1. Iredell-Statesville Schools Orientation to the North Carolina Teacher Evaluation Instrument & Process 2010-11

2. Outcomes Understand –Intent of Process &Instrument –Components of Evaluation Process –Format & Use of Teacher Evaluation Rubric –Timelines

3. According to North Carolina State Board of Education the NC Teacher Evaluation Process and Instrument: Supports and Promotes… Is a… Is Based on… Effective leadership, quality teaching and student learning Growth model to improve instruction and enhance professional practices Framework for 21st century Learning & Professional Teaching Standards

4. Components of Evaluation Process Training in instrument and process Orientation Self- Assessment Pre-Observation Conference(s) Observation(s) Post-Observation Conference(s) PDP Summative

5. Orientation All teachers are provided with a copy or directions for obtaining a copy of the following 3 things: * Teacher Evaluation Rubric *North Carolina State Board of Education “Policy Manual” *A schedule for completing all components of the evaluation process

6. Touring the Teacher Evaluation Rubric Format State section is the same as before, it contains: –Standards –Elements –Descriptors –Examples of State Artifacts I-SS section has evolved, it contains: –Observables –Topics for Discussion –Information to Support Performance Rating –Examples of I-SS Artifacts

7. State section above line I-SS section below line Vertical alignment between State Descriptors & I-SS Topics for Discussion or Observables Observable in classroom No check “Topic for Discussion” Area for notes/bullets to Support Performance Rating

8. A Non-exhaustive list of potential artifacts/activities at the end of every Standard that can be used to support a given performance rating. Note: term EXAMPLES

9. Descriptors, Topics for Discussion & Observables That State Descriptors have a in front of them A given Descriptor tracks horizontally across the rubric Descriptors have a corresponding I-SS Topics for Discussion or Observable (Except for 2 of them) I-SS Topics of Discussion or Observables have a * in front of them

10. Determination of Performance Rating By: Teacher during Self-Assessment Evaluator during Observation or Post Conference Peer Evaluator Is informed by review & reflection of : –Standard and Element, –Criteria of Descriptor(s) & corresponding I-SS Observables or Topics for Discussion, –Essential I-SS Learning Processes (Page 1 of Rubric), –Examples of State and I-SS Artifacts (End of each Standard) Indicated in of State Descriptor Notes/bullets used to support Performance Rating as needed

11. Goal is to prepare evaluator for the classroom observation Resources used: Completed Self-Assessment Most recent PDP Written description of lesson to be observed Pre-Observation conferences are not required after first one Pre-Observation Conference

12. Formal: 45 minutes or an entire class Informal: ~20 minutes Observations Probationary Teachers –4 Formal 1 by mentor or peer (Not on your BT) Career Status Teachers –Formative (Non-renewal year) 1 Formal/Self-Assessment/PDP/No Summative –Summative (Renewal year) Self-Assessment/PDP/ 1 formal and 2 informals/Summative Review I-SS Evaluation Process Matrix & Observation Licensure Guide Handouts

15. Goal is to collaboratively discuss & document performance ratings relative to focus of classroom observation Conducted within 10 school days of observation Post-Observation Conference

16. Rating for each element in the rubric Written comments accompany Not Demonstrated Overall rating for each of the 5 standards Teacher can add comments Review completed summary form with teacher & obtain teacher signatures on Activity & Summary Rating Forms Summary Evaluation Conference & Scoring the Teacher Summary Form

17. Change in process time-line Professional Development Plans are created at beginning of year after first classroom observation Professional Development Plans

18. 3 Types of Teacher PDP & Criteria To Use –Individual: At least Proficient in all 5 Stds on Summary Rating form –Monitored: Rated Developing on one or more Stds on Summary Rating form & * –Directed: Rated Not Demonstrated on Summary Rating form on any Std: or Developing on one or more Stds on Summary Rating form for 2 sequential years & * * not recommended for dismissal, demotion or nonrenewal

19. What Standard(s) & Element(s) Would Address the Following: Multiple Leadership Roles Classroom Mgt. Implementation of I-SS Essential Learning Processes Integration of Literacy Strategies into Instruction Differentiation of Instruction Inter-Personal Skills/Professionalism Empowerment of Students Data-Driven Instruction Engagement in Collaborative Teams Continuous Improvement Processes Mentoring Collaborating with Specialists Learning–Centered Classroom

20. Plus/Deltas & Issue Bin Items Thank You for your Professionalism and Commitment to our Learning Community