NC Teacher Evaluation Process

Teacher Evaluation Process The work of great teachers and principals will determine our success in accomplishing the plan. Because the work of great teachers is so critical, the teacher evaluation process, a process that emphasizes growth, is central to our success. Refer to process handout.

The Teacher Evaluation Process Serves as a measurement of performance for individual teachers Serves as a guide for teachers as they reflect upon and improve their effectiveness Serves as the basis for instructional improvement Focuses on the goals and objectives of schools and districts as they support, monitor, and evaluate their teachers

The Teacher Evaluation Process Guides professional development programs for teachers Serves as a tool in developing coaching and mentoring programs for teachers Enhances the implementation of the approved curriculum Informs higher education programs as they develop the content requirements for higher education programs

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

Teacher Responsibilities 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

Principal Responsibilities Manage the process Know, understand the NCPTS Identify teacher’s strengths and areas for growth Ensure that the Teacher Summary Evaluation Report accurately reflects the teacher’s performance Develop and supervise implementation of action plans as appropriate

Training Before participating in the evaluation process, all teachers, principals and peer evaluators must complete

Step 1: Training and Orientation Orientation Within two weeks of a teacher’s first day of work in any school year, the principal will provide the teacher with a copy of or directions for obtaining access to a copy of: - The rubric for evaluating North Carolina teachers, the policy, and a schedule for completing all the components of the evaluation process. (Copies may be provided electronically)

Self-Assessment Using the Rubric for Evaluating North Carolina Teachers, the teacher shall rate his or her own performance at the beginning of the year and reflect on his or her performance throughout the year.

Growth Plan Proficient teachers set goals for professional growth based on the NC Professional Teacher Standards

Professional Development Plans Individual PDP Monitored PDP Directed PDP Rated “Proficient” or higher on all standards Rated “Developing” on one or more standards Rated “Not Demonstrated” on any standard or Rated “Developing” on one or more standards for two consecutive years Teacher sets individual goals for growth Not recommended for dismissal, demotion, or non-renewal at this time Administrator and teacher meet to discuss PDP 3 times – Beginning of the year, Mid-year, End-of-Year Administrator and teacher meet to discuss and set goals together – Meet at least 3 times (beginning of the year, mid-year, and end-of-year to review progress) Administrator sets goals for teacher based on observations and documentation – meets with teacher to review the development plan. Meet at least 3 times to review progress. One school year to reach proficiency One school year or less to reach proficiency (as determined by the LEA)

Observation Cycle: Pre-Conference Before the first formal observation the principal shall meet with the teacher to discuss: The teacher’s self- assessment based on the Rubric for Evaluating North Carolina Teachers The teacher’s most recent professional growth plan, and the lesson(s) to be observed The teacher will provide the principal with a written description of the lesson(s) The goal of this conference is to prepare the principal for the observation. Pre-Observation conferences are not required for subsequent observations.

Observation Cycle: Observations Step 3: Observation Cycle Observation Cycle: Observations A formal observation shall last at least forty-five minutes or an entire class period Probationary Teachers The principal shall conduct at least three formal observations of all probationary teachers. A peer shall conduct one formal observation of a probationary teacher.

Observation Cycle: Observations Career Teachers – Abbreviated Observation on Standards 1 and 4 Two informal observations (at least 20 minutes each) No Pre-conference required

Observation Cycle: Observations Discuss Observation as Data Collection and the marking of the rubric. Mark anything you see and know for that teacher.

Observation Cycle Post-Conference The principal shall conduct a post-observation conference no later than ten school days after each formal observation. During the post-observation conference, the principal and teacher shall discuss and document on the Rubric the strengths and weaknesses of the teacher’s performance during the observed lesson. The evaluator and the teacher must sign the observation electronically to lock the observation.

Principal Responsibilities: Conclusion of Teacher Evaluation Process Give a rating for each Element in the Rubric; Make a written comment on any Element marked “Not Demonstrated”; Give an overall rating of each Standard in the Rubric; Provide the teacher with the opportunity to add comments to the Teacher Summary Rating Form; Review the completed Teacher Summary Rating Form with the teacher; and Secure the teacher’s signature on the Record of Teacher Evaluation Activities and Teacher Summary Rating Form.

Principal Responsibilities: Conclusion of Teacher Evaluation Process Prior to the end of the school year and in accordance with LEA timelines, the principal shall conduct a summary evaluation conference with the teacher. During the summary evaluation conference, the principal and teacher shall discuss the; teacher’s self-assessment teacher’s most recent Professional Growth Plan components of the North Carolina Teacher Evaluation Process completed during the year classroom observations, artifacts submitted or collected during the evaluation process and other evidence of the teacher’s performance on the Rubric. Discuss artifacts and their place in the Teacher Evaluation Process here.

Ratings for Standards1-5 Consistently and significantly exceeded basic competence Distinguished Exceeded basic competence most of the time Accomplished Demonstrated basic competence Proficient Demonstrated adequate growth toward achieving standards, but did not demonstrate basic competence Developing All of the ratings for the NC Teacher Evaluation Process are defined on page 4 of the manual. On this slide, you will note that we have bolded some of the words. Let’s look at the bolded words as we look at each rating category. For example, a rating of “developing” indicates that the teacher, while showing growth, did not demonstrate basic competence. A rating of “proficient” indicates the teacher demonstrated basic competence. “Accomplished” ratings indicate that the teacher exceeded basic competence most of the time. And a rating of “Distinguished” would indicate that the teacher consistently and significantly exceeded basic competence.

Today, let’s think about how the ratings would apply to baking cakes. Sometimes analogies help us better understand the ratings. Some of you have been in our regional training sessions where we discussed growing levels of competency with using a smart phone or the gadgets on a new car. Today, let’s think about how the ratings would apply to baking cakes. As a developing cake baker, you follow the recipe, but your cooking techniques aren’t always successful. Your cake might be dry, the layers may fall apart, or the icing isn’t the right consistency. You demonstrate growth by practicing and your cakes become better, although still not quite right. Look at the picture. This is a cake, and perhaps it is a better cake than the baker’s many previous attempts. However, this cake would still be unacceptable from a professional baker. This reminds us educationally of a teacher who, despite making growth, has not yet reached proficiency. As a proficient cake baker, you follow the recipe and you’ve mastered the basic cooking techniques. You are able to produce a basic layer cake with frosting that tastes good and looks nice. The cake pictured is acceptable by all measures, which reminds us educationally of basic competence with such important matters as instructional strategies or communication. In other words, this cake is acceptable and yet still has room to grow. Let’s look at the next cake from the accomplished baker. As an accomplished cake baker, you have a greater understanding of baking and on most occasions you are able to successfully incorporate additional ingredients and/or flavorings that improve the taste, appearance, and overall quality of your cakes. You’ll note that the cake pictured has multiple flavors, which reminds us educationally of differentiation and multiple instructional strategies. As a distinguished cake baker, you have an in-depth understanding of baking cakes. As such, you know the essential ingredients that must be included in all cakes. Using your knowledge, you are able to begin with the recipe, combining the essential ingredients and other add-ins to tailor your cakes to meet the tastes of the person for which you are making the cake. In other words, you understand the recipe well enough to enhance it. Your talent and skill as a distinguished baker may lead you to decorate exquisitely or even assist others in developing their baking skills. Distinguished truly is the “icing on the cake” so-to-speak. What resources do you have to help you and your teachers better understand the differences between the ratings for teachers and school executives? Your best resources are the rubrics for evaluating teachers and principals/assistant principals. The performance descriptors provided for each element of the performance standards will help you determine the expectation for each rating level. Engage in conversations with colleagues about the differences between the descriptors on the rubrics. It’s also helpful to have a firm understanding of the Standards for Teachers and School Executives. If you need a refresher on the professional standards, consider completing the N.C. Professional Teaching Standards Module and the soon-to-be-released School Executive Standards Module.  -------------------------------------------------------- Cake images http://ellie-sparks.livejournal.com/3021.html http://www.shoveitinyourface.com/2011/02/chocolate-and-golden-vanilla-triple.html http://find-how.com/Cake-recipe.html Image Credits: http://ellie-sparks.livejournal.com/3021.htmlImage Credits: http://ellie-sparks.livejournal.com/3021.html; http://www.shoveitinyourface.com/2011/02/chocolate-and-golden-vanilla-triple.htm;l http://find-how.com/Cake-recipe.html *

Teacher Evaluation Process The work of great teachers and principals will determine our success in accomplishing the plan. Because the work of great teachers is so critical, the teacher evaluation process, a process that emphasizes growth, is central to our success. Refer to process handout.