1. Teacher Evaluation Process Training
This is a sample presentation to support administrators as they lead their staff through the Annual Orientation component of the NC Teacher Evaluation Tool. An Annual Orientation is required by State Board Policy .
Teacher Evaluation Process Training

2. NC State Board Policy :
“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:
A. The Rubric for Evaluating NC Teachers;
B. This policy; and
This statement is taken directly from the State Board Policy.
C. A schedule for completing all the components of
the evaluation process.
Copies may be provided by electronic means.”

3. RUBRIC for Evaluating NC Teachers
Today we will review…
RUBRIC for Evaluating NC Teachers
NC State Board Policy
The schedule for completion of all components of the evaluation process.
As required by NC State Policy, we will review the following…
Let’s look first review the RUBRIC for Evaluating Teachers

4. Standard 1: Teachers Demonstrate Leadership
RUBRIC for NC Evaluating Teachers
Standard 1: Teachers Demonstrate Leadership
c. Teachers lead the teaching profession. Teachers strive to improve the teaching profession. They contribute to the establishment of positive working conditions in their school. They actively participate in and advocate for decision-making structures in education and government that take advantage of the expertise of teachers. Teachers promote growth for all educators and collaborate with their colleagues to improve the profession.
Developing
Proficient
Accomplished
Distinguished
Not Demonstrated
(Comment Required)
Has knowledge of opportunities and the need for professional growth and begins to establish relationships with colleagues.
. . . and
Contributes to the:
Improvement of the profession through professional growth.
Establishment of positive working relationships
School’s decision-making processes as required
Promotes positive working relationships through professional growth activities and collaboration.
Seeks opportunities to lead professional growth activities and decision-making processes.
This is an example of the rubric for Leadership, Standard 1.
You should have received a copy of the full rubric for all 5 Standards at the Teacher Evaluation Overview. The State has provided copies of the complete teacher evaluation process booklets. (Distribute the booklets for the School Year) You may obtain an additional copy online.
The rubric will be used to:
Collect teachers’ self assessments
Record evaluation ratings during teacher observations
Document end of year ratings
As you can see, there are 5 descriptors to define the performance of a teacher in this area (blue row).
Let’s focus on the 5 descriptors in blue (next slide) 4 4 4

5. Performance Rating Scale
Developing - Demonstrated adequate growth but did not demonstrate competency on standard(s) of performance
Proficient - Demonstrated basic competence on standard(s) for performance
Accomplished - Exceeded basic competency on standard(s) of performance most of the time

6. Performance Rating Scale
Distinguished – Consistently and significantly exceeded basic competence on standard(s) of performance
Not Demonstrated – Did not demonstrate competency on, or adequate growth toward achieving standards(s) of performance
Note: If the “Not Demonstrated” rating is used, the evaluator must comment about why it was used.
Not demonstrated: no artifacts, no evidence, not the same as not observed during observation, must comment about why it was used - No demonstration of competency

7. Today we have reviewed…
RUBRIC for Evaluating NC Teachers
NC State Board Policy
The schedule for completion of all components of the evaluation process.
Are there any questions about the RUBRIC that will be used for NC Evaluation Process?
If not, let’s now look closer at the NC State Board Policy # TCP-004 (next slide)

8. 2. RESPECTFUL ENVIRONMENT 4. FACILITATE INSTRUCTION
NC State Board Policy
Purpose:
Assess the teacher’s performance in relation to the 6 North Carolina Professional Teaching Standards and to design a plan for professional growth (PDP).
2. RESPECTFUL ENVIRONMENT
Presenter may wish to have a copy of the State Board Policy in your hands while going over this part. (Yellow copy in handouts from the Overview & Process workshop) There is a link to this policy on the last slide of this power point.
The NC State Board Policy describes the PURPOSE and PROCESS. Remember the five 21st Century Standards?
1. LEADERSHIP
3. KNOW YOUR CONTENT
5. REFLECTION
4. FACILITATE INSTRUCTION

9. 9 Components of the NC Teacher Evaluation Process
Training
Orientation
Teacher Self-Assessment
Pre-Observation Conference
Observations
Post-Observation Conference
Summary Evaluation Conference & Scoring the Teacher Summary Rating Form
Professional Development Plan (PDP)
The process for evaluation is made up of 9 components, listed here.

10. Teacher Evaluation Process
STATUS
Begin process each year with
Self-assessment REQUIRED
Professional Development Plan (PDP) REQUIRED
Conferences
Observations
Final Documentation
Comprehensive
Orientation
Yearly Self-assessment
Yearly PDP
Pre-conference required before 1st observation
Post-conferences required within 10 school days for 1st observations
4 Formal Observations
(45 min/ 1 complete lesson)
3 by Administrator
1st must be announced
1 by peer
Summary Rating Form
Record of Teacher Evaluation Activities
4 Rubrics
Renewal
Cycle
2 Observations all by Administrator(s) on all standards
1st must be formal/announced; others can be formal or informal/announced or unannounced
Observe standards that have been identified in PDP or areas of concern
3 Rubrics
Abbreviated Cycle
Post-conference after observation within 10 school days
2 Observations on abbreviated rubric on standards 1 and !V
Summary Rating Form
2 Rubrics
This matrix gives us to global view of the Teacher Evaluation Process as described in the NC State Board Policy #TCP-004, allowing us to follow the process from the beginning to the end of the year.
Explain how to read the matrix:
*Read top row from left to right starting with Begin the Process…and going across ending with Final Documentation
*Have teachers read down first column finding their status, then read the process specific to them
Now let’s look a bit closer at each of these 8 components of the evaluation process.

11. Component 1: Training Overview (required for all certified staff)
Standards 1 -5
(highly
recommended for all certified staff, required for evaluators)
Process (required for evaluators)
“Before participating in the evaluation process, all teachers, principals and peer evaluators must complete training on the evaluation process.” -SBE Policy #TCP-004
You received this initial training via the Teacher Evaluation Overviews that were conducted at the schools, the In-Depth Standard presentations presented by the PD Department, and finally the Teacher Evaluation Process where applicable.
If they haven’t attended trainings on all 5 standards, recommend that they visit the Schoollink for upcoming workshops.

12. Component 3: Teacher Self-Assessment
PHOTO
READ: “Using the Rubric for Evaluating NC 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.”
-SBE Policy #TCP-004

13. Component 4: Pre-Observation 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 NC Teachers, the teacher’s most recent PDP, 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.”
-SBE Policy #TCP-004
Discuss the teacher’s Self-Assessment
Review the teacher’s PDP
Discuss the lesson(s) to be observed

14. Component 5: Observations
Career Status:
Non- Renewal Cycle: 2 observations by administrator abbreviated
Renewal Cycle: 2 observations by administrator- full
(1st through 4th Years of Cycle)
Formal Observations:
should last at least 45 minutes or an entire class period.
“A. A formal observation shall last at least 45 minutes or an entire class period
B. Probationary Teachers
1. The principal shall conduct at least 3 formal observation of all probationary teachers.
2. A peer shall conduct one formal observation of a probationary teacher.
C. Career Status Teachers
1. Career teacher shall be evaluated annually, unless the LEA establishes a different evaluation cycle for career teachers.
2. During the year in which a career status teacher participates in a summative evaluation, the principal shall conduct at least 3 observations, including at least 1 formal observation.
During observations, the principal and peer (in the case of a probationary teacher) shall note the teacher’s performance in relationship to the applicable Standards on the Rubric for Evaluating NC Teachers.”
-SBE Policy #TCP-004

15. Component 6: Post-Observation Conference
Discuss observed lesson
Share artifacts/evidences when applicable
Should be conducted no later than 10 days
following a formal observation
“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.”
-SBE Policy #TCP-004

16. Component 7: Summary Evaluation Conference & The Summary Rating Form
Discuss teacher’s Self-Assessment, PDP, observations, artifacts/evidences submitted
Summary Rating Form:
Administrator will give an overall rating for each Standard in the Rubric following the Summary Evaluation Conference
“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, the teacher’s most recent PDP, the components of the NC Teacher Evaluation Process completed during he year, classroom observations, artifacts submitted or collected during the evaluation process and other evidence of the teacher’s performance on the Rubric.
At the conclusion of the NC Teacher Evaluation Process, the principal shall:
A. Give a rating for each Element in the Rubric;
B. Make a written comment on any Element marked “Not Demonstrated”;
C. Give an overall rating of each Standard in the Rubric;
D. Provide the teacher with the opportunity to add comment to the Teacher Summary Rating Form
E. Review the completed Teacher Summary Rating Form with the teacher; and
F. Secure the teacher’s signature on the Record of Teacher Evaluation Activities and Teacher Summary Rating Form.”
-SBE Policy #TCP-004

17. Component 8: Professional Development Plan (PDP)
Serves to guide professional growth
Three levels
Individual (created by teacher)
Monitored (created by teacher and administrator)
Directed (created by administrator)
The professional growth plan is now known as a Professional Development Plan.
“Individual:
Teachers who are rated at least “Proficient” on all the Standards on the Teacher Summary Rating Form shall develop an Individual Growth Plan designed to improve performance on specifically identified Standards and Elements.
Monitored:
A teacher shall be placed on a Monitored PDP whenever he/she:
A) Is rated “Developing” on one or more Standards on the Teacher Summary Rating Form; and
B) Is not recommended for dismissal, demotion or nonrenewal.
A Monitored Growth Plan shall, at a minimum, identify the Standards and Elements to be improved, the goals to be accomplished and the activities the teacher should undertake to achieve Proficiency, and a timeline which allows the teacher one school year to achieve Proficiency.
Directed:
A teacher shall be placed on a Directed PDP whenever he/she:
A) Is rated
1) “Not Demonstrated” on any Standard on the Teacher Summary Rating Form; or
2) “Developing” on one or more Standards on the Teacher Summary Rating Form for two sequential year; and
A Directed Growth Plan shall, at a minimum, identify the Standards and Elements to be improved, the goals to be accomplished and the activities the teacher should undertake to achieve Proficiency, and a timeline for achieving Proficiency within one school year or such shorter time as determined by the LEA.”
-SBE Policy #TCP-004
The Directed PDP does not take the place of an Action Plan (per Dr. John Welmers, NHCS)

18. Today we have reviewed…
RUBRIC for Evaluating NC Teachers
NC State Board Policy
The schedule for completion of all components of the evaluation process.
Are there any questions about the NC State Board Policy #TCP-004?
If not, let’s look closer at NHCS Evaluation Schedule for completing this Evaluation Process.

19. Today we have reviewed…
RUBRIC for Evaluating NC Teachers
NC State Board Policy #TCP-004
The schedule for completion of all components of the evaluation process.
Are there any questions about the schedule for completing the components of the evaluation process?

20. NC Professional Teaching Standards Commission website:
Online Resources
Visit the TCS Professional Development Website for further resources at:
NC Professional Teaching Standards Commission website:
NHCS Professional Development Website: Multiple resources/forms available including the:
1) Rubric for Evaluating Teachers
2) State Board Policy 3) NHCS Evaluation Schedule
NCPTSC website: North Carolina Professional Teaching Standards Commission. This commission created the Teacher Evaluation Process.
A variety of resources related to the Teacher Evaluation Process are available on this site.