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NORTH CAROLINA TEACHER EVALUATION INSTRUMENT and PROCESS

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Title: NORTH CAROLINA TEACHER EVALUATION INSTRUMENT and PROCESS


1
NORTH CAROLINA TEACHER EVALUATION INSTRUMENT and
PROCESS
2009-10 School Year
2
Welcome!
  • Introductions
  • Agenda

3
What 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

4
  • 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

5
Now 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

6
What 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!
7
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
8
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.
9
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

10
21st Century Skills Framework p. 12-16, Manual
11
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

12
Still to come
  • Evaluation systems for
  • Superintendents (Field Test 2009)
  • Assistant Principals (Field Test 2009)
  • Central Office Staff
  • Media Specialists
  • School Counselors
  • School Psychologists
  • Standards for School Boards

13
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
14
Phase 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)

15
Phase III 2010-11
Remaining 63 districts will begin implementation
August 2010
16
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
17
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.
18
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.

19
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.

20
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

21
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

22
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

23
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

24
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

25
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.

26
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

27
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

28
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.

29
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.

30
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.

31
A Vision of K-12 Students today
http//www.teachertube.com/view_video.php?viewkey
d1296214afd7cc367045
32
Todays 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
33
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

34
If your actions inspire others to dream more,
learn more, do more and become more, you are a
leader. John Quincy Adams
35
  • 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

36
  • 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

37
  • 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

38
  • 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

39
  • Standard I Teachers
    demonstrate leadership.
  • E. Teachers demonstrate high ethical standards
  • Demonstrate ethical principles
  • Uphold the Code of Ethics and Standards
  • for Professional Conduct

40
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.

41
A good deed is never lost he who sows courtesy
reaps friendship and he who plants kindness
gathers love. Basil
42
  • 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

43
  • 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

44
  • 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

45
  • 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

46
  • 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

47
Standard 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

48
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
49
  • 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

50
  • 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

51
  • 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

52
  • 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

53
The mediocre teacher tells. The good teacher
explains. The superior teacher demonstrates. The
great teacher inspires. William Ward
54
  • 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

55
  • 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

56
  • 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

57
  • 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

58
  • 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

59
  • 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

60
  • 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

61
  • 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

62
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
    group

63
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
64
  • 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

65
  • Standard V Teachers reflect
    on their practice.
  • Teachers link professional growth to their
    professional goals
  • Participate in continued, high quality
    professional development

66
  • 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

67
Card Sort Activity
  • In small groups use the cards to match
  • The Standard
  • The Elements for each Standard
  • The definitions for each Element

68
The 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

69
  • Component 3 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

70
Standard 1 Teachers Demonstrate Leadership
71
  • Component 4 Pre- Observation Conference
  • A pre-observation conference occurs before any
    observations happen during the 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

72
  • 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 at
    least 1 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
  • Subsequent observations may be unannounced
  • Evaluator uses the rubric as a recording tool

73
Component 6 Post-Observation Conferences
  • Must occur after each formal 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

74
Component 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

75
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.

76
Component 8 Professional Development Plans
(PDPs)
  • Goal Setting
  • 2 3 goals established as part of a teachers
    Individual Growth Plan (IGP) after completing
    self-assessment
  • SMART Goals Specific, Measurable, Attainable,
    Relevant and Time-Bound

77
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
    Growth Plan
  • Teachers who are rated as Developing on any
    Standard will be placed on a Monitored Growth
    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
    Growth Plan (meets GS requirements of an action
    plan)
  • Monitored and Directed Plans meet the guidelines
    of being an action plan

78
Closing
  • Questions Answers
  • Comments
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