Teacher Performance Appraisal Instrument-Revised (TPAI-R) Supplemental Training Materials The following materials are made available by the School Personnel Support Section, in the Division of School Business at the NC Department of Public Instruction. Materials was created or gleaned from research by the Professional Personnel Evaluation Ad Hoc Committee which met several times beginning in the winter of 1997 and concluding in the winter of 1998. Additional materials were developed by DPI staff during 2000-2001. Various data sources were used and information was compiled into these lists and forms. Where specific source information is available, it is included with the form.

Evaluation Perceptions Throughout our educational and professional careers, we have been subjected to evaluations. This is an experience every one of us shares. Evaluations come in many sizes and descriptions—job performance reviews, admission tests for college, interview questions, examinations for various licenses, etc. To build a foundation from which we can work, please answer the following as honestly as possible. 1. COMPLETE THIS SENTENCE: When I think of someone coming to evaluate me on my job, I…. 2. What are some characteristics or skills that you expect from someone who is going to evaluate you? (List at least 3) 3. What is the real purpose for evaluations? Why are personnel evaluated? 4. COMPLETE THIS SENTENCE: If I had my way, evaluations would…. Gary Jarrett, Section Chief School Personnel Support, NC DPI 2000-2001

Purposes for Evaluation Identify acceptable level of competency Improve performance/professional growth Validate strong performance Licensure Identify areas needing improvement Document problems leading to dismissal Accurately reflect performance Self assessment

Criteria for Teacher Evaluation Knowledge of Content Area Knowledge of Delivery Methods Understanding the Learning Process Understanding of Student Needs Ability to Demonstrate Evidence of Student Growth Curriculum Alignment Ability to Demonstrate Understanding and Use of Standard Course of Study in Instruction and Assessment Ability to Disaggregate & Use Student Achievement Data in Planning Instruction Classroom Management Professional Growth/Continuous Improvement Ability to use Technology as a Tool in the Classroom Communication with Stakeholders Inside and Outside the School Setting

Stages of Teacher Development Novice Stage characterized by survival and discovery Advanced Beginner Stage characterized by experimentation and consolidation Competent Stage characterized by mastery and stabilization Proficient Stage characterized by analysis and deliberation Expert Stage characterized by fluidity and flexibility

Top Problems of New Teachers Classroom discipline Motivating students Dealing with individual differences Assessing students’ work Relations with parents Organization of classwork Insufficient materials and supplies Dealing with problems of individual students

Novice Teacher Needs Quality preparation programs which incorporate a variety of field experiences Reasonable assignments in school contexts which support and facilitate teacher growth Clearly communicated expectations about what constitutes quality teaching Systematic induction support which includes a variety of components, especially the on-going support of a well-prepared mentor who uses effective mentoring approaches Teacher assessment procedures and measures that are consistent with the expectations of the school

Rater Errors SIMILAR TO ME: tending to rate people up if they are similar to you (have same values, interests, likes), or rating them down if they are not similar to you. POSITIVE LENIENCY: Rating higher than a person deserves. “I give high ratings. It makes them feel good.” NEGATIVE LENIENCY: Being reluctant to assign high ratings to individuals. Rating people lower than they deserve. “Nobody’s perfect.” HALO EFFECT: Being unduly influenced by a single favorable or unfavorable trait, which colors the judgment of the individual’s other traits. Taking another person’s positive or negative evaluation prior to the interview that impacts how you rate the employee. RECENCY EFFECT: Rating someone down or up based on a recent event. Ignoring the performance of the entire period. “What have you done for me lately?” STEREOTYPING: Generalizing across a class. Not recognizing individual difference. CONTRAST EFFECT: Making comparisons. Evaluating employee relative to the person last evaluated. FIRST IMPRESSION: Forming an initial positive or negative judgment and then ignoring or distorting subsequent information to support the initial impression. CENTRAL TENDENCY: Constantly placing people in the middle of the scale or close to the midpoint, to avoid extreme positions. Staying safe.

Ways to Minimize Rater Errors Stick to the Standards Concentrate on job performance, not personality. Be objective—if everybody gets high ratings, don’t change criteria. Rate each task or factor separately. Describe Benchmarks Define in specific terms, examples of not meeting the standard, meeting the standard, and exceeding the standard. Document, Document, Document Write down significant events when they occur. Have someone else rate your documentation. Do Multiple Appraisals Do more than one appraisal a year—set expectations and keep the boss informed. When possible, have multiple appraisers. Collect data independently and make sure people know they will have multiple appraisers. Plan the Appraisal Interview(s) Inform people to be interviewed beforehand. Check their perception of performance. Keep socializing down. Stick to standards and determine areas for improvement. Set a follow-up meeting.

Observable Activities: Practice Activity Below are listed several observable activities that are likely to occur in a classroom. Indicate the TPAI-R Function area in which one would look to record each activity. Example: Teacher greets students at the door. Function Area 1. _____ 1. Teacher corrects talking student by walking to the student. _____ 2. Teacher writes lesson objective on the board. _____ 3. Student lays head on the table. _____ 4. At tardy bell, three students slip into room unnoticed. _____ 5. Students pass books to the front of the row. _____ 6. Teacher asks questions and moves to another student if unanswered. _____ 7. While students write sentences from the board, teacher searches for lesson planning book. _____ 8. At dismissal bell, students wait for teacher directions. _____ 9. Materials on overhead projector are too small to read by students. _____ 10. Entire class period was teacher lecture. _____ 11. Student moves to filing egg crate to remove folders. _____ 12. Students call out grades to be recorded in the grade book. _____ 13. Teacher asked questions one at a time and directed questions to specific students by calling names. _____ 14. Student table arranged so students can not see the chalkboard. Gary Jarrett, Section Chief School Personnel Support, NC DPI 2000-2001

Possible Data Sources Student reports Peer reviews of materials Student achievement data Teacher tests Parent reports Systematic observation Administrator report

Data Sources: Practice Activity In the “original TPAS” process, one could only record information that was observed in a classroom. The motto was paraphrased “if you didn’t see it, it didn’t happen.” Moreover, the first five functions were the only ones that could be rated/observed in an observation. This is no longer true in the TPAI-R models. Additional sources are used to evaluate performance. In fact, multiples sources and multiple observers are encouraged. For each function below, list examples of sources or documented evidences that could be used as part of the evaluation. 1. Management of Instructional Time: 2. Management of Student Behavior: 3. Instructional Presentation: 4. Instructional Monitoring: 5. Instructional Feedback: 6. Facilitating Instruction: 7. Communicating Within the Educational Environment: 8. Performing Non-Instructional Duties: Gary Jarrett, Section Chief School Personnel Support, NC DPI 2000-2001

COMPARISON OF EVALUATIONS ORIGINAL TPAI EVIDENCES TPAI-R Direct Observation (“If you didn’t see it,…) FODA FODI DOCUMENTATION Observation(s) FODA/FODI Lesson Plans Test Data Parent Letters Functions 1-5 6-step lessons FOCUS/EMPHASIS All 8 functions Individualized Instruction Student Outcomes Standard Course of Study Administrator’s Office LOCATION Teacher’s Classroom 6-Point Rating Scale OTHER Action Plan Requirements (G.S. 115C-333) 4-Point Rating Scale Dr. Lynn Bradshaw, TPAI-BT Training Materials

TEACHER PERFORMANCE APPRAISAL INSTRUMENT-REVISED FACT SHEET AND SUMMARY FACTS The TPAI-R is an adaptation of the former TPAI/S implemented in NC since 1980’s Revisions required under provisions of the Excellent Schools Act of 1997 Revisions aligned with NC General Statutes 115C-333 and 335 TPAI-R involves two separate processes, depending on the experience of the teacher, but shares some forms and language TPAI-R projects only one of nine that were developed Implementation date was July 1, 2000 Use of new instruments must occur July 1, 2001 Training of administrators on-going since October 1999 Web site for information located at www.ncpublicschools.org/evalpsemployees SUMMARY Two separate TPAI-R processes: one for beginning teachers and one for experienced teachers Each system and process validated for use with that instrument and classification of teacher Each system has own merits Common language shared with regards to functions and indicators Each based on previous training of TPAI SUMMARY OF TPAI-R FOR BEGINNING TEACHERS Purpose directed toward accountability, competence and ILT process Developed by East Carolina University under direction of Dr. Lynn Bradshaw Tested and validated for use with beginning teachers –not career teachers Beginning teacher defined as four (4) or less years of experience Requirements include: One (1) full summative evaluation on the Teacher Performance Appraisal Instrument Three (3) full class period observations by administrator or designee One (1) of the three (3) observations proceeded by a pre-conference Use of FODI (or scripting process) to script notes for each observation Three (3) post observation conferences using a FODA One (1) peer observation LEA decision on time frame for observations and completion of summative evaluation Action plan development for anyone re-employed with a below standard rating on the summative evaluation Continued on next page...

SUMMARY OF TPAI-R FOR EXPERIENCED TEACHERS Purposes directed toward growth and professional development Tested and validated for use with experienced teachers—not beginning teachers Experienced teacher can be either probationary and career status Has a formative and summative cycle for teachers with career status Non-career status teachers on summative cycle (4 observations) until career status earned Requirements for career experienced teacher on summative cycle include: At least once every five years, teacher on a summative cycle One (1) full TPAI-R One (1) full class period observation utilizing observation scripting skills Pre-conference with scoring rubric Post conference on observation and pre-conference rubric Two (2) snap shot observations (post conference not required unless requested or below standard items observed) IGP and scoring rubric Final Verification Form completed and used as summative Requirements for career experienced teacher on formative cycle include: Two (2) snap shot observations following above format Final Verification Form (suggested not required) Requirements for experienced teacher without career status (probationary) include: Every year full summative cycle process until tenure/career status achieved One or two (LEA choice) full TPAI-R One or two full class period observations utilizing observation scripting skills One or two pre-conferences with scoring rubric One or two post conferences on observations and pre-conference rubric Two or three snap shot observations with (post conference not required unless requested or below standard items observed) Note….one (1) observation must still be completed by a peer Final Verification Form Requirements for career/experienced teacher with below standard performance After determining performance is below standard, teacher is placed on a full summative cycle with extra observations Two full TPAI-R Two full class period observations utilizing observation scripting skills Two pre-conferences with scoring rubric Two post conferences on observations and pre-conference rubric Four snap shot observations (post conferences not required unless requested or below standard items observed Action plan Gary Jarrett, Section Chief, School Personnel Support NC DPI 2000-2001