1. Evaluation of Beginning Teachers
Lynn Bradshaw
Kermit Buckner
Allan Glatthorn
East Carolina University
Summer 2000
TPAI-R Training

2. Approach #1: A Fresh Start
TPAI indicators
INTASC Standards
NC Standards
Research Results
Ten New Functions
Feedback?
Summer 2000
TPAI-R Training

3. Approach #2: PBL Activities
TPAI indicators
INTASC Standards
NC Standards
Research Results
Five Functions Aligned with PBL Activities
Positive Feedback
PBL Revisions?
Summer 2000
TPAI-R Training

4. Approach #3: Revised TPAI
TPAI indicators
INTASC Standards
NC Standards
Research Results
Eight TPAI Functions
Reduced Emphasis on 6-Point Lesson Plan
Increased Emphasis on Functions 6, 7, & 8
Summer 2000
TPAI-R Training

5. Assumptions
The evaluation process remains separate from the licensure process.
The evaluation process should be linked to, or at least consistent with, the licensure process when possible.
Summer 2000
TPAI-R Training

6. Assumptions (cont.)
A “new” evaluation instrument for beginning teachers should build on positive elements of the TPAI:
Shared language of research-based, essential teaching skills
Processes such as the pre-conference, classroom observation, and post-conference cycle that are widely used and understood
Summer 2000
TPAI-R Training

7. Assumptions (cont.)
The INTASC Standards and the Performance Based Licensure Process offer appropriate opportunities for linkages.
Summer 2000
TPAI-R Training

8. TPAI-R Features (for beginning teachers)
Eight Major Functions
Management of Instructional Time
Management of Student Behavior
Instructional Presentation
Instructional Monitoring
Instructional Feedback
Facilitating Instruction
Communicating within the Educational Environment
Performing Non-Instructional Duties
Summer 2000
TPAI-R Training

9. TPAI-R Features (for beginning teachers)
Indicators aligned with state and national standards:
INTASC Standards
TPAI Functions and Indicators
NC Standards for Teachers
Summer 2000
TPAI-R Training

10. TPAI-R Features (for beginning teachers)
Multiple Sources of Performance Data
Some indicators can be observed during a classroom visit.
Other indicators require artifacts (lesson plans, student work, etc.) that can be brought to a conference.
Some indicators are supported by both types of evidence.
Summer 2000
TPAI-R Training

11. TPAI-R Features (for beginning teachers)
Four-Step Rating Scale
Above Standard
At Standards
Below Standard
Unsatisfactory
Summer 2000
TPAI-R Training

12. TPAI-R & PBL The TPAI-BT will be included in the PBL Product.
The TPAI-BT creates an opportunity for the principal to provide feedback related to the licensure decision.
Teachers working on the PBL Product will have the opportunity to use some evidence for both processes.
Summer 2000
TPAI-R Training

13. TPAI-R Revised Indicators
1.3 Emphasis on use of time for learning
2.6 Emphasis on reflection about student development and social relationships
3.1 Emphasis on learning
3.2 Emphasis on content pedagogy
3.9 – 3.12 Emphasis on diverse learners, critical thinking, technology, motivation
Summer 2000
TPAI-R Training

14. TPAI-R Revised Indicators
Eliminated 3.2 and 3.11 to reduce emphasis on the six-point lesson plan
4.5 Emphasis on reflection about student responses
5.5 Emphasis on communication strategies and a supportive classroom
6.1 Emphasis on SCOS, SIP, and diverse learners
Summer 2000
TPAI-R Training

15. TPAI-R Revised Indicators
7.2 Emphasis on participation in the development of the school’s vision
7.3 Emphasis on student learning
8.1 Emphasis on safe learning environment
8.3 Emphasis on active role in professional development
8.4 Emphasis on reflective practice
Summer 2000
TPAI-R Training

16. Field Tests Identify useful training videos
Test the new instrument in university settings using videos
Field test the new instrument in selected schools and classrooms
Summer 2000
TPAI-R Training

17. Training
The functions and their relationship to the original TPAI, INTASC Standards, and the NC Standards
Data Collection Strategies
Conferencing Strategies
Decision-Making
Report Writing
Summer 2000
TPAI-R Training

18. Training
One-day “booster” training for those who have completed the four-day original TPAI training.
New or revised training program for new TPAI-R users.
Summer 2000
TPAI-R Training

19. Training
Training of “state” trainers on Thursday, March 30 or Friday, March 31, 2000.
Training available for districts in May, June, and July, 2000.
Summer 2000
TPAI-R Training

20. Validity Checks Review the research related to the INTASC Standards
Review the alignment with the TPAI and other sets of standards
Survey teachers and administrators
Summer 2000
TPAI-R Training

21. Reliability Checks Teams of observers Training participants
Follow-up training sessions in the school districts
Summer 2000
TPAI-R Training

22. Implementation and Administration Issues
Provisions of General Statutes
Issues Raised
Local Policy Decisions
Summer 2000
TPAI-R Training

23. Provisions of General Statutes
All teachers who have not attained career status shall be observed at least three times annually by the principal
And at least once annually by a teacher
And shall be evaluated at least once annually by a principal (GS 115C-333(a)).
Summer 2000
TPAI-R Training

24. Provisions of General Statutes
A local board shall use the performance standards and criteria adopted by the State Board
Unless the Board develops an alternative evaluation that is properly validated
And that includes standards and criteria similar to those adopted by the State Board (GS 115C-333(a)).
Summer 2000
TPAI-R Training

25. Provisions of General Statutes
If a certified employee receives an unsatisfactory or below standard rating on any function of the evaluation that is related to the employee’s instructional duties, the individual or team that conducted the evaluation shall recommend to the superintendent…an action plan designed to improve the employee’s performance;
…or that the employee be dismissed or demoted (GS 115C-333(b)).
Summer 2000
TPAI-R Training

26. Issues Raised
General statutes talk only about observations, an annual evaluation, and an action plan.
The “annual evaluation” refers to the summative decision or rating of a teacher’s performance.
With the original TPAI, ratings for each function were assigned annually.
Summer 2000
TPAI-R Training

27. Issues Raised
Ratings were based on patterns of behavior observed during a minimum of three observation cycles.
The three observations were conducted throughout the school year.
General statutes added an observation by another teacher.
Summer 2000
TPAI-R Training

28. Issues Raised
General statutes do not specify the relationship between the peer observation and the principal’s observation.
Decisions regarding action plans, demotion, or dismissal are triggered by “below standard” or “unsatisfactory” ratings on an evaluation function.
Summer 2000
TPAI-R Training

29. Issues Raised
With the original TPAI, ratings would not be made until the end of the year.
In light of the requirement in 115C-333(a) that evaluations occur early enough for an action plan, it may be necessary to adjust the observation schedule when there is evidence of a problem.
Summer 2000
TPAI-R Training

30. Issues Raised
Classroom observations are not the only source of evaluation data.
A variety of conferences, samples of teacher and student work, daily and long-term plans, analyses of student performance data, and other diagnostic data provide additional information about the teacher’s effectiveness.
Summer 2000
TPAI-R Training

31. Issues Raised
These additional data sources are required to address the functions of the TPAI-R for beginning teachers.
Summer 2000
TPAI-R Training

32. Local Policy Decisions
Description of the step-by-step process
Relationship between evaluation, induction, licensure, and the tenure process
Number and type of evaluation activities and the deadlines for conducting them
Summer 2000
TPAI-R Training

33. Local Policy Decisions
Identification of persons (or positions) authorized to perform evaluation activities
Training requirements for observers and evaluators
Clarification of the role of the mentor with respect to Functions 6, 7, & 8
Summer 2000
TPAI-R Training

34. Local Policy Decisions
Due process procedures
Orientation requirements for all staff members
Follow-up training
Monitoring & evaluation of the evaluation system
Summer 2000
TPAI-R Training

35. “Best Practices” – some examples
Provide an orientation for all employees
Use pre- and post-conferences to focus the observation on areas of concern
Build an approachable atmosphere – especially for beginning teachers
Recognize opportunities to involve the teacher as a major player in the evaluation process
Summer 2000
TPAI-R Training

36. More “Best Practices” Maintain a positive climate to support growth
Establish comfort level with the process – clear procedures and timelines
Use the post-conference to encourage self-reflection
Focus the post-conference on a few, most important issues
Summer 2000
TPAI-R Training

37. More “Best Practices”
Help with lesson organization and the use of a variety of activities and questioning techniques
Give very specific suggestions
Consider the teacher’s need for structure and balance it with the strategies for improvement
Summer 2000
TPAI-R Training

38. More “Best Practices”
Use conferences as opportunities for teachers to obtain needed resources – time, $, staff development, supplies, etc.
Summer 2000
TPAI-R Training

39. Key Skills Conferencing skills of observers, evaluators, and mentors
Resourcefulness of observers, evaluators, and mentors – ability to provide help
Summer 2000
TPAI-R Training

40. Other Key Factors Receptiveness of the new teacher
Opportunities and support for teachers to observe other teachers
Good people
Good mentoring
Sufficient time
Summer 2000
TPAI-R Training

41. Summative Evaluation of Experienced Teachers
UNC – Charlotte
Claudia Flowers - Jane Testerman
Dawson Hancock – Judith L. Misenheimer
Bob Algozzine
Summer 2000
TPAI-R Training

42. Why the TPAI format?
Agreement among administrators that the TPAI could identify experienced teachers whose performance is below standard
Familiarity with the TPAI
Realistic training and implementation requirements
Same format for beginning and experienced teachers
Summer 2000
TPAI-R Training

43. Data Sources Observations Pre-Conference Interview
Individual Growth Plan
Document Analysis
Student Growth Indicator (?)
Summer 2000
TPAI-R Training

44. Observations TPAI – R Full Review TPAI – R Snapshot Announced
Full class period
TPAI-R (no FODA)
TPAI – R Snapshot
Unannounced drop-in
No time limit - Sufficient to gather enough data to evaluate several TPAI-R functions
“Snapshot Form” (long or short version)
Summer 2000
TPAI-R Training

45. Evaluation Resources – Pre-Conference
Pre-Conference Interview Protocol
Pre-Conference Scoring Rubric
Pre-Conference Form
Summer 2000
TPAI-R Training

46. Evaluation Resources – Individual Growth Plan
Overview of Process
Scoring Rubric
Initial Review
Mid-Year Review (Peer Review)
End-of-Year Review
Summer 2000
TPAI-R Training

47. Evaluation Cycles – At or Above Standard
Formative Cycle (4 years)
Individual Growth Plan
TPAI-R Snapshots (2)
Summative Cycle (5th year)
Full TPAI-R
Summer 2000
TPAI-R Training

48. Evaluation Cycle – Below Standard Performance
Action Plan
Summative Cycle
Individual Growth Plan
Snapshots (4)
TPAI – R Full (2)
Student Growth Indicator (if appropriate)
Improvement or Recommendation for Termination
Summer 2000
TPAI-R Training

49. Tips for Evaluators Multiple evaluators
Multiple data sources and methods
Patterns of behavior – not single incidents
Explicit criteria
Distinguish between teaching style and substance
Summer 2000
TPAI-R Training

50. Tips for Evaluators (cont.)
Systematic procedures
Sufficient training – and follow-up training for evaluators
Professional communication
Summer 2000
TPAI-R Training