1. 1 NORTH CAROLINA TEACHER EVALUATION INSTRUMENT: PROCESS North Carolina Department of Public Instruction Department of Public Instruction

2. 2 Review of Evaluation Policies NC State Board of Education TCP-C-004 (evaluation) Currituck Board of Education Policy # 5460 (evaluation)

3. 3 The Evaluation Process STEP 1: Orientation: –Within two weeks of a teacher’s first day –Must include rubric, policy & schedule of evaluation STEP 2:The teacher self-assessment: Uses the teacher rubric Is done by individual (without input from others) Used in developing PDP Used in pre and post conference discussions

4. 4 Professional Development Plans Teachers who are rated as “Proficient” or higher on all Standards will develop an Individual Growth Plan Teachers who are rated as “Developing” on any Standard will be placed on a Monitored Growth Plan 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 (meets GS requirements of an action plan) Can be used w/ any teacher being recommended for dismissal, demotion or nonrenewal

5. 5 STEP 3: Pre-Observation Conference A pre-observation conference must occur before the first formal observation of the year. Discuss: self-assessment, PDP & lesson(s) to be observed Teacher will have written description of lesson for first observation Subsequent observations do not require a pre-observation conference

6. 6 STEP 4: Observation(s) Formal observations occur over one complete lesson (a minimum of 45 minutes) Probationary teachers require 4 formal observations: 3 administrative, 1 peer Career status teachers (in their summative year of evaluation) must have three observations: at least 1 must be formal The first observation must be a formal, announced observation Subsequent observations may be unannounced Evaluator uses the rubric as a recording tool

7. 7 STEP 5: Post Observation Conferences Must occur after each observation Should occur no later than 10 days after the observation Designed for the purpose of identifying areas of strength and those in need of improvement Requires review and signature of rubric

8. 8 STEP 6: Summary Evaluation Conference Bring Self Assessment Review Observations Discuss Artifacts Sign Summary Rating Form Begin discussion for future goals

9. 9 Possible Artifacts: School Improvement Plan School Improvement Team North Carolina Teacher Working Conditions Survey Student Achievement Data Professional Development Student Work National Board Certification PTSA Professional Learning Communities (PLC) Lesson Plans Student Dropout Data Artifact – A product resulting from a teacher’s work (a natural by-product, not a newly created document) Definitions:

10. 10 Summary Rating Form Every element for every standard is marked (not demonstrated requires comment) Ratings are based on formal and informal observations throughout the year Overall 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.

11. 11 STEP 7: Professional Development Plans Teachers who are rated as “Proficient” or higher on all Standards will develop an Individual Growth Plan Teachers who are rated as “Developing” on any Standard will be placed on a Monitored Growth Plan 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 (meets GS requirements of an action plan) –Can be used w/ any teacher being recommended for dismissal, demotion or nonrenewal Cycles from end of year to beginning of next year.

12. 12 Definitions Beginning Teacher - Teachers who are in their first three years of teaching and who hold a Standard Professional 1 License Probationary Teacher – Teachers who have not obtained Career Status in their district Career Status Teachers –Teachers who have been granted Career Status in their district Formal Observation – an observation of a teacher’s performance for a minimum of 45 minutes or one complete lesson

13. 13 Teacher Evaluation Matrix 2009 - 2010 Orientation Due 8/28. Orientation Probationary Teachers (Teachers w/o career status) Career Status Teachers in Formal Year of Evaluation Career Status Teachers in Off-Year of Evaluation Self-Assessment Due 9/11 Yearly Self-Assessment Yearly Self-Assessment Yearly Self-Assessment Professional Development Plan Initial by 9/25 Mid Review by 1/15 Final by 5/1 Conferences Pre- Conference required by 9/25 and before 1st observation Pre- Conference required by 10/23 and before 1st observation Pre- Conference required by 9/25 and before 1st observation Observations Four Formal Observations 2 completed by administrator; one Peer 1st semester; 1 administrator 2nd semeste BY APRIL 9th Three Observations At least one formal Two in 1 st semester By administrator Observe standards identified on PDP or areas of concern BY APRIL 9th Two informal observations minimum One each semester Observe standards identified on PDP or areas of concern BY APRIL 9th Final Documentation Teacher Summary Rating Form Due 4/30 Summary Rating Form Due May 15 Formal Observations must be at least 45 minutes/1complete lesson. Informal Observations must be at least 20 minutes. Post-conferences are required within 10 schools days for ALL observations. Status Initial by 9/25 Mid Review by 1/15 Final by 5/1 Initial by 9/25 Mid Review by 1/15 Final by 5/1 Revised 7/30/09 SCHEDULE FOR COMPLETION

14. 14 Roles and Responsibilities

15. 15 Principal/AP Responsibilities oKnow and understand the North Carolina Professional Teaching Standards oParticipate in training to understand and implement the Teacher Evaluation Process. oSupervise the Teacher Evaluation Process and ensure that all steps are conducted according to the approved process.

16. 16 Teacher Responsibilities: Know and understand the North Carolina Professional Teaching Standards Know and understand policies pertaining to Evaluation, Code of Ethics—including Testing, and Licensure Understand the North Carolina Teacher Evaluation Process Prepare for and fully participate in each component of the evaluation process

17. 17 Teacher Responsibilities (Cont.): Gather data, artifacts, evidence to support performance in relation to standards and progress in attaining goals. Develop and implement strategies to improve personal performance/attain goals in areas identified individually or collaboratively identified.

18. 18 Professional Responsibilities NC State Board of Education QP-C- 014 (Code of Ethics) Testing Code of Ethics Currituck Board of Education Policy #5410 (licensure/renewal)

19. 19 Code of Ethics Review Read the Code of Ethics Highlight KEY components under the Commitments to: –Students –School and School System –Profession, and –Standards of Professional Conduct Select one from each area to: –Illustrate/Describe evidence of compliance –Describe behavior or attitudes that would be considered a violation of this policy Discuss with your group (or post to online discussion board)

20. 20 Licensure Policy # 5410 Professional employees must hold or be eligible to hold North Carolina licensure in the areas to which the employee is assigned. Establishing and maintaining licensure with the North Carolina Department of Public Instruction is the responsibility of the individual employee. If a professional employee holds only provisional or validated licensure in the employee's assigned area, the employee must meet all requirements for certificate extension or renewal. Failure to establish or maintain current licensure is grounds for dismissal.

21. 21 Licensure Requirements for Renewal http://www.ncpublicschools.org/licensure/update/ 10 semester hours or 15 units of renewal credit. Course work must be directly related to an individual's professional responsibilities as a public school educator or to his or her area(s) of licensure. Teachers of grades K-12 must complete three renewal credits in their academic subject areas, including strategies to teach those subjects, during each five-year renewal cycle effective July 1, 2009. A unit of renewal credit is equivalent to one quarter hour or one in-service credit from a North Carolina public school system. Generally, a unit reflects ten contact hours. The DPI Licensure Section does not accept renewal credits of less than one unit. One semester hour is equivalent to 1.5 units of credit. Individuals teaching in grades K-8 in a NC public school system or a NC school that has an approved license renewal plan must earn 3 units of renewal credit in reading methods during each five-year renewal cycle. Effective July 1, 2007, principals and assistant principals in a NC public school system or other NC school that has an approved license renewal plan must earn 5 units of renewal credit during each five-year cycle focused on the principal's role in teacher effectiveness, teacher evaluations, teacher support programs, teacher leadership, teacher empowerment, and teacher retention. For a license to remain current, all credit must be earned by the expiration date of the existing license.

22. 22 Overview of NC Standards for Teachers Standard 1: Teachers demonstrate leadership Standard 2: Teachers establish a respectful environment for a diverse population of students Standard 3: Teachers know the content they teach Standard 4: Teachers facilitate learning for their students Standard 5: Teachers reflect on their practice

23. 23 Performance Rating Scale Developing – Demonstrated adequate growth but did not demonstrate competence on standard(s) of performance Proficient – Demonstrated basic competence on standard(s) for performance Accomplished – Exceeded basic competence on standard(s) of performance most of the time

24. 24 Distinguished – Consistently and significantly exceeded basic competence on standard(s) of performance Not 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.] Performance Rating Scale

25. 25 The Evaluation Process (review) Orientation: –Within two weeks of a teacher’s first day –Must include rubric, policy & schedule of evaluation The teacher self-assessment: Uses the teacher rubric Is done by individual (without input from others) Used in developing IGP Used in pre and post conference discussions

26. 26 Using the Rubric for Self- Assessment and PDP Development Rubric establishes descriptors for each element of each standard ALL descriptors must be checked in order to achieve a rating Other descriptors MAY be checked (SEE SAMPLE on NEXT SLIDE)

27. 27 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. DevelopingProficientAccomplishedDistinguished Not Demonstrated (Comment Required) □ Has knowledge of opportunities and the need for professional growth and begins to establish relationships with colleagues.... and Contributes to the: □ Improvement of the profession through professional growth. □ Establishment of positive working relationships □ School’s decision-making processes as required... and □ Promotes positive working relationships through professional growth activities and collaboration.... and □ Seeks opportunities to lead professional growth activities and decision- making processes. Standard 1: Teachers Demonstrate Leadership

28. 28 Rubric Activity – Preparation for Self-Assessment With an elbow partner read the rubric on pages 20 – 29 Discuss each descriptor in each of the categories for each element Share thoughts on which descriptors you feel you have accomplished

29. 29 Goal Setting 2 – 3 goals established as part of a teacher’s Individual Growth Plan (IGP) after completing self- assessment SMART Goals: Specific, Measurable, Attainable, Relevant and Time-Bound

30. 30 Goal Setting Activity Review pages 32 and 33 in your manual After examining Standard 1, work with your tablemates to write a possible goal for this teacher. List 2 – 3 strategies that will help him/her meet their goal Check your goal for SMART elements