The document outlines the purpose and process of the North Carolina Teacher Evaluation model. The intended purpose is to assess teacher performance based on the state's professional teaching standards and develop plans for professional growth. The principal or designee will conduct the evaluation, which involves teacher self-assessment, reflection, artifact presentation, and classroom observations. Post-observation conferences are meant to help teachers improve instruction, but administrators say they need to make better use of limited time to focus on instructional practices.

1. Standard 4 - Deep Dive
Supporting the Teacher Observation Model

2. NC Sate Board of Education
Policy TCP-C-004
The intended purpose of the North Carolina Teacher
Evaluation Process is to assess the teacher’s performance in
relation to the North Carolina Professional Teaching
Standards and to design a plan for professional growth. The
principal or a designee (hereinafter “principal”) will conduct
the evaluation process in which the teacher will actively
participate through the use of self-assessment, reflection,
presentation of artifacts, and classroom demonstration(s).

3. Good
Post Observation Conferences
Poor
We get so little time to actually focus on instruction
when we talk to teachers… how can we make that
time valuable?

4. Standard 4c
1.Silently read the element and descriptors
and annotate the element.

5. Standard 4c
2.Discuss with a shoulder partner the
following questions:
●In your own words, what lies at the heart of this
element? (What should we be measuring?)
●What key words informed your response?
●What are the challenges you or your teachers
have with evaluating/understanding this
element?

6. Are you seeing
multiple learning
opportunities?

7. Standard 4c
Video 1
Rate the teacher, and add your explanation of
evidences on the google form provided.
Try to add as many specifics as possible in the
comments section.

8. Video 1

9. Discussion
5. Engage in group discussion after reviewing
the data from the Google Form.
5.With a shoulder partner, discuss how you
would coach this teacher.
●What questions would you ask?
●What resources or support would you offer?
●What other recommendations would you make?

10. Standard 4c - Video 1: Proficient
The teacher demonstrates a variety of instructional methods
as she attempts to ensure the success of all learners. In
order to meet the needs of students, the teacher uses guided
instruction, questioning, reading strategies, note taking, and
math chant. She allows students to tap into prior knowledge
of fractions and use hexagon manipulatives to represent
fractional parts.

11. Standard 4c
Video 2
Rate the teacher, and add your explanation of
evidences on the google form provided.
Try to add as many specifics as possible in the
comments section.

12. Video 2

13. Discussion
9. Engage in group discussion after reviewing
the data from the Google Form.
9.With a shoulder partner, discuss how you
would coach this teacher.
●What questions would you ask?
●What resources or support would you offer?
●What other recommendations would you make?

14. Standard 4c - Video 2: Proficient
The teacher uses a variety of methods to teach geometry concepts.
She provides students with visual representations of geometry
concepts using technology and models on the white board. She
refers to opportunities for students to do geometry projects with 3D
models and allows students to draw figures in class using math
tools.

15. Resources
NCEES Post-Observation & Summative
Questions
NCEES Sample Evidences

16. Takeaways