NORTH CAROLINA TEACHER EVALUATION INSTRUMENT and PROCESS History and Purpose: Teacher Handout North Carolina Department of Public Instruction 1

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.

Now let’s 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 child’s entire life thus far We will need to educate this child for a life that will bring retirement in 2068 or later

NORTH CAROLINA’S 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 Associate’s degree within three years or a Bachelor’s degree within six years. Source: www.achieve.org

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.

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

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

Davidson County Schools Mission Statement to empower students to achieve high academic goals. to challenge educators to uphold high professional standards.

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.

21st Century Skills Framework

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 Board’s newly adopted mission and goals The Commission is composed of 16 practicing educators.

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.

How are the NC. Professional Teaching. Standards different 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

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

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

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

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

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.

Still to come: Evaluation systems for Superintendents, Assistant Principals, Central Office Staff & other school personnel Standards for School Boards

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. 20

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. 21

Definitions: Artifact – A product resulting from a teacher’s work (a natural by-product, not a newly created document) Possible Artifacts: School Improvement Plan School Improvement Team North Carolina Teacher Working Conditions Survey Student Achievement Data Professional Development Student Work National Board Certification PTSA Professional Learning Communities (PLC) Lesson Plans Student Dropout Data 22

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 teacher’s performance for a minimum of 45 minutes or one complete lesson 23

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 24

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 25

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 26

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.] 27

Definitions School Executives – Principals and assistant principals licensed to work in North Carolina Self-assessment – Personal reflection about one’s professional practice to identify strengths and areas for improvement (conducted w/out input from others) Summary Evaluation Form – A composite assessment of the teacher’s performance based on the evaluation rubric and supporting evidence 28

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 29

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. 30

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.

Principal/AP Responsibilities Cont. Identify the teacher’s strengths and areas for improvement and make recommendations for improving performance. Ensure that the contents of the Teacher Summary Evaluation Report accurately reflect the teacher’s performance. Develop and supervise implementation of action plans as appropriate.