Presentation on theme: "North Carolina Teacher Evaluation Process"— Presentation transcript:
1 North Carolina Teacher Evaluation Process Justine LerchNC Teach IIUNC-WilmingtonThroughout our lives we are subjected to evaluations—from the informal to formal. This is an experienceevery one of us shares. Evaluations come in many sizes and descriptions—job performance reviews,admission tests for college, interview questions, examinations for various licenses, etc.
2 Agenda Welcome Back Lesson Presentation PPT of the evaluation process, required documents, and timelinesActivities to reinforce learningReview Homework Assignment (20 pts.)ClosureTo focus our attention and to build a foundation from which to work, please think about these questions.Record your notes on a blank sheet of paper.Consider the best teacher you’ve ever known—either one of your teachers or a teacher you have observed. What made that teacher so memorable?In what ways has that teacher been influential in your life?What are the specific characteristics and behaviors that you can associate with that effective teacher?4. Now share your responses with the person beside you.5. Allow several to share with the entire group.
3 ObjectiveTo develop an understanding of the North Carolina Teacher Evaluation Process including:InstrumentsProcessFormsTimelinesTerms and Definitions
4 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.Phase I districtsPhase II District teams are trained regionally and 50 districts volunteer for implementationPhase III Remaining districts begin implementation
5 Focus and ReflectionConsider 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?
6 Consider a child starting kindergarten in 2010… This child was born in 2005This child was not alive when 9/11 occurredThe US has been at war for this child’s entire lifeWe will need to educate this child for a life that will bring retirement in 2075 or laterPlay the video clip Did You Know?
7 NORTH CAROLINA’S Educational Pipeline In North Carolina, for every 100 9th grade students……70 students graduate four years later.…41 students enter college.Time: 9:10 – 9:25 – Slides 7 – 10The primary reasons for the new evaluation systems are the concern about the graduation rate and the need to be prepared for the 21st Century.…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:
9 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.
10 To accomplish this mission, North Carolina Public Schools will: Produce globally competitive studentsBe led by 21st century professionalsBe healthy and responsibleLeadership will guide innovation in NC Public schoolsBe governed and supported by 21st Century SystemsTime: 9:10 – 9:25 – Slides 7 – 10
11 21st Century Skills Framework Mastery of the core subjects: English, reading or language arts, world languages, arts, mathematics, economics, science, geography, history, government and civics.Weaving the 21st C themes into core subjects:global awareness,financial, economic, business and entrepreneurial literacycivic literacyhealth literacyLearning and Innovation Skillscreativity and innovationcritical thinking and problem solvingcommunication and collaborationInformation and Technology Skillsinformation literacymedia literacyICT literacy—Information, communications and TechnologyLife and Career Skillsflexibility and adaptabilityinitiative and self-directionsocial and cross-cultural skillsproductivity and accountabilityleadership and responsibility
12 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 Frameworkfor 21st Century Learning and the StandardsTime: 9:30 -9:45 – Slides
13 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.Time: 9:30 -9:45 – Slides
14 Purposes for Evaluation Serve as a measure of performanceServe as a guide for reflectionServe as the basis for instructional improvementFocus the goals and objectives of schools and districts as they support, monitor, and evaluate teachersGuide professional development programs
15 Purposes ContinuedServe as a tool for developing coaching and mentoring programsEnhance the implementation of the approved curriculumInform higher education institutions as they develop the content and requirements for teacher training programs.
16 Artifact – A product resulting from a teacher’s work (a natural by-product, not a newly created document)Possible Artifacts:School Improvement PlanSchool Improvement TeamNorth Carolina Teacher Working Conditions SurveyStudent Achievement DataProfessional DevelopmentStudent WorkNational Board CertificationPTSAProfessional Learning Communities (PLC)Lesson PlansStudent Dropout DataTime: 9:45 -10:00 – Slides16
17 DefinitionsBeginning Teacher - Teachers who are in their first three years of teaching and who hold a StandardProfessional 1 LicenseProbationary Teacher – Teachers who have not obtained Career Status in their districtCareer Status Teachers –Teachers who have been granted Career Status in their districtFormal Observation – an observation of a teacher’s performance for a minimum of 45 minutes or one complete lessonTime: 9:45 -10:00 – Slides17
18 DefinitionsInformal Observation – An observation of a teacher for a minimum of 20 minutesNorth Carolina Teacher Rubric – A composite matrix of the standards, elements and descriptors of the North Carolina Standards for TeachersPerformance Standard – The distinct aspect of leadership or realm of activities which form the basis for the evaluation of a teacherPerformance Elements – The sub-categories of performance embedded within the standardTime: 9:45 -10:00 – Slides18
19 DefinitionsPerformance Descriptors – The specific performance responsibilities embedded within the components of each performance standardPerformance Goals - Goals for improvement in professional practice based on the self-evaluation and/or supervisor recommendationTime: 9:45 -10:00 – Slides19
20 NC Professional Teaching Standards – Rating Scale Developing – Demonstrated adequate growth but did not demonstrate competence on standard(s) of performanceProficient – Demonstrated basic competence on standard(s) for performanceAccomplished – Exceeded basic competence on standard(s) of performance most of the time
21 Rating Scale Continued Distinguished – Consistently and significantly exceeded basic competence on standard(s) of performanceNot 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.]
22 Teacher Responsibilities Know and understand the NC Professional Teaching StandardsUnderstand the NC Evaluation ProcessPrepare for and fully participate in each component of the evaluation processGather data, artifacts, evidence to support performance and progress in attaining goalsDevelop and implement strategies to improve performance in areas identified (IGP/PDP)View the video, A Vision of K-12 Students today.
24 NC Standards for Teachers Standard 1: Teachers demonstrate leadershipStandard 2: Teachers establish a respectful environment for a diverse population of studentsStandard 3: Teachers know the content they teachStandard 4: Teachers facilitate learning for their studentsStandard 5: Teachers reflect on their practiceThree key words to think about that weave throughout the new Standards: create, cooperate, and collaborate!Look at your copy of the StandardsStandardsElementsBehaviorsRatingsArtifacts
25 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
26 Standard I: Teachers Demonstrate Leadership Teachers lead in their classroomsTeachers demonstrate leadership in the schoolTeachers lead the teaching professionTeachers advocate for school and studentsTeachers demonstrate high ethical standards
27 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.Look at Standard I: Ask for participants to read aloud the subtitles….10 minutes activity10 minutes for reporting outMaterials: chart paper and markers or notebook paper
28 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 adultsTeachers embrace diversity in the school community and in the worldTeachers treat students as individualsTeachers adapt their teaching for the benefit of student with special needsTeachers work collaboratively with the families and significant adults in the lives of their students
29 Making it Real Activity--Standard II What is a working definition of DiverseLearners?Discuss with your table groupWrite one definition per tableShare with the whole group
30 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 & flexibleWhen time is called, go to a second person and share:One strategy for maintaining high expectations for studentsWhen time is called, choose a third person and share:One strategy for collaboration with families/significant adults of studentsIn your table groups.Take your notepaper and record your neighbors ideas….Report out from a couple volunteers.
31 Standard III: Teachers know the content they teach Teachers align their instruction with the NC SCoSTeachers know the content appropriate to their teaching specialtyTeachers recognize the interconnectedness of content areas/disciplinesTeachers make instruction relevant to students
32 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
33 The mediocre teacher tells. The good teacher explains The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.William Ward
34 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 studentsTeachers plan instruction appropriate for their studentsTeachers use a variety of instructional methodsTeachers integrate and utilize technology in their instruction
35 Standard IV: Continued Teachers help students develop critical thinking and problem solving skillsTeachers help students work in teams and develop leadership qualitiesTeachers communicate effectivelyTeachers use a variety of methods to assess what each student has learned
36 Making It Real Activity—Standard IV Read the standard and the descriptorsWrite one or two observable behaviors or artifacts that could be used as evidenceWhen the signal is given (2 min.), pass your paper clockwiseLook over what has been recorded and add new behaviors/artifactsContinue…
37 Standard IV Group Activity Count off into groups A - HUsing 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 selectedPick one of the two items and report out to the groupTime 12:45 – 1:05 – Slide 6110 minutes for activity10 minutes for report out
38 Standard V: Teachers reflect on their practice Teachers analyze student learningTeachers link professional growth to their professional goalsTeachers function effectively in a complex dynamic environment
39 Making It Real Activity Standard V Individually read the post observation dialogueAs a group, decide a rating for each element of Standard VDetermine an overall rating for Standard VList an additional question that a principal might ask about this standard.
40 Making It Real Activity Card Sort In groups use the cards to match:The standardThe elements for each standardThe definitions for each element
41 Teacher Evaluation Process TrainingOrientationSelf AssessmentPre Observation ConferenceObservationsThe teacher still actively participates through the use of self-assessment, reflection, use of artifacts, and classroom observations.Training: Before participation in the evaluation process, all teachers, principals, and peer evaluators must complete training on the evaluation process.Orientation: within two weeks of a teacher’s first day; must include the rubric, policy, and schedule of observations/evaluationSelf Assessment: uses the teacher rubric, is completed by the individual, used in writing the professional growth plan, used in pre and post conference discussionsPre- Observation Conference is prior to the first observation. The teacher will provide information related to the lesson including such materials as supplementary readings, technology, media, manipulatives, the lesson and unit intended outcomes, instructional strategies to be used, and any assessments used to monitor growth.
42 Teacher Evaluation Process Post Observation ConferenceSummary Evaluation Conference and Scoring the Teacher Summary Rating FormProfessional Development PlansEffective Dates, Licensing, Career StatusObservations may be announced or unannounced. Beginning teachers are required to have four formal observations by the principal, one of which is conducted by a peer.Post conference no later than ten school days after each formal observation to discuss performance. The data will be based upon info from the pre-conference and the observation and should identify areas of strength and weaknesses (areas for improvement).Summative Evaluation and Scoring – Prior to the end of the year and based upon LEA timelines, the principal shall conduct a summary evaluation based on formal and informal observations as well as other evidence.Give a rating on each elementAny descriptor checked “not demonstrated” requires a comment from the evaluator.Give an overall rating on each standardProvide the teacher with an opportunity to add comments to the Summary Rating FormReview the completed summary rating form with the teacher; andSecure the teacher’s signature on the Record of Teacher Evaluation Activities and Teacher Summary Rating FormBeginning teachers are in the first three years of teaching and hold a Professional License I. Must be rated as proficient on all five standards in order to be eligible for the PSL 2.Yearly schedule:Beginning in the year all teachers must be evaluated using the new Rubric and process.Think of the year in quarters or 9 week periods.Generally beginning teacher data is due at the central office prior to data for experienced teachers. Therefore, the timeline is moved forward and your summative is usually held in as early as March or early April – prior to a spring break. But this varies by district.
43 The talent of success is nothing more than doing what you can do, well. Henry W. Longfellow
44 The Evaluation Process Orientation:Within two weeks of a teacher’s first dayMust include rubric, policy & schedule of evaluationThe teacher self-assessment:Uses the teacher rubricIs done by individual (without input from others)Used in developing IGPUsed in pre and post conference discussions
45 Pre Observation Conference A pre-observation conference must occur before any observations happen during the year.Discuss: self-assessment, PDP & lesson(s) to be observedTeacher will have written description of lesson for first observationSubsequent observations do not require a pre-observation conferenceOther thoughts:Great diversified lesson plan to address a variety of learning stylesAnswered pre-conference questions -be prepared to discuss with administratorTeacher Roll Book ( administrator may ask to review for format and amount of graded student work)How Should I Prepare my Classroom ?CLEAN, NEAT and ORGANIZEDWrite on the chalkboard the following:The lesson objective;NC SCoS -- Standard that you are preparing to teach Agenda for the day (Serves as a roadmap of where the class is going )Student Seating Chart (if requested)Prepare to discuss class makeup and other student concernsHow will you differentiate instruction? Use technology? Assess learning?
46 ObservationsFormal observations occur over one complete lesson (a minimum of 45 minutes)Probationary teachers require 4 formal observations: 3 administrative, 1 peerCareer status teachers (in their summative year of evaluation) must have three observations: at least 1 must be formalThe first observation must be a formal, announced observationSubsequent observations may be unannouncedEvaluator uses the rubric as a recording tool
47 Post Conferences Must occur after each observation Must occur no later than 10 school days after the observationDesigned for the purpose of identifying areas of strength and those in need of improvementRequires review and signature of rubric
48 Summary Evaluation Conference Bring Self AssessmentReview ObservationsDiscuss Additional ArtifactsSign Summary Rating Form & Record of Teacher Evaluation ActivitiesBegin discussion for future goals
49 Summary Rating FormEvery element for every standard is marked (“not demonstrated” requires comment)Ratings are based on formal and informal observations throughout the yearOverall 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.Place a copy of this form on the document camera
50 Record of Teacher Evaluation Form Required to be completed at the conclusion of the Summary ConferenceUsed as documentation that process was completedMust be signed & dated for each activityPlace this form on the document camera
51 Professional Development Plan Teachers who are rated as “Proficient” or higher on all Standards will develop an Individual Growth PlanTeachers who are rated as “Developing” on any Standard will be placed on a Monitored Growth PlanTeachers 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
52 Language Analysis Evidence Observable and specific Not influenced by the observerObjectiveunambiguousOpinionDraws conclusionsInfluenced by the observer’s perspectiveSubjectiveMay be subject to debateWhen writing your PDP use action words….what you are going to do….that may be evidenced, recorded, dated, etc.Keep it simple, specific, and easily read---avoid jargon!This vocabulary is just as important for the observer. Be clear, concise.
53 Areas Of Concern For New Teachers In The Evaluation Process Classroom management -disciplineTime managementMotivating studentsDealing with individual differencesDealing with problems of individual studentsDiscipline:students consistently follow rules, policies and proceduresteacher encourages appropriate behavior IN and OUT of school
54 Areas of Concern - Continued Assessing students’ workRelations with parentsInsufficient materials and suppliesOrganization of class work
55 Additional Information All observations and summative evaluations should be conducted by individuals who have had extensive training in the use of the observation/evaluation instrumentsMultiple practice observations are scheduled to verify observer/evaluator accountability
56 Notes ContinuedObservations 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.
57 Notes ContinuedObserver 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.
58 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.
59 Criteria for Teacher Evaluation Knowledge of Delivery MethodsUnderstanding the Learning ProcessKnowledge of Content AreaUnderstanding of Student NeedsAbility to Demonstrate Evidence of Student GrowthCurriculum Alignment
60 Criteria for Teacher Evaluation - Continued Understanding and Use of Standard Course of Study in Instruction and AssessmentAbility to Disaggregate & Use Student Achievement Data in Planning InstructionClassroom Management
61 Criteria for Teacher Evaluation - Continued Professional Growth/Continuous ImprovementAbility to use Technology as a Tool in the ClassroomCommunication with Stakeholders Inside and Outside the School Setting
62 Teaching is Amazing!Please take out a copy of the Self Assessment Form and the PDP Form so that I may review your homework assignment.
63 Homework Self Assessment Worth 20 pointsDue Saturday, September 11, 2010 via Task StreamUsing 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.Walk students through the format.
64 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.Walk them through the form.Use the document camera if necessary.