NORTH CAROLINA TEACHER EVALUATION INSTRUMENT and PROCESS

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NORTH CAROLINA TEACHER EVALUATION INSTRUMENT and
PROCESS
History and Purpose Principal Copy

• North Carolina
• Department of Public Instruction

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Welcome!

• Introductions
• Training manuals

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How 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.

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Now lets consider a child starting Kindergarten
in 2008

• This child was born in 2003
• 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 2068 or later

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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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Davidson County Schools

• Vision Statement
• The vision of Davidson County Schools is to
  graduate ALL students future-ready and globally
  competitive.

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Davidson County Schools

• Mission Statement
• to empower students to achieve high academic
  goals.
• to challenge educators to uphold high
  professional standards.

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Davidson County Schools

• We value
• caring and inspiring learning environments that
  reinforce high expectations for all students and
  educators.
• collaboration among all students, educators,
  parents, and community members which encourages
  open communication for personal and professional
  growth.
• commitment to the efficient use of human and
  financial resources.

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21st Century Skills Framework
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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.
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The 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.
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• How 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
• Evaluation Instruments
• Program approval for Schools of Education
• Professional Development

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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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Phase I for the Teacher
Evaluation System 2008-09 13 districts
participating Jones Newton-Conover Alex
ander Orange Iredell/Statesville Hertford
Scotland Elkin City Rutherford Camden Cherokee
Wilson Alleghany
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Phase II 2009-10

• District teams trained regionally (Oct Mar)
• 50 districts volunteer for 8/09 implementation

Phase III 2010-11

• Remaining districts begin implementation 8/10

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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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Still to come

• Evaluation systems for Superintendents, Assistant
  Principals, Central Office Staff other school
  personnel
• Standards for School Boards

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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.