Teacher Performance Appraisal InstrumentRevised TPAIR Supplemental Training Materials

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Teacher Performance Appraisal Instrument-Revised
(TPAI-R)Supplemental Training Materials

• The following materials are made available by
  the School Personnel Support Section, in the
  Division of School Business at the NC Department
  of Public Instruction.
• Materials was created or gleaned from research
  by the Professional Personnel Evaluation Ad Hoc
  Committee which met several times beginning in
  the winter of 1997 and concluding in the winter
  of 1998. Additional materials were developed by
  DPI staff during 2000-2001.
• Various data sources were used and information
  was compiled into these lists and forms. Where
  specific source information is available, it is
  included with the form.

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Evaluation Perceptions

• Throughout our educational and professional
  careers, we have been subjected to evaluations.
  This is an experience every one of us shares.
  Evaluations come in many sizes and
  descriptionsjob performance reviews, admission
  tests for college, interview questions,
  examinations for various licenses, etc.
• To build a foundation from which we can work,
  please answer the following as honestly as
  possible.
• 1. COMPLETE THIS SENTENCE
• When I think of someone coming to evaluate me
  on my job, I.
• 2. What are some characteristics or skills that
  you expect from someone who is going to evaluate
  you? (List at least 3)
• 3. What is the real purpose for evaluations?
  Why are personnel evaluated?
• 4. COMPLETE THIS SENTENCE
• If I had my way, evaluations would.

Gary Jarrett, Section Chief School Personnel
Support, NC DPI 2000-2001
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Purposes for Evaluation

• Identify acceptable level of competency
• Improve performance/professional growth
• Validate strong performance
• Licensure
• Identify areas needing improvement
• Document problems leading to dismissal
• Accurately reflect performance
• Self assessment

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Criteria for Teacher Evaluation

• Knowledge of Content Area
• Knowledge of Delivery Methods
• Understanding the Learning Process
• Understanding of Student Needs
• Ability to Demonstrate Evidence of Student Growth
• Curriculum Alignment
• Ability to Demonstrate Understanding and Use of
  Standard Course of Study in Instruction and
  Assessment
• Ability to Disaggregate Use Student Achievement
  Data in Planning Instruction
• Classroom Management
• Professional Growth/Continuous Improvement
• Ability to use Technology as a Tool in the
  Classroom
• Communication with Stakeholders Inside and
  Outside the School Setting

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Stages of Teacher Development

• Novice Stage
• characterized by survival and discovery
• Advanced Beginner Stage
• characterized by experimentation and
  consolidation
• Competent Stage
• characterized by mastery and stabilization
• Proficient Stage
• characterized by analysis and deliberation
• Expert Stage
• characterized by fluidity and flexibility

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Top Problems of New Teachers

• Classroom discipline
• Motivating students
• Dealing with individual differences
• Assessing students work
• Relations with parents
• Organization of classwork
• Insufficient materials and supplies
• Dealing with problems of individual students

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Novice Teacher Needs

• Quality preparation programs which incorporate a
  variety of field experiences
• Reasonable assignments in school contexts which
  support and facilitate teacher growth
• Clearly communicated expectations about what
  constitutes quality teaching
• Systematic induction support which includes a
  variety of components, especially the on-going
  support of a well-prepared mentor who uses
  effective mentoring approaches
• Teacher assessment procedures and measures that
  are consistent with the expectations of the school

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Rater Errors

• SIMILAR TO ME tending to rate people up if they
  are similar to you (have same values, interests,
  likes), or rating them down if they are not
  similar to you.
• POSITIVE LENIENCY Rating higher than a person
  deserves. I give high ratings. It makes them
  feel good.
• NEGATIVE LENIENCY Being reluctant to assign high
  ratings to individuals. Rating people lower than
  they deserve. Nobodys perfect.
• HALO EFFECT Being unduly influenced by a single
  favorable or unfavorable trait, which colors the
  judgment of the individuals other traits.
  Taking another persons positive or negative
  evaluation prior to the interview that impacts
  how you rate the employee.
• RECENCY EFFECT Rating someone down or up based
  on a recent event. Ignoring the performance of
  the entire period. What have you done for me
  lately?
• STEREOTYPING Generalizing across a class. Not
  recognizing individual difference.
• CONTRAST EFFECT Making comparisons. Evaluating
  employee relative to the person last evaluated.
• FIRST IMPRESSION Forming an initial positive or
  negative judgment and then ignoring or distorting
  subsequent information to support the initial
  impression.
• CENTRAL TENDENCY Constantly placing people in
  the middle of the scale or close to the midpoint,
  to avoid extreme positions. Staying safe.

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Ways to Minimize Rater Errors

• Stick to the Standards
• Concentrate on job performance, not personality.
• Be objectiveif everybody gets high ratings,
  dont change criteria.
• Rate each task or factor separately.
• Describe Benchmarks
• Define in specific terms, examples of not meeting
  the standard, meeting the standard, and exceeding
  the standard.
• Document, Document, Document
• Write down significant events when they occur.
• Have someone else rate your documentation.
• Do Multiple Appraisals
• Do more than one appraisal a yearset
  expectations and keep the boss informed.
• When possible, have multiple appraisers. Collect
  data independently and make sure people know they
  will have multiple appraisers.
• Plan the Appraisal Interview(s)
• Inform people to be interviewed beforehand.
• Check their perception of performance.

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Observable Activities Practice Activity
Below are listed several observable activities
that are likely to occur in a classroom.
Indicate the TPAI-R Function area in which one
would look to record each activity. Example
Teacher greets students at the door. Function
Area 1. _____ 1. Teacher corrects talking
student by walking to the student. _____ 2.
Teacher writes lesson objective on the
board. _____ 3. Student lays head on the
table. _____ 4. At tardy bell, three students
slip into room unnoticed. _____ 5. Students pass
books to the front of the row. _____ 6. Teacher
asks questions and moves to another student if
unanswered. _____ 7. While students write
sentences from the board, teacher searches for
lesson planning book. _____ 8. At dismissal
bell, students wait for teacher directions. _____
9. Materials on overhead projector are too small
to read by students. _____ 10. Entire class
period was teacher lecture. _____ 11. Student
moves to filing egg crate to remove
folders. _____ 12. Students call out grades to be
recorded in the grade book. _____ 13. Teacher
asked questions one at a time and directed
questions to specific students by calling names.
_____ 14. Student table arranged so students can
not see the chalkboard.
Gary Jarrett, Section Chief School Personnel
Support, NC DPI 2000-2001
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Possible Data Sources

• Student reports
• Peer reviews of materials
• Student achievement data
• Teacher tests
• Parent reports
• Systematic observation
• Administrator report

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Data Sources Practice Activity
In the original TPAS process, one could only
record information that was observed in a
classroom. The motto was paraphrased if you
didnt see it, it didnt happen. Moreover, the
first five functions were the only ones that
could be rated/observed in an observation. This
is no longer true in the TPAI-R
models. Additional sources are used to evaluate
performance. In fact, multiples sources and
multiple observers are encouraged. For each
function below, list examples of sources or
documented evidences that could be used as part
of the evaluation. 1. Management of
Instructional Time 2. Management of Student
Behavior 3. Instructional Presentation 4.
Instructional Monitoring 5. Instructional
Feedback 6. Facilitating Instruction 7.
Communicating Within the Educational
Environment 8. Performing Non-Instructional
Duties
Gary Jarrett, Section Chief School Personnel
Support, NC DPI 2000-2001
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COMPARISON OF EVALUATIONS
Dr. Lynn Bradshaw, TPAI-BT Training Materials
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• TEACHER PERFORMANCE APPRAISAL INSTRUMENT-REVISED
• FACT SHEET AND SUMMARY
• FACTS
• The TPAI-R is an adaptation of the former TPAI/S
  implemented in NC since 1980s
• Revisions required under provisions of the
  Excellent Schools Act of 1997
• Revisions aligned with NC General Statutes
  115C-333 and 335
• TPAI-R involves two separate processes, depending
  on the experience of the teacher, but shares some
  forms and language
• TPAI-R projects only one of nine that were
  developed
• Implementation date was July 1, 2000
• Use of new instruments must occur July 1, 2001
• Training of administrators on-going since October
  1999
• Web site for information located at
  www.ncpublicschools.org/evalpsemployees
• SUMMARY
• Two separate TPAI-R processes one for beginning
  teachers and one for experienced teachers
• Each system and process validated for use with
  that instrument and classification of teacher
• Each system has own merits

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• SUMMARY OF TPAI-R FOR EXPERIENCED TEACHERS
• Purposes directed toward growth and professional
  development
• Tested and validated for use with experienced
  teachersnot beginning teachers
• Experienced teacher can be either probationary
  and career status
• Has a formative and summative cycle for teachers
  with career status
• Non-career status teachers on summative cycle (4
  observations) until career status earned
• Requirements for career experienced teacher on
  summative cycle include
• At least once every five years, teacher on a
  summative cycle
• One (1) full TPAI-R
• One (1) full class period observation utilizing
  observation scripting skills
• Pre-conference with scoring rubric
• Post conference on observation and pre-conference
  rubric
• Two (2) snap shot observations (post conference
  not required unless requested or below standard
  items observed)
• IGP and scoring rubric
• Final Verification Form completed and used as
  summative
• Requirements for career experienced teacher on
  formative cycle include
• Two (2) snap shot observations following above
  format

Gary Jarrett, Section Chief, School Personnel
Support NC DPI
2000-2001