NORTH CAROLINA TEACHER EVALUATION INSTRUMENT and PROCESS

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NORTH CAROLINA TEACHER EVALUATION INSTRUMENT and
PROCESS
2009-10 School Year
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Welcome!

• Introductions
• Agenda

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What happens over time?

• Lets consider a 65 year old born in 1943 who
  began school in 1948
• Decide if your card is an event that relates to
• 1940s
• 1950s
• 1960s
• 1970s
• 1980s
• 1990s
• 2000 - present

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• Move to the person representing your time period
• Check with your person to be sure you are in the
  correct group
• Share your event during the group sharing

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Now lets consider a child starting Kindergarten
in 2009

• This child was born in 2004
• This child was not alive when 9/11 occurred
• The United States has been at war for this
  childs entire life thus far
• We will need to educate this child for a life
  that will bring retirement in 2069 or later

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What might life look like in 2069?

• Examine your card and locate the year in the
  bottom right corner
• When your group is called, share your fact with
  the group

We need to be ready for the 21st Century!
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NORTH CAROLINAS Educational Pipeline
In North Carolina, for every 100 9th grade
students
70 students graduate four years later.
41 students enter college.
28 students are still enrolled in their 2nd year.
19 students graduate with either an Associates
degree within three years or a Bachelors degree
within six years. Source
www.achieve.org
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Future-Ready Students For the 21st Century
The guiding mission of the North Carolina
State Board of Education is that every public
school student will graduate from high school,
globally competitive for workand postsecondary
education and prepared for life in the 21st
Century.
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To accomplish this mission, North Carolina Public
Schools will

• Produce globally competitive students
• Be led by 21st century professionals
• Be healthy and responsible
• Leadership will guide innovation in NC Public
  schools
• Be governed and supported by 21st Century Systems

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21st Century Skills Framework p. 12-16, Manual
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New Evaluation Systems to align with the
Standards!

• New principal evaluation system went into effect
  July 1, 2008 for all NC principals
• 3000 principals and principal supervisors trained
  during the summer of 2008

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Still to come

• Evaluation systems for
• Superintendents (Field Test 2009)
• Assistant Principals (Field Test 2009)
• Central Office Staff
• Media Specialists
• School Counselors
• School Psychologists
• Standards for School Boards

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Phase I 2008-2009 13 districts
participating Jones Newton-Conover Alexander
Orange Iredell/Statesville Hertford Scotl
and Elkin City Wilson Camden Cherokee Allegh
any Rutherford
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Phase II 2009-2010

• Anson Ashe Asheville City
• Avery Beaufort Bertie
• Brunswick Caldwell Currituck
• Chatham Clinton City Craven
• Dare Duplin Edenton-Chowan
• Edgecombe Franklin Gates
• Halifax Haywood Hoke
• Hyde Macon Martin
• Montgomery Moore Pasquotank
• Perquimans Person Richmond
• Surry Roanoke Rapids City Stanly
• Swain Tyrrell Vance
• Watauga Washington Wayne
• District teams trained regionally (Oct
  2008 Mar 2009)

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Phase III 2010-11
Remaining 63 districts will begin implementation
August 2010
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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 Framework for 21st Century
Learning and the Standards
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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.
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The teacher performance evaluation process will

• Serve as a measurement of performance for
  individual teachers.
• Serve as a guide for teachers as they reflect
  upon and improve their effectiveness.
• Serve as the basis for instructional improvement.
• Focus the goals and objectives of schools and
  districts as they support, monitor, and
  evaluate their teachers.

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The teacher performance evaluation process will

• Guide professional development programs for
  teachers.
• Serve as a tool in developing coaching and
  mentoring programs for teachers.
• Enhance the implementation of the approved
  curriculum.
• Inform higher education programs as they develop
  the content requirements for higher
  education programs.

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Definitions

• Artifact A product resulting from a teachers
  work (a natural by-product, not a newly created
  document)

Possible Artifacts

• Professional Development
• Student Work
• National Board Certification
• PTSA
• Professional Learning Communities (PLC)
• Lesson Plans
• Student Dropout Data

• School Improvement Plan
• School Improvement Team
• North Carolina Teacher Working Conditions Survey
• Student Achievement Data

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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
  teachers performance for a minimum of 45 minutes
  or one complete lesson

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Definitions

• Informal Observation An observation of a
  teacher for a minimum of 20 minutes
• North Carolina Teacher Rubric A composite
  matrix of the standards, elements and descriptors
  of the North Carolina Standards for Teachers
• Performance Standard The distinct aspect of
  leadership or realm of activities which form the
  basis for the evaluation of a teacher
• Performance Elements The sub-categories of
  performance embedded within the standard

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Definitions

• Performance Descriptors The specific
  performance responsibilities embedded within the
  components of each performance standard
• Performance Goals - Goals for improvement in
  professional practice based on the
  self-evaluation and/or supervisor recommendation

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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

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Performance Rating Scale

• 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.

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Definitions

• School Executives Principals and assistant
  principals licensed to work in North Carolina
• Self-assessment Personal reflection about ones
  professional practice to identify strengths and
  areas for improvement (conducted w/out input from
  others)
• Summary Evaluation Form A composite assessment
  of the teachers performance based on the
  evaluation rubric and supporting evidence

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Teacher Responsibilities

• Know and understand the North Carolina
  Professional Teaching Standards
• Understand the North Carolina Teacher Evaluation
  Process
• Prepare for and fully participate in each
  component of the evaluation process

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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.

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Principal/AP Responsibilities

• Know and understand the North Carolina
  Professional Teaching Standards
• Participate in training to understand and
  implement the Teacher Evaluation Process.
• Supervise the Teacher Evaluation Process and
  ensure that all steps are conducted according to
  the approved process.

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Principal/AP Responsibilities Cont.

• Identify the teachers strengths and areas for
  improvement and make recommendations for
  improving performance.
• Ensure that the contents of the Teacher Summary
  Evaluation Report accurately reflect the
  teachers performance.
• Develop and supervise implementation of
  action plans as appropriate.

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A Vision of K-12 Students today
http//www.teachertube.com/view_video.php?viewkey
d1296214afd7cc367045
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Todays Classroom
First grade girls get excited about the digital
possibilities!
http//www.teachertube.com/view_video.php?viewkey
c611904a467b4892806a
Looking into the eyes of our children and our
future.
http//www.youtube.com/watch?vWm9XIJ-1Wa4
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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

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If your actions inspire others to dream more,
learn more, do more and become more, you are a
leader.John Quincy Adams
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• Standard I Teachers demonstrate
• leadership.
• A. Teachers lead in their classrooms
• Take responsibility for all students learning
• Communicate vision to students
• Use data to organize, plan, and set goals
• Use a variety of assessment data throughout the
  year to evaluate progress
• Establish a safe and orderly environment
• Empower students

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• Standard I Teachers
  demonstrate
• leadership.
• B. Teachers demonstrate leadership in the
  school
• Work collaboratively with all school personnel to
  create a professional learning community
• Analyze data
• Develop goals and strategies through the
• school improvement plan
• Assist in determining school budget and
• professional development
• Participate in hiring process
• Collaborate with colleagues to mentor and
• support teachers to improve effectiveness

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• Standard I Teachers
  demonstrate leadership.
  
• Teachers lead the teaching profession
• Strive to improve the profession
• Contribute to the establishment of positive
  working conditions
• Participate in decision-making structures
• Promote professional growth

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• Standard I Teachers
  demonstrate leadership.
• D. Teachers advocate for schools and students
• Advocate for positive change in policies
• and practices affecting student learning
• Participate in the implementation of initiatives
  to
• improve education

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• Standard I Teachers
  demonstrate leadership.
• E. Teachers demonstrate high ethical standards
• Demonstrate ethical principles
• Uphold the Code of Ethics and Standards
• for Professional Conduct

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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.

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A good deed is never lost he who sows courtesy
reaps friendship and he who plants kindness
gathers love.Basil
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• Standard II Teachers
  establish a respectful environment
  for a diverse population of
  students.
• A. Teachers provide an environment in which each
  child has a positive, nurturing relationship with
  caring adults
• Encourage an environment that is inviting,
  respectful, supportive, inclusive, and
  flexible

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• Standard II Teachers
  establish a
  respectful environment for a diverse
  population of students.
• B. Teachers embrace diversity in the school
  community and in the world
• Demonstrate knowledge of diverse cultures
• Select materials and develop lessons that
  counteract stereotypes and incorporate
  contributions
• Recognize the influences on a childs
  development,
• personality, and performance
• Consider and incorporate different points of view

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• Standard II Teachers
  establish a respectful environment
  for a diverse population of
  students.
• C. Teachers treat students as individuals
• Maintain high expectations for all students
• Appreciate differences and value contributions by
  building positive, appropriate relationships

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• Standard II Teachers establish a
  respectful environment for a
  diverse population of
  students.
• Teachers adapt their teaching for the benefit
  of students with special needs
• Collaborate with specialists
• Engage students and ensure they meet the needs of
  their students through inclusion and other models
  of effective practice

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• Standard II Teachers establish a
  respectful environment for a
  diverse population of
  students.
• Teachers work collaboratively with the families
  and significant adults in the lives of their
  students
• Improve communication and collaboration between
  the school and the home and community
• Promote trust and understanding and build
  partnerships with school community
• Seek solutions to overcome obstacles that prevent
  family and community involvement

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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 flexible
• When time is called, go to a second person and
  share
• One strategy for maintaining high expectations
  for students
• When time is called, choose a third person and
  share
• One strategy for collaboration with
  families/significant adults of students

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Get over the idea that only children should spend
their time in study. Be a student so long as you
have something to learn, and this will mean all
of your life.Henry L. Doherty
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• Standard III Teachers know
  the content they teach.
• Teachers align their instruction with the North
  Carolina Standard Course of Study
• Teach the North Carolina Standard Course of Study
• Develop and apply strategies to make the
  curriculum rigorous and relevant
• Develop literacy skills appropriate to specialty
  area

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• Standard III Teachers know
• the content they teach.
• B. Teachers know the content appropriate to
  their teaching specialty
• Know subject beyond the content they teach
• Direct students curiosity into an interest in
  learning

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• Standard III Teacher know the content
  they teach.
• Teachers recognize the interconnectedness of
  content areas/disciplines
• Know links between grade/subject and the North
  Carolina Standard Course of Study
• Relate content to other disciplines
• Promote global awareness and its relevance

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• Standard III Teachers know the
  content they teach.
• D. Teachers make instruction relevant to
  students
• Incorporate life skills which include leadership,
  ethics, accountability, adaptability, personal
  productivity, personal responsibility, people
  skills, self-direction, and social responsibility
• Demonstrate the relationship between the core
  content and 21st Century content that includes
  global awareness financial, economic, business
  and entrepreneurial literacy civic literacy
• and health and wellness awareness

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The mediocre teacher tells. The good teacher
explains. The superior teacher demonstrates. The
great teacher inspires.William Ward
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• Standard IV Teachers
  facilitate learning for
  their students.
• A. Teachers know the ways in which learning
  takes place, and they know the appropriate levels
  of intellectual, physical, social, and emotional
  development of their students
• Know how students think and learn
• Understand the influences on student learning and
  
• differentiate instruction
• Keep abreast of evolving research
• Adapt resources to address the strengths and
  weaknesses of students

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• Standard IV Teachers
  facilitate learning for
  their students.
• B. Teachers plan instruction appropriate for
  their students
• Collaborate with colleagues
• Use data for short and long range planning
• Engage students in the learning process
• Monitor and modify plans to enhance student
  learning
• Respond to cultural diversity and learning needs
  of students

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• Standard IV Teachers
  facilitate learning for their students.
• C. Teachers use a variety of instructional
  methods
• Choose methods and materials as they strive to
  eliminate achievement gaps
• Employ a wide range of techniques using
  information and communication technology,
  learning styles, and differentiated instruction

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• Standard IV Teachers
  facilitate learning for
  their students.
• D. Teachers integrate and utilize technology in
  their instruction
• Know appropriate use of technology to maximize
  student learning
• Help students use technology to learn content,
  think critically, solve problems, discern
  reliability, use information, communicate,
  innovate and collaborate

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• Standard IV Teachers
  facilitate learning for their
  students.
• E. Teachers help students develop critical
  thinking and problem-solving skills
• Encourage students to ask questions, think
  creatively, develop and test innovative ideas,
  synthesize knowledge and draw conclusions
• Help students exercise and communicate sound
  reasoning understand connections make complex
  choices and frame, analyze, and solve problems

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• Standard IV Teachers facilitate
  learning for their students.
• F. Teachers help students work in teams and
  develop leadership qualities
• Teach the importance of cooperation and
  collaboration
• Organize learning teams in order to help students
  define roles, strengthen social ties, improve
  communication and collaborative skills, interact
  with people from different cultures and
  backgrounds, and develop leadership qualities

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• Standard IV Teachers facilitate
  learning for their students.
• G. Teachers communicate effectively
• Communicate clearly with students in a variety of
  ways
• Assist students in articulating thoughts and
  ideas clearly and effectively

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• Standard IV Teachers facilitate
  learning for their students.
• H. Teachers use a variety of methods to assess
  what each student has learned
• Use multiple indicators, both formative and
  summative, to evaluate student progress
• Use assessment systems to inform instruction and
  demonstrate evidence of students 21st Century
  knowledge, skills, performance, and
  dispositions.
• Provide opportunities for self-assessment

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Standard IV Group Activity

• Count off into groups A - H
• Using 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 selected
• Pick one of the two items and report out to the
  group

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Keep steadily before you the fact that all true
success depends at last upon your self.Theodore
T. Hunger The talent of success is nothing more
than doing what you can do, well.Henry W.
Longfellow
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• Standard V Teachers
  reflect on their practice.
• Teachers analyze student learning
• Think systematically and critically about
  learning in their classroom why learning happens
  and what can be done to improve student
  achievement
• Collect and analyze student performance data to
  improve effectiveness

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• Standard V Teachers reflect
  on their practice.
• Teachers link professional growth to their
  professional goals
• Participate in continued, high quality
  professional development

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• Standard V Teachers reflect
  on their practice.
• C. Teachers function effectively in a complex,
  dynamic environment
• Actively investigate and consider new ideas that
  improve teaching and learning
• Adapt practice based on data

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Card Sort Activity

• In small groups use the cards to match
• The Standard
• The Elements for each Standard
• The definitions for each Element

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The Evaluation Process

• Component 1 Training
• Complete training on process one time
• Component 2 Orientation
• Every year
• Within two weeks of a teachers first day
• Must include rubric, policy schedule of
  evaluation

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• Component 3 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

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Standard 1 TeachersDemonstrate Leadership
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• Component 4 Pre- Observation Conference
• A pre-observation conference occurs before any
  observations happen during 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

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• Component 5 Observation(s)
• 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
• Formal observations occur over one complete
  lesson (a minimum of 45 minutes), Informal
  observations occur over 20 minutes
• The first observation must be a formal, announced
  observation
• Subsequent observations may be unannounced
• Evaluator uses the rubric as a recording tool

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Component 6 Post-Observation Conferences

• Must occur after each formal observation
• Must occur no later than 10 school 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

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Component 7 Summary Evaluation Conference

• Bring Self Assessment
• Review Observations
• Discuss Additional Artifacts
• Sign Summary Rating Form Record of Teacher
  Evaluation Activities
• Begin discussion for future goals

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Summary Rating Form

• Every element for every standard is marked (not
  demonstrated requires comment)
• Ratings are based on everything you know about
  that teacher, including observations
• 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.

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Component 8 Professional Development Plans
(PDPs)

• Goal Setting
• 2 3 goals established as part of a teachers
  Individual Growth Plan (IGP) after completing
  self-assessment
• SMART Goals Specific, Measurable, Attainable,
  Relevant and Time-Bound

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Professional Development Plans

• After completing Year 1 of implementation, this
  is how to determine the level of PDP for a
  teacher
• 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)
• Monitored and Directed Plans meet the guidelines
  of being an action plan

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Closing

• Questions Answers
• Comments