1 NORTH CAROLINA TEACHER EVALUATION PROCESS REVIEW Welcome Introductions Agenda

2 21 st Century Skills Framework

3 Performance Rating Scale Developing – Demonstrated adequate growth but did not demonstrate competence on standard(s) of performance Awareness stage; knows they need the skill but has not yet mastered it Bicycle Analogy: Gets on the bike, knows they need to move the pedals to make the bike go, but they fall each time they try

Performance Rating Scale Proficient – Demonstrated basic competence on standard(s) for performance Has mastered the skill; widest range of ability of all levels; may have to plan hard or think to do skill, but can do the skill; also someone who demonstrates the skill easily, but not all the time Bicycle Analogy: can get on the bike and ride it a short distance though it may be wobbly or can ride further distance, but doesn’t ride often

Performance Rating Scale Accomplished – Exceeded basic competence on standard(s) of performance most of the time 2 components: the skills is natural and easy & the person uses the skill almost all the time Bicycle Analogy: rides the bike to work without thinking about the gears, pedals, etc at all & rides the bike every day the weather permits

6 Distinguished – Consistently and significantly exceeded basic competence on standard(s) of performance Everything accomplished is & teaches other’s the skill Bicycle Analogy: Rides the bike to work every day the weather permits, without thinking about the bike and gives bike riding lessons to others Performance Rating Scale

Not Demonstrated – Did not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance Has no awareness at all of the skill Is aware of the skill, but has made no growth in developing the skill over a period of time Job description does not allow demonstration of this skill [NOTE: If the “Not Demonstrated” rating is used, the evaluator must comment about why it was used.]

8 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

STANDARD VI: TEACHERS CONTRIBUTE TO THE ACADEMIC SUCCESS OF STUDENTS. The work of the teacher results in acceptable, measurable progress for students based on established performance expectations using appropriate data to demonstrate growth.

10 The Evaluation Process Orientation: oWithin two weeks of a teacher’s first day oMust include rubric, policy & schedule of evaluation The teacher self-assessment: oUses the teacher rubric oIs done by individual (without input from others – not to be collected or copied by administration oUsed in developing PDP oUsed in pre and post conference discussions

Career Status Teachers Each local board shall adopt a policy requiring career teachers to be evaluated annually. The annual evaluation requirements shall be met by either: (1) Using the Teacher Evaluation Process as set forth in 16 NCAC 6C.0503; or (2) Using an abbreviated evaluation consisting of Standards One, Four, and Six of the Teacher Evaluation Process.

12 Pre-Observation Conference A pre-observation conference must occur 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

13 Observation(s) oFormal observations occur over one complete lesson (a minimum of 45 minutes) oProbationary teachers require 4 formal observations: 3 administrative, 1 peer oCareer status teachers (in their summative year of evaluation) must have three observations: the first observation must be formal oThe first observation for all teachers is a formal, announced observation oSubsequent observations are encouraged to be unannounced oEvaluator uses the rubric as a recording tool oAny teacher trained in the instrument (should be all teachers) may be asked to do a peer observation using the same rubric

14 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 must include those areas in need of growth May discuss the non-observable (unchecked) items (recommend the 4 items in Standard 1 be discussed in POC #1, 1 item in Standard 2 in POC #2 and items in final Standard (5) in final POC #3 Evaluator will ask for any needed artifacts s/he would like the teacher to provide Requires review and signature of rubric

15 Summary Evaluation Conference Principal completes final rubric w/ ratings being moved to Final Summary Evaluation Worksheet prior to meeting w/ teacher Principal decides on “Overall Rating” for each standard based on professional judgment and common sense Principal goes to the teacher’s classroom for final meeting Self Assessment & PDP are available Discuss additional artifacts (if needed) Principal decides on final ratings Teacher and principal sign Summary Rating Form & Record of Teacher Evaluation Activities Determine level of PDP for future goals

16 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 and all other data the evaluator knows Overall rating for each standard is chosen by the evaluator after reviewing all of the elements within a standard (based on professional judgment and common sense – not by majority or formula) Comments can be added from evaluator or the teacher. Signatures required on the final page.

17 Professional Development Plans 3 levels of support: Individual, Monitored, Directed Individual: written by teacher, shared w/ principal during Pre OC Monitored: written together by principal and teacher in Pre OC Directed: written by principal, shared w/ teacher during Pre OC Level of support determined by overall standard ratings on final summary form Teachers who have Overall Standard ratings as “Proficient” or higher on all 5 Standards will develop an Individual PDP Teachers who have one or more Overall Standard ratings of “Developing” on any Standard will be placed on a Monitored PDP (meets GS requirements of an action plan) Teachers who have any Overall Standard rating as “Not Demonstrated” on any Standard or has any Overall Rating of “Developing” for two sequential years (the same standard or two different standards) will be placed on a Directed PDP (meets GS requirements of an action plan) Principals may move a teacher to any higher level of support throughout the year as they see appropriate (if teacher meets goals throughout the year, teacher will not be moved back to a lesser level of support)

18 Goal Setting 2 – 3 goals established as part of a teacher’s Professional Development Plan (PDP) after completing self-assessment (1 st year only) or from their final summary evaluation from the year before (all years after initial implementation) SMART Goals: Specific, Measurable, Attainable, Relevant and Time-Bound

Electronic Reminders Ensure you & teachers are not using password of Review staff for corrections Create all observations at beginning of the year – Enter teacher status – Change to “lock teacher”

Additional materials available at: Cheryl Fuller Educational Consultant & Child Advocate Cell: