Teacher Evaluation Process

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Teacher Training
Teacher Evaluation Process

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A Vision of K-12 Students today
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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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What happens over time?

• Decide if your card is an event that relates to
• 1940s
• 1950s
• 1960s
• 1970s
• 1980s
• 1990s
• 2000 - present

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What happens over time?

• Move to the decade in which your event occurred.
• Your placement will be confirmed by the
  facilitator.
• Share your event during the group as prompted.

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Lets consider a child starting Kindergarten This
Year

• This child was born 5 years ago.
• 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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What might life look like in 2068?

• Identify the year and projected possibility of
  the future on your card.
• When your decade is called, share your fact with
  the whole 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 work and postsecondary education
and prepared for life in the 21st Century.
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To accomplish this mission, NC 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
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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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North Carolina Professional Educator
Evaluation Systems

• They are flexible enough and fair
• The rubrics are formative 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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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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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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North Carolina professional teaching standards
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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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Standard I
Teachers Demonstrate Leadership
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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 and serve as a mentor in a
  professional learning community
• Analyze data to develop goals and strategies
• Develop goals and strategies that correspond with
  the school improvement plan
• Assist in determining school budget and
  professional development
• Participate in hiring process

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Standard I Teachers demonstrate leadership

• C. 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?

• 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 and teaching profession).
• Select a reporter to share ideas.

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Standard II
Teachers Establish a Respectful Environment for a
Diverse Population of Students
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A good deed is never lost he who sows
courtesyreaps friendship andhe 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

• 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

• Teachers treat students as individuals
• 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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Timed-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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Standard III
Teachers Know the Content They Teach
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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

• 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 Teachers 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

• 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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Card Sort Activity
In groups of 2-3 people

• Sort the artifacts/behaviors into the appropriate
  performance elements.
• Circulate and compare your table ratings with the
  other tables.

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Standard IV
Teachers Facilitate Learning for Their Students
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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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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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Observable Behaviors

• Get into groups of letters A H.
• Brainstorm specificbehaviors a teachermight use
  to demonstratethe corresponding element.
• Record ideas on chart paper.
• Share behaviorswith the group.

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Standard V
Teachers Reflect on Their Practice
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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

• 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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Reflective practices

• In pairs, match each element for Standard V with
  its corresponding definition.
• Partner with another pair to share and discuss
  answers.

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The EvaluationProcess
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Step 1 Orientation

• Conducted within two weeks of a teachers first
  day
• Must include rubric, policy schedule of
  evaluation

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Step 2 The Teacher Self-Assessment

• Uses the teacher rubric
• Is done by individual (without input from others)
• Used in developing Professional Development Plan
• Used in pre- and post-conference discussions

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Step 3 Pre-Observation Conference

• Must occur before any observations happen during
  the year
• Discuss self-assessment, PDP and lesson(s) to be
  observed
• Includes a written description of lesson by
  teacher for first observation
• Subsequent observations do not require a
  pre-observation conference

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Step 4 Classroom 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 formal and
  announced
• Subsequent observations may be unannounced
• Evaluator uses the rubric as a recording tool

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Step 5 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

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Step 6 Summary Evaluation Conference

• Bring self-assessmentand PDP
• Review observations
• Discuss additionalartifacts

• Sign summaryrating form
• Begin discussion forfuture goals

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Step 6 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.

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Performance Rating Scale Levels

• Developing Demonstrated adequate growth but did
  not demonstrate competence on standard(s).
• Proficient Demonstrated basic competence on
  standards(s) for performance.
• Accomplished Exceeded basic competence on
  standard(s) or performance most of the time.

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Performance Rating Scale Levels

• 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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Step 7 Professional Development Plans

• Teachers who are rated as Proficient or higher
  on all Standards will develop a Professional
  Development Plan.
• Teachers who are rated as Developing on any
  Standard will be placed on a Monitored Growth
  Plan.

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Step 7 Professional Development Plans

• 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.

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Understanding the Rubric Through Self-Assessment

• Complete the Self-Assessment. Note evidences
  and/or artifacts to support your judgment.
• Be prepared to discuss this process with the
  group.

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Understanding the Rubric Through Self-Assessment

• Discuss the following questions with a shoulder
  partner
• Did you find it easy or difficult?
• Would you feel confident discussing your
  self-assessment with your evaluator?
• What artifacts would you use to support your
  rating?
• .

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Questions and Answers