1. A REVIEW OF TEACHER EVALUATIONS
THE TPAI-REVISED FOR BEGINNING AND EXPERIENCED TEACHERS

2. A HISTORY OF THE TPAI-Revised
Why do we evaluate?
Accountability
Identify level of competency
Improve performance
Validate strong performance
Licensure and certification
Document problem areas/areas to improve
Self-assessment
Employment decisions
As part of the process for Beginning Teachers
Growth and professional development for experienced Teachers

3. A History of the TPAI-Revised
Why do we evaluate personnel?
Because it is the law
To improve student performance

4. Construction of the TPAI-Revised
Adaption from the original TPAI (1986)
Response to Excellent Schools Act of (more rigorous standards)
Alignments with NC law 115C-333
One of several evaluation projects
Approved for use in 2000
For full implementation on July 1, 2001

5. Construction of the TPAI-Revised
TPAI-R for Beginning Teachers developed by ECU and validated for use with new teachers (Dr. Lynn Bradshaw)
TPAI-R for Experienced Teachers developed by UNC-C and validated for use with experienced or veteran teachers (Dr. Claudia Flowers)

6. Legal References Complies with 115C-325 Complies with 115C-333
Complies with Teaching Standards adopted and approved by the State Board of Education

7. Issues and Concerns with TPAI-Revised
Administrators using the incorrect instruments
Incomplete observations
Time frame issues
Inter-Rater Reliability
Accuracy and promptness of feedback
Too much reliance on one or two specific functions

8. The TPAI-R for Beginning Teachers
Focus or emphasis
Knowledge of content matter
Knowledge of instructional methods
Planning and use of the NC Standard Course of Study
Classroom management
The minimum competencies and accountabilities expected of a professional classroom teacher
Compliance with the Beginning Teacher (BT) process

9. The TPAI-R for Beginning Teachers
Needs of Novice Teachers
Clearly communicated expectations
Reasonable teaching assignments and preps
A strong support and induction program
Assessments that are consistent and measure the expectations of the novice teacher
Consistent and accurate feedback

10. The TPAI-R for Beginning Teachers
Needs of Novice Teachers
Classroom management skills
Tips on motivating students
How to differentiate instruction
Assessment of student work
Classroom and class work organization
Tips on relating to and communicating with parents
Utilizing testing data to direct instruction

11. The TPAI-R for Beginning Teachers
A mix of the “old” and the “new”
Building on the positives of the old TPAI evaluation system
Addressing the concerns from the old process in the new instrument
Tying TPAI-R to existing INTASC Standards, research results and teaching standards

12. The TPAI-R for Beginning Teachers
Kept from the “Old”
Same Language
8 TPAI Functions
FODI and FODA
Modified Summative Instrument
Research-based
Added to the “New”
Four Step Rating Scale
New indicators
LEA developed time line for observations
Location of post observation conferences

13. The TPAI-R for Beginning Teachers
Areas of Major Emphasis Found with TPAI-R
Multiple sources of documentation and indicators to document performance
Rating of Unsatisfactory to Above Standard
Replaced emphasis on the six-step lesson plan
Increased emphasis on Functions 6-8:
Facilitating Instruction
Communicating within the Educational Environment
Performing Non-Instructional Duties

14. The TPAI-R for Beginning Teachers
Areas of Major Focus
Time on task for learning
Reflection on student development/responses
Content pedagogy
Diverse learners, critical thinking, technology and motivation
Communication with others
Use of the Standard Course of Study and School Improvement Plan
Participating in the school’s vision
Emphasis on student learning results
Focus on safe learning environment
Professional development
Reflection as a professional practitioner

15. The TPAI-R for Beginning Teacher
Requirements for completion, continued
LEA decides on the time lines BUT it is recommended that observations be conducted throughout the year
Feedback through post-observation conferences is to be timely (5 to 7 days)
Action plan required for any summative rating below standard unless the teacher is demoted or non-renewed
Required of all teachers in their first 4 years of teaching experiences (including BT)

16. Beginning Teacher & Probationary Teacher
Requirements for completion
Individual Growth Plan (IGP)
Three (3) full observations
Three (3) post conferences
One (1) observation by a peer
Use of the FODI and FODA for observations
One (1) Summative Evaluation on TPAI-R

17. The TPAI-R for Experienced Teachers
Basic premise or focus
Built on same principles as the TPAI-R beginning teachers
Was validated and approved for use with veteran teachers.. i.e. not new teachers
Approved for use with teachers after four (4) years of experience
Approved for use with those teachers that have demonstrated at least minimum competencies and abilities
Designed more for professional growth and development of teachers who have developed and expects minimum competencies and abilities
Has a formative cycle and a summative cycle that stresses professional growth and the acquisition of new skills

18. The TPAI-R for Experienced Teachers
Teacher with Career Status on Summative (Full) Cycle
One (1) full TPAI-R
One (1) full class period observation with FODA
One (1) Pre-conference using new form
One (1) Post observation conference
Two (2) Snapshot observations (15-20 minutes is suggested)
Individual Growth Plan (IGP)
Final Verification Form

19. Pre-Conference Questions for Beginning and Experienced Teachers
Revised WCPSS Pre-Conference Questions- Career Teacher Teacher_________________ Date of pre-conference________ Class or grade level Date of observation__________ _______________________ Time___________ What are the objectives for the lesson that I will be observing? Show me how the objectives are aligned to the curriculum (or standard course of study)? Show me a pacing guide and indicate where this lesson fits into the pacing guide? Show me how these objectives relate to previous learning? Show me how you establish a baseline for learning for this class? Show me how you assess student achievement of the objectives---both informally and formally? Show me how you differentiate instruction for low-achieving students? High-achieving students? How do you involve the student's parents in their child’s learning? Are you planning to use technology to deliver instruction? If not, do you have other lessons that use technology to deliver instruction? Are there any special problems, which are out of your control (with students, classroom facilities) that you would like me to be aware of? Is there anything I need to know about the lesson before I observe?

20. The TPAI-R for Tenured Teachers
Professional Growth Cycle
(Formative – 4 out of 5 years)
Accountability Cycle
(Summative – 1 out of 5 years

21. The TPAI-R for Experienced Teachers & Re-Employed Retirees
Career Teachers on Formative (Off) Cycle
IGP
Complete at least two(2) Snapshot observations
Final Verification Form (suggested)
Do no more that four (4) consecutive cycles before going on Summative (full) Cycle

22. Experienced Teachers without Tenure**
Experienced teacher without Career Status (a probationary teacher with more than 4 years of experience)
Must be on a full cycle until career status is obtained
Three (3) full class period observations utilizing the FODA followed by a summative evaluation
One (1) Pre-conference
One (1) peer observation
IGP
Final Verification Form
** Example: Teacher from out-of-state moving into the district with experience

23. Figure 4 Cycle and Data Requirements for the Experienced Teacher Evaluation
Satisfactory Performance
Unsatisfactory Performance
Probationary*
Professional Growth Cycle
(4 out of 5 years)
Accountability Cycle
(1 out of 5 years)
Full Evaluation Required
IGP
IGP
IGP
TPAI-R Snapshot
(2 times annually)
TPAI-R Snapshot
(2 times annually)
TPAI-R Snapshot
(4 times annually)
Alternative Evaluation
System:
Personal Growth Activities
TPAI-R Full
TPAI-R Full
(2 times annually)
Summative Evaluation Form
Final Verification
Summative Evaluation Form
Final Verification
&
Summative Report
During the probationary cycle, a teacher must be observed a minimum of four (4) times.
These observations can be accomplished by a combination of TPAI-R snapshots
and TPAI-R Full Reviews. At least one observation must be completed using the TPAI-R Full
Review. A school system may elect to conduct more than the four (4) required observations.

24. FODI (Formative Observation Data Instrument)
Typically used for scripting. You may choose an alternative method to script observations such as notebook paper.

25. FODA (Formative Observation Data Analysis)
This is where you transcribe the data collected through scripting during the observation.

26. The TPAI-R for Experienced Teachers The Snapshot (Long Version)

27. The TPAI-R for Experienced Teachers The Snapshot (Short Version)

28. TPAI-R: Final Tips Reduce rater errors by:
Training observers and evaluators on instruments
Stick to the standards and observable performance
Rate each function separately
Document
Collect sources and artifacts to support ratings
Do multiple observations or appraisals
Plan the pre-conference and the post-conference
If you rate below standard, be prepared to offer a suggestion for improvement

29. TPAI-R: Final Tips Data Resources to consider
Student performance reports
Peer review of materials
Teacher tests and planning books
Parent communication and reports
Observations
Recordings, student work, video tapes or units
Grade books

30. TPAI-R: Final Tips Additional recommendations
Focus on Functions 6, 7, and 8 (often a key)
Distribute observations throughout the year
Attempt to do post-observations within 5 to 7 days
Develop an observation schedule and stick to it
Identify the staff early for which processes to use
Communicate with the staff to explain observation and evaluation expectations
Monitor and retrain as needed
Do not be afraid to ask for outside help

31. TPAI-R Resources and Contacts