examples of 21 st Century Learning and Global Learners to look for in the classroom or during pre- and post conferences? <ul><li>Lesson Plans that include </li></ul><ul><ul><li>Cooperative learning strategies </li></ul></ul><ul><ul><li>Interdisciplinary units/connections </li></ul></ul><ul><ul><li>Incorporation of global issues as appropriate </li></ul></ul><ul><li>Observable items </li></ul><ul><ul><li>Evidence of collaboration – students and teachers </li></ul></ul><ul><ul><li>Effective feedback </li></ul></ul><ul><ul><li>Facilitation that guides students to elaborate, refine, analyze and evaluate their own ideas </li></ul></ul><ul><li>Focus issues to look for: </li></ul><ul><ul><li>Interconnectedness of material </li></ul></ul><ul><ul><li>Interdisciplinary </li></ul></ul><ul><ul><li>Collaboration inside and outside the classroom </li></ul></ul>
    10. 10. Teacher Evaluation Process
    11. 11. NC Standards for Teachers <ul><li>Standard 1: Teachers demonstrate leadership </li></ul><ul><li>Standard 2: Teachers establish a respectful environment for a diverse population of students </li></ul><ul><li>Standard 3: Teachers know the content they teach </li></ul><ul><li>Standard 4: Teachers facilitate learning for their students </li></ul><ul><li>Standard 5: Teachers reflect on their practice </li></ul>
    12. 12. Definitions <ul><li>Probationary Teacher – Teachers who have not obtained Career Status in their district (BTs, Lateral Entry, Retired, Probationary) </li></ul><ul><li>Career Status Teachers –Teachers who have been granted Career Status in their district </li></ul><ul><li>Formal Observation – an observation of a teacher’s performance for a minimum of 45 minutes or one complete lesson </li></ul><ul><li>Informal Observation – An observation of a teacher for a minimum of 20 minutes </li></ul>
    13. 13. Definitions <ul><li>School Executives – Principals and assistant principals licensed to work in North Carolina </li></ul><ul><li>Self-assessment – Personal reflection about one’s professional practice to identify strengths and areas for improvement (conducted w/out input from others) </li></ul><ul><li>Summary Evaluation Form – A composite assessment of the teacher’s performance based on the evaluation rubric and supporting evidence </li></ul>
    14. 14. The Components <ul><li>Component 1: Training: </li></ul><ul><ul><li>A full training on standards and entire process </li></ul></ul><ul><li>Component 2: Orientation: </li></ul><ul><ul><li>Yearly </li></ul></ul><ul><ul><li>Within two weeks of a teacher’s first day </li></ul></ul><ul><ul><li>Includes a copy of rubric, policy & notification to Career teachers of evaluation year </li></ul></ul>
    15. 15. <ul><li>Component 3: Teacher Self-Assessment: </li></ul><ul><ul><li>Uses the rubric </li></ul></ul><ul><ul><li>Is done by individual (without input from others) </li></ul></ul><ul><ul><li>Used to develop PDP </li></ul></ul><ul><ul><li>Used in pre and post conferences </li></ul></ul><ul><ul><li>Is not collected by Principal or evaluator </li></ul></ul>
    16. 16. Standard 1: Teachers Demonstrate Leadership **THIS FORMULA IS NOT USED WHEN DISCUSSING INDIVIDUAL OBSERVATIONS c. Teachers lead the teaching profession. Teachers strive to improve the teaching profession. They contribute to the establishment of positive working conditions in their school. They actively participate in and advocate for decision-making structures in education and government that take advantage of the expertise of teachers. Teachers promote growth for all educators and collaborate with their colleagues to improve the profession. Developing Proficient Accomplished Distinguished Not Demonstrated (Comment Required) <ul><li>Has knowledge of opportunities and the need for professional growth and begins to establish relationships with colleagues. </li></ul><ul><li>. . . and </li></ul><ul><li>Contributes to the: </li></ul><ul><li>Improvement of the profession through professional growth. </li></ul><ul><li>Establishment of positive working relationships </li></ul><ul><li>School’s decision-making processes as required </li></ul><ul><li>. . . and </li></ul><ul><li>Promotes positive working relationships through professional growth activities and collaboration. </li></ul><ul><li>. . . and </li></ul><ul><li>Seeks opportunities to lead professional growth activities and decision-making processes. </li></ul>
    17. 17. <ul><ul><li>Component 4: Pre- Observation Conference </li></ul></ul><ul><ul><li>Occurs before any observations happen during the year </li></ul></ul><ul><ul><li>Discuss: self-assessment, PDP & lesson(s) to be observed </li></ul></ul><ul><ul><li>Teacher will have written lesson plan for your review </li></ul></ul><ul><ul><li>**Subsequent observations do not require a pre-observation conference </li></ul></ul>
    18. 18. <ul><ul><li>Component 5: Observations </li></ul></ul><ul><ul><li>Probationary teachers: </li></ul></ul><ul><ul><ul><li>4 formal observations: 3 administrative, 1 peer </li></ul></ul></ul><ul><ul><li>Career status teachers: (in their summative year of evaluation) </li></ul></ul><ul><ul><ul><li>3 observations: at least 1 must be formal </li></ul></ul></ul><ul><ul><li>NOTE: </li></ul></ul><ul><ul><li>Formal observations (one complete lesson or a minimum of 45 minutes) </li></ul></ul><ul><ul><li>Informal observations (a minimum of 20 minutes) </li></ul></ul><ul><ul><li>Any observation may be announced or unannounced </li></ul></ul><ul><ul><li>Evaluator uses the rubric as a recording tool </li></ul></ul><ul><ul><li>Artifacts may be necessary when a discrepancy occurs </li></ul></ul>
    19. 19. Conducting an Observation <ul><li>Sample Forms </li></ul><ul><li>Protocols from TPAI-R may be useful </li></ul><ul><li>Use themes/concepts within rubric as guide </li></ul>
    20. 20. Reviewing the Rubric <ul><li>Using the rubric on your tables, discuss the following questions: </li></ul><ul><li>1. What are barriers to form usage? </li></ul><ul><li>2. What are some potential bridges that will not compromise the validity of the document and process? </li></ul><ul><li>3. What standards can be called ‘observable’ and how do those standards differ from the ones that do not have a majority of observable descriptors? </li></ul>
    21. 21. “ Talking Points”: Rubric <ul><li>Observation usage: </li></ul><ul><ul><li>May not have checks on every standard, element or descriptor </li></ul></ul><ul><ul><li>Check marks in far left column tell you what descriptors/elements can obviously be observed </li></ul></ul><ul><ul><li>Check what you do see and use comment section to elaborate </li></ul></ul><ul><ul><li>Comment section can also be used to make comments on ‘good teaching’ or to make suggestions </li></ul></ul><ul><ul><li>Observations are not rated </li></ul></ul><ul><ul><li>Document well to give teacher helpful feedback </li></ul></ul><ul><ul><li>Remember, you are looking for three things when observing: </li></ul></ul><ul><ul><li>1. What the teacher is doing. </li></ul></ul><ul><ul><li>2. What the students are doing. </li></ul></ul><ul><ul><li>3. Is learning taking place. </li></ul></ul>
    22. 22. <ul><li>Component 6: Post-Observation Conferences </li></ul><ul><ul><li>Must occur after each formal observation </li></ul></ul><ul><ul><li>Must occur no later than 10 school days after the observation </li></ul></ul><ul><ul><li>Designed for the purpose of identifying areas of strength and those in need of improvement </li></ul></ul><ul><ul><li>Requires review and signature of rubric </li></ul></ul><ul><ul><li>Component 7: Summary Evaluation Conference </li></ul></ul><ul><ul><li>Bring Self Assessment </li></ul></ul><ul><ul><li>Review Observations, any additional artifacts </li></ul></ul><ul><ul><li>Sign Summary Rating Form & Record of Teacher Evaluation Activities </li></ul></ul><ul><ul><li>Begin discussion for future goals </li></ul></ul>
    23. 23. Summary Rating Form <ul><li>Every element for every standard is marked </li></ul><ul><ul><li>Not Demonstrated rating requires comment </li></ul></ul><ul><li>Ratings are based on everything you know about that teacher, including observations </li></ul><ul><li>Overall rating for each standard is chosen by the evaluator after reviewing all of the elements within a standard </li></ul><ul><li>Comments can be added from teacher at end of conference </li></ul><ul><li>Signature page required </li></ul>
    24. 24. SAMPLE SUMMARY
    25. 25. Standard 2 – Teachers establish a respectful Environment for a diverse population of students <ul><li>Read the selected scenario provided </li></ul><ul><ul><li>Rate Element A-D for Standard II individually on the top half of the Rating/Evidence Recording Sheet </li></ul></ul><ul><li>As a table group, discuss individual ratings and record consensus ratings on the bottom half of the sheet </li></ul><ul><li>Prepare to discuss as a whole group </li></ul>
    26. 26. <ul><li>Component 8: Professional Development Plans </li></ul><ul><li>After completing Year 1 of implementation, this is how to determine the level of PDP for a teacher: </li></ul><ul><li>Teachers who are rated as “Proficient” or higher on all Standards will develop an Individual Growth Plan </li></ul><ul><li>Teachers who are rated as “Developing” on any Standard will be placed on a Monitored Growth Plan </li></ul><ul><li>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 </li></ul><ul><li>Monitored and Directed Plans meet the state guidelines of an “action plan”. Individual districts determine those recommendations </li></ul>
    27. 27. Goal Setting <ul><li>2 – 3 SMART goals (Specific, Measurable, Attainable, Relevant and Time-Bound) developed for teacher’s PDP after completing self-assessment </li></ul><ul><li>ACTIVITY: </li></ul><ul><li>Review pages 33 and 34 in your manual </li></ul><ul><li>After examining Standard 1, work with your tablemates to write a possible goal for this teacher. </li></ul><ul><li>List 2 – 3 strategies that will help him/her meet their goal </li></ul><ul><li>Check your goal for SMART elements </li></ul>

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