Title: NORTH CAROLINA TEACHER EVALUATION INSTRUMENT and PROCESS
1NORTH CAROLINA TEACHER EVALUATION INSTRUMENT and
PROCESS
2009-10 School Year
2Welcome!
3How did we get here?
- North Carolina has moved from a manufacturing
and agricultural economy to a technological and
research-based economy. Schools must respond to
this change if students are to be ready for the
future.
4What 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
5- 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
6Now 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
7What 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!
8NORTH 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
9Future-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.
10To 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
1121st Century Skills Framework p. 12-16, Manual
12 New Standards for
Teachers, Principals
Superintendents! GS 115C-295.1 requires the
Commission to review and propose standards for
teaching in North Carolina In August 2006
Chairman Lee charged the Commission to review and
align the standards to reflect the State Boards
newly adopted mission and goals The Commission
is composed of 16 practicing educators.
13The Commission spent 6 months in numerous
meetings thinking, listening, writing, sharing
with colleagues, and revising. The draft work
was completed in March 2007 and distributed
through focus groups and other meetings
throughout the state The finalized standards
were presented to the State Board of Education in
May and adopted in June, 2007.
14How are the NC Professional Teaching Standards
different from the Core Standards adopted in 1998?
- The most significant difference is ALIGNMENT!
- SBE mission and goals
- 21st Century Skills and Knowledge
- Research from Teacher Working Conditions Survey
- School Executive and Superintendent Standards
and Evaluation Instruments - Professional Development
- Program approval for Schools of Education
15New 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
16Still to come
- Evaluation systems for
- Superintendents (Field Test 2009)
- Assistant Principals (Field Test 2009)
- Central Office Staff
- Media Specialists
- School Counselors
- School Social Workers
- School Psychologists
- Standards for School Boards
17 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
18Phase 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)
19Phase III 2010-11
Remaining 63 districts will begin implementation
August 2010
20 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
21They 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.
22The 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.
23The 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.
24Definitions
- 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
25Definitions
- 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
26Definitions
- 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
27Definitions
- 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
28Performance 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
29Performance 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.
30Definitions
- 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
31Teacher 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
32Teacher 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.
33Principal/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.
34Principal/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.
35A Vision of K-12 Students today
http//www.teachertube.com/view_video.php?viewkey
d1296214afd7cc367045
36Todays 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
37NC 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
38If your actions inspire others to dream more,
learn more, do more and become more, you are a
leader.John Quincy Adams
39- 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
40- 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
41- 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
42- 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
43- Standard I Teachers
demonstrate leadership. - E. Teachers demonstrate high ethical standards
- Demonstrate ethical principles
- Uphold the Code of Ethics and Standards
- for Professional Conduct
44In 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.
45A good deed is never lost he who sows courtesy
reaps friendship and he who plants kindness
gathers love.Basil
46- 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
47- 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
48- 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
49- 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
50- 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
51Standard 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
52Get 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
53- 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
54- 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
55- 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
56- 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
57The mediocre teacher tells. The good teacher
explains. The superior teacher demonstrates. The
great teacher inspires.William Ward
58- 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
59- 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
60- 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
61- 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
62- 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
63- 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
64- 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
65- 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
66Standard 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
67Keep 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
68- 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
69- Standard V Teachers reflect
on their practice. - Teachers link professional growth to their
professional goals - Participate in continued, high quality
professional development
70- 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
71Card Sort Activity
- In small groups use the cards to match
- The Standard
- The Elements for each Standard
- The definitions for each Element
72The 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
73- Component 3 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
- Stays in teachers possession
- Does not change during the year
74Standard 1 TeachersDemonstrate Leadership
75Goal Setting
- 2 3 goals established as part of a teachers
Professional Development Plan after completing
self-assessment - SMART Goals Specific, Measurable, Attainable,
Relevant and Time-Bound
76Goal Setting Activity
- Review pages 33 and 34 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
77Self Assessment
- You will have about 30 minutes to complete your
own self-assessment. - In addition to rating yourself, take notes as to
what artifacts you might use to support your
rating. - Consider the explanations and comments you would
make with your Principal/AP.
78Self Assessment Reflection
- Take the next 10 minutes and talk with a partner
about the self-assessment process you completed.
Discuss these questions - Did you find it easy or difficult?
- Do you feel confident discussing your assessment
w/ your evaluator? - What artifacts came to mind to support your
rating?
79- Component 4 Pre- Observation Conference
- A pre-observation conference occurs before any
observations can occur for the school 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
80- 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
first one 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 for all teachers - Subsequent observations may be unannounced
- Evaluator uses the rubric as a recording tool
81Component 6 Post-Observation Conferences
- Must occur after each 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
- Teacher brings self-assessment for discussion
82Component 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
83 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.
84Component 8 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
Professional Development Plan - Teachers who are rated as Developing on any
Standard will be placed on a Monitored
Professional Development 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
Professional Development Plan - Monitored and Directed Plans meet the guidelines
of being an action plan
85Evidence Opinion
- observable specific
- not influenced by the observers perspective
- objective
- unambiguous
- draws conclusions
- influenced by the observers
perspective - subjective
- may be subject to debate
86Language AnalysisMaking evidence based statements
- With an elbow partner
- Review the statements
- Circle the words or phrases that imply opinion
and/or are left open to interpretation - Rewrite statements and make them evidence based
87Making it Real - Standard IPre-Observation
Conversation Note Taking Guide
- Teachers are leaders in their classrooms.
- Teachers demonstrate leadership in the school.
- Teachers lead the teaching profession.
- Teachers advocate for schools and students.
- Teachers demonstrate high ethical standards.
88Making it Real - Standard I
- At your tables discuss
- The teachers level based on current evidence.
- Next steps appropriate for the principal the
teacher to move the teachers practice forward. - Additional evidence you may need to collect
during the observation.
89Making It RealStandard II
- What is a working definition of Diverse Learners?
- Discuss with your table group
- Write one definition per table on the chart paper
- Share with the whole group
90Standard II ContinuedDiverse Learners Scenario
Activity
- Work with a table partner
- Select 1 scenario from the 4 provided
- Read the selected scenario
- Discuss and Rate each element for Standard II
- Record evidence for each scenario based on the
rubric using the Rating/Evidence Recording Sheet
91Making It RealStandard III
- Please sort the artifacts/behaviors (pink) into
the appropriate performance elements (green)
92Standard III Continued
- Now decide where each artifact would rate on the
performance rating scale (blue)
93Standard III Continued
- Please think of ways that you can support growth
in this standard.
94Making It Real Standard IV
- Each person takes 1 recording sheet
- Read the standard in the 1st box the
description for the specified level on the rubric
found in the 2nd box - Write down 1 or 2 observable behaviors that could
be used as evidence - When the pass signal is given after 2 min., pass
your paper clockwise - Read what has been written and add 1 or 2
different examples - Continue each time the pass signal is given
- Groups will record some examples on chart paper
and select a reporter to share
95Standard V Building Teacher Self-Awareness
- This standard will
- Help teachers begin to use evidence-based
language - Support the overall purpose of the rubric as a
growth model - Diminish subjectivity and emotion from the post
observation conferences summary evaluation
96Making It RealStandard V
- Read the dialogue for standard 5 silently
- In table groups, use the chart paper to record
the following - The rating you would give the teacher
- 2-3 rewritten teacher statements
- Two rewritten paraphrasing statements (principal)
- Three clarifying questions the principal could
have asked - Post your recordings on the wall
97Standard V Summary
- Teacher Self Assessment depends on clarity of
communication - Evidence-based conversations
- Principal supports teacher awareness of
self-reflective behavior - District plans need to emphasize opportunities
for professional growth
98DPI Professional Development
- Look for learning opportunities in the future re
- Professional Learning Communities
- Formative assessment
- Integrating technology
- 21st Century skills
- Evidenced-based learning
- Coaching models
Questions?
99Closing
- Questions Answers
- Comments
- Evaluation