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North Carolina Teacher Evaluation Process


North Carolina Teacher Evaluation Process Justine Lerch NC Teach II UNC-Wilmington * Walk students through the format. * Walk them through the form. – PowerPoint PPT presentation

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Title: North Carolina Teacher Evaluation Process

North Carolina Teacher Evaluation Process
  • Justine Lerch
  • NC Teach II
  • UNC-Wilmington

  • Welcome Back
  • Lesson Presentation
  • PPT of the evaluation process, required
    documents, and timelines
  • Activities to reinforce learning
  • Review Homework Assignment (20 pts.)
  • Closure

  • To develop an understanding of the North Carolina
    Teacher Evaluation Process including
  • Instruments
  • Process
  • Forms
  • Timelines
  • Terms and Definitions

NC Educator Evaluation System 2008
  • The purpose of the system is to promote and
    support effective leadership, quality teaching,
    and student learning.
  • The instruments are based on the Framework for
    21st Century Learning and the NC Standards.
  • All of the instruments and processes are designed
    to encourage professional growth, to be flexible
    and fair to the persons being evaluated, and to
    serve as the foundation for professional
    development needs.

Focus and Reflection
  • Consider the best teacher youve ever known.
    What made that teacher so memorable? In what way
    has that teacher influenced your life?
  • What are the specific characteristics and
    behaviors that describe that effective teacher?

Consider a child starting kindergarten in 2010
  • This child was born in 2005
  • This child was not alive when 9/11 occurred
  • The US has been at war for this childs entire
  • We will need to educate this child for a life
    that will bring retirement in 2075 or later

NORTH CAROLINAS Educational Pipeline
In North Carolina, for every 100 9th grade
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
Did You Know?
Future Ready Students for the 21st Century
  • The guiding mission of the NC Board of Education
    is that every public school student will graduate
    from high school, globally competitive for work
    and post secondary education and prepared for
    life in the 21st century.

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
  • Be governed and supported by 21st Century Systems

21st Century Skills Framework
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
North Carolina Professional
Educator Evaluation Systems
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
Purposes for Evaluation
  • Serve as a measure of performance
  • Serve as a guide for reflection
  • Serve as the basis for instructional improvement
  • Focus the goals and objectives of schools and
    districts as they support, monitor, and evaluate
  • Guide professional development programs

Purposes Continued
  • Serve as a tool for developing coaching and
    mentoring programs
  • Enhance the implementation of the approved
  • Inform higher education institutions as they
    develop the content and requirements for teacher
    training programs.

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

  • Beginning Teacher - Teachers who are in their
    first three years of teaching and who hold a
  • 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

  • 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

  • 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

NC Professional Teaching Standards Rating Scale
  • Developing Demonstrated adequate growth but did
    not demonstrate competence on standard(s) of
  • Proficient Demonstrated basic competence on
    standard(s) for performance
  • Accomplished Exceeded basic competence on
    standard(s) of performance most of the time

Rating Scale Continued
  • Distinguished Consistently and significantly
    exceeded basic competence on standard(s) of
  • 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

Teacher Responsibilities
  • Know and understand the NC Professional Teaching
  • Understand the NC Evaluation Process
  • Prepare for and fully participate in each
    component of the evaluation process
  • Gather data, artifacts, evidence to support
    performance and progress in attaining goals
  • Develop and implement strategies to improve
    performance in areas identified (IGP/PDP)

A Vision of K-12 Students Today
  • http//

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
  • Standard 4 Teachers facilitate learning for
    their students
  • Standard 5 Teachers reflect on their practice

Great Quotes From Great Leaders
  • If your actions inspire others to dream more,
    learn more, do more and become more, you are a
    leader. John Quincy Adams

Standard I Teachers Demonstrate Leadership
  • Teachers lead in their classrooms
  • Teachers demonstrate leadership in the school
  • Teachers lead the teaching profession
  • Teachers advocate for school and students
  • Teachers demonstrate high ethical standards

Making It Real Activity Standard I
  • 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.


Standard II Teachers establish a respectful
environment for a diverse population of students
  • Teachers provide an environment in which each
    child has a positive, nurturing relationship with
    caring adults
  • Teachers embrace diversity in the school
    community and in the world
  • Teachers treat students as individuals
  • Teachers adapt their teaching for the benefit of
    student with special needs
  • Teachers work collaboratively with the families
    and significant adults in the lives of their

Making it Real Activity--Standard II
  • What is a working definition of Diverse
  • Learners?
  • Discuss with your table group
  • Write one definition per table
  • Share with the whole group

Making It Real--Standard II Think/Pair/Share
  • 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
  • One strategy for maintaining high expectations
    for students
  • When time is called, choose a third person and
  • One strategy for collaboration with
    families/significant adults of students

Standard III Teachers know the content they teach
  • Teachers align their instruction with the NC SCoS
  • Teachers know the content appropriate to their
    teaching specialty
  • Teachers recognize the interconnectedness of
    content areas/disciplines
  • Teachers make instruction relevant to students

Making It Real Activity--Standard III
  • Sort the artifacts/behaviors (pink) into the
    appropriate performance elements (green)
  • Then, decide where each artifact would rate on
    the performance scale (blue)
  • When directed, circulate and compare your table
    ratings with one other table

  • The mediocre teacher tells. The good teacher
    explains. The superior teacher demonstrates. The
    great teacher inspires.
  • William Ward

Standard IV Teachers facilitate learning for
their students
  • Teachers know the ways that learning takes place,
    and they know the appropriate levels of
    intellectual, physical, social, and emotional
    development of their students
  • Teachers plan instruction appropriate for their
  • Teachers use a variety of instructional methods
  • Teachers integrate and utilize technology in
    their instruction

Standard IV Continued
  • Teachers help students develop critical thinking
    and problem solving skills
  • Teachers help students work in teams and develop
    leadership qualities
  • Teachers communicate effectively
  • Teachers use a variety of methods to assess what
    each student has learned

Making It Real ActivityStandard IV
  • Read the standard and the descriptors
  • Write one or two observable behaviors or
    artifacts that could be used as evidence
  • When the signal is given (2 min.), pass your
    paper clockwise
  • Look over what has been recorded and add new
  • Continue

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

Standard V Teachers reflect on their practice
  • Teachers analyze student learning
  • Teachers link professional growth to their
    professional goals
  • Teachers function effectively in a complex
    dynamic environment

Making It Real Activity Standard V
  • Individually read the post observation dialogue
  • As a group, decide a rating for each element of
    Standard V
  • Determine an overall rating for Standard V
  • List an additional question that a principal
    might ask about this standard.

Making It Real Activity Card Sort
  • In groups use the cards to match
  • The standard
  • The elements for each standard
  • The definitions for each element

Teacher Evaluation Process
  • Training
  • Orientation
  • Self Assessment
  • Pre Observation Conference
  • Observations

Teacher Evaluation Process
  • Post Observation Conference
  • Summary Evaluation Conference and Scoring the
    Teacher Summary Rating Form
  • Professional Development Plans
  • Effective Dates, Licensing, Career Status

  • The talent of success is nothing more than doing
    what you can do, well.
  • Henry W. Longfellow

The Evaluation Process
  • Orientation
  • Within two weeks of a teachers first day
  • Must include rubric, policy schedule of
  • The 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

Pre Observation Conference
  • A pre-observation conference must occur before
    any observations happen during the year.
  • Discuss self-assessment, PDP lesson(s) to be
  • Teacher will have written description of lesson
    for first observation
  • Subsequent observations do not require a
    pre-observation conference

  • 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 a formal, announced
  • Subsequent observations may be unannounced
  • Evaluator uses the rubric as a recording tool

Post Conferences
  • Must occur after each observation
  • Must occur no later than 10 school days after the
  • Designed for the purpose of identifying areas of
    strength and those in need of improvement
  • Requires review and signature of rubric

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

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
  • Signatures required on the final page.

Record of Teacher Evaluation Form
  • Required to be completed at the conclusion of the
    Summary Conference
  • Used as documentation that process was completed
  • Must be signed dated for each activity

Professional Development Plan
  • 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
  • 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
  • Cannot be used w/ any teacher being recommended
    for dismissal, demotion or nonrenewal

Language Analysis
  • Evidence
  • Observable and specific
  • Not influenced by the observer
  • Objective
  • unambiguous
  • Opinion
  • Draws conclusions
  • Influenced by the observers perspective
  • Subjective
  • May be subject to debate

Areas Of Concern For New Teachers In The
Evaluation Process
  • Classroom management -discipline
  • Time management
  • Motivating students
  • Dealing with individual differences
  • Dealing with problems of individual students

Areas of Concern - Continued
  • Assessing students work
  • Relations with parents
  • Insufficient materials and supplies
  • Organization of class work

Additional Information
  • All observations and summative evaluations should
    be conducted by individuals who have had
    extensive training in the use of the
    observation/evaluation instruments
  • Multiple practice observations are scheduled to
    verify observer/evaluator accountability

Notes Continued
  • Observations should last the class period or
    until the end of the instructional activity.
  • If a significant interruption occurs, the
    observation may be stopped, the reason for
    discontinuing noted, and the observation
    completed at a later time.

Notes Continued
  • Observer should not expect to observe all
    teaching practices during any particular
  • The evaluator should meet with the teacher to
    review what was not observed and collect
    additional information from lesson plans, student
    work and communication with parents.

Notes Continued
  • Best practices encourage multiple sources of
  • The teacher and/or the observer may place written
    comments regarding the evaluation on the TPAI.
  • Only the Superintendent can recommend that a
    teacher be dismissed.

Criteria for Teacher Evaluation
  • Knowledge of Delivery Methods
  • Understanding the Learning Process
  • Knowledge of Content Area
  • Understanding of Student Needs
  • Ability to Demonstrate Evidence of Student Growth
  • Curriculum Alignment

Criteria for Teacher Evaluation - Continued
  • Understanding and Use of Standard Course of Study
    in Instruction and Assessment
  • Ability to Disaggregate Use Student Achievement
    Data in Planning Instruction
  • Classroom Management

Criteria for Teacher Evaluation - Continued
  • Professional Growth/Continuous Improvement
  • Ability to use Technology as a Tool in the
  • Communication with Stakeholders Inside and
    Outside the School Setting

Teaching is Amazing!
Homework Self Assessment
  • Worth 20 points
  • Due Saturday, September 11, 2010 via Task Stream
  • Using the Rubric for Evaluating NC Teachers (in
    your notebook) complete a self assessment. Rate
    each element, list sample artifacts, sources, and
    or documented evidences that you will have to
    support your performance in each function.
  • Be objective, concise, and specific.

Homework Part II Professional Development Plan
  • Then, using the Professional Development Plan,
    page 1 (available on line), write two Goals for
    the year, listing activities/actions, expected
    outcomes and evidence of completion, resources
    needed, and an approximate date for completion.

  • Questions and Answers
  • Comments
  • Evaluation