1. North Carolina Teacher Performance Appraisal System
Justine Lerch
NC Teach II
UNC-Wilmington
Throughout our lives we are subjected to evaluations—from the informal to formal. 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.

2. Agenda Welcome Back Lesson Presentation
TPAS – process and documents, revised ( ) and new NC Rubric (2008)
Activities
Review Homework Assignment (20 pts.)
Closure
To focus our attention and to build a foundation from which to work, please think about these questions.
Record your notes on a blank sheet of paper.
Consider the best teacher you’ve ever known—either one of your teachers or a teacher you have observed. What made that teacher so memorable?
In what ways has that teacher been influential in your life?
What are the specific characteristics and behaviors that you can associate with that effective teacher?
4. Now share your responses with the person beside you.
5. Allow several to share with the entire group.

3. Focus and Reflection
Consider the best teacher you’ve ever known. What made that teacher so memorable? In what way has that teacher influenced your life?
What are the specific characteristics and behaviors that describe that effective teacher?

4. Objective
To develop an understanding of the North Carolina Teacher Performance Appraisal System including:
Instruments
Forms
Timelines
Terms and Definitions
State has a phase in process for new processes. Thus, some districts will be using the older version while other districts will orient and implement the 2008 instruments.
To recognize the difference, I have provided the 2001 materials on bright yellow paper.

5. Teacher Performance Appraisal System
Orientation
Self Assessment
Pre-conference
Observations
Post Conferences
Professional Development Plan
Summative Evaluation
Yearly Schedule
The teacher still actively participate through the use of self-assessment, reflection, use of artifacts, and classroom observations.
Both the older and new versions use the same process.
Self Assessment: uses the teacher rubric, is completed by the individual, used in writing the professional growth plan, used in pre and post conference discussions
Orientation: within two weeks of a teacher’s first day; must include the rubrid, policy, and schedule of observations/evaluation
Pre-conference is prior to the first observation. The teacher will provide information related to the lesson including such materials as supplementary readings, technology, media, manipulatives, the lesson and unit intended outcomes, instructional strategies to be used, and any assessments used to monitor growth.
Observations may be announced or unannounced. Beginning teachers are required to have four, one of which is conducted by a peer.
Post conference no later than three days after the observation to discuss performance. The data will be based upon info from the pre-conference and the observation and should identify areas of strength and areas for improvement.
Summative Evaluation and Scoring – based on formal and informal observations as well as other evidence. Any descriptor checked “not demonstrated” requires a comment from the evaluator.
Beginning teachers are in the first three years of teaching and hold a Professional License I. Must be rated as proficient on all five standards in order to be eligible for the PSL 2.
Yearly schedule
Think of the year in quarters or 9 week periods.
Generally beginning teacher data is due at the central office prior to data for experienced teachers. Therefore, the timeline is moved forward and your summative is usually held in as early as March or early April – prior to a spring break. But this varies by district.

6. Purposes for Evaluation
Serve as a measure of performance
Serve as a guide for reflection
Serve as the basis for instructional improvement
Focus the goals and objectives of schools and districts as they support, monitor, and evaluate teachers

7. Purposes Continued
Serve as a tool for developing coaching and mentoring programs
Enhance the implementation of the approved curriculum
Inform higher education institutions as they develop the content and requirements for teacher training programs.

8. Teacher Performance Appraisal Instrument-Revised 2000-01
The TPAI-R is an adaptation of the former TPAI 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
The instrument is based upon 40 years of research about effective teacher performance.
Each LEA required to provide Performance Appraisal System orientation to all personnel
Implementation date was July 1, 2000
Web site for information located at

9. NC Educator Evaluation System 2008
The purpose of the system is to promote and support effective leadership, quality teaching, and student learning.
The instruments are based on the Framework for 21st Century Learning and the NC Standards.
All of the instruments and processes are designed to encourage professional growth, to be flexible and fair to the persons being evaluated, and to serve as the foundation for professional development needs.
Phase I districts
Phase II District teams are trained regionally and 50 districts volunteer for implementation
Phase III Remaining districts begin implementation

10. Future Ready Students for the 21st Century
The guiding mission of the NC Board of Education is that every public school student will graduate from high school, globally competitive for work and post secondary education and prepared for life in the 21st century.

11. 21st Century Skills Framework
Mastery of the core subjects: English, reading or language arts, world languages, arts, mathematics, economics, science, geography, history, government and civics.
Weaving the 21st C themes into core subjects:
global awareness,
financial, economic, business and entrepreneurial literacy
civic literacy
health literacy
Learning and Innovation Skills
creativity and innovation
critical thinking and problem solving
communication and collaboration
Information and Technology Skills
information literacy
media literacy
ICT literacy—Information, communications and Technology
Life and Career Skills
flexibility and adaptability
initiative and self-direction
social and cross-cultural skills
productivity and accountability
leadership and responsibility

12. NC Professional Teaching Standards – Rating Scale
Developing – Demonstrated adequate growth but did not demonstrate competence on standard(s) of performance
Proficient – Demonstrated basic competence on standard(s) for performance
Accomplished – Exceeded basic competence on standard(s) of performance most of the time

13. Rating Scale Continued
Distinguished – Consistently and significantly exceeded basic competence on standard(s) of performance
Not Demonstrated – Did not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance
[NOTE: If the “Not Demonstrated” rating is used, the evaluator must comment about why it was used.]

14. Teacher Performance Appraisal Instrument
The TPAI-R is a set of tools.
There are 8 functions that are defined by 43 indicators showing the behaviors associated with the appropriate performance of each function
Please take out the copy of the FODI that is in your packet.
Take a couple of minutes to Read the 8 Functions and the practices listed below each.
You may want to highlight these practices that were added a few years ago.
The set of tools include: Pre-conference questions
FODI – data collection instrument
FODA – the evaluators analysis and supporting documentation along with strengths and areas for improvement
TPAI – summative instrument
IGP – Individual Growth Plan
Action Plan – if needed

15. NC Standards for Teachers
Standard 1: Teachers demonstrate leadership
Standard 2: Teachers establish a respectful environment for a diverse population of students
Standard 3: Teachers know the content they teach
Standard 4: Teachers facilitate learning for their students
Standard 5: Teachers reflect on their practice
Three key words to think about that weave throughout the new Standards: create, cooperate, and collaborate!

16. Teacher Responsibilities
Know and understand the NC Professional Teaching Standards
Understand the NC Evaluation Process
Prepare for and fully participate in each component of the evaluation process
Gather data, artifacts, evidence to support performance and progress in attaining goals
Develop and implement strategies to improve performance in areas identified (IGP/PDP)

17. Great Quotes From Great Leaders
If your actions inspire others to dream more, learn more, do more and become more, you are a leader. John Quincy Adams

18. Making It Real Activity Connections
Please take out two documents: the Formative Observation Data Instrument
(FODI) and the NC Professional Teaching Standards.
With a partner, read each Function/Practice on the FODI, then record your list of characteristics, skills and competencies for your “favorite teacher” under the appropriate Function (TPAI) and Standard (Rubric)
Purpose of this activity is to see the similarities between the two documents and to become familiar with each.

19. Standard I: Teachers Demonstrate Leadership
Teachers lead in their classrooms
Teachers demonstrate leadership in the school
Teachers lead the teaching profession
Teachers advocate for school and students
Teachers demonstrate high ethical standards

20. Making It Real Activity Standard I
In what ways can a teacher model or demonstrate Teacher Leadership in the classroom, the school and the teaching profession?
Table Activity:
Choose a recorder and discuss the question above.
List selected ideas on chart paper (at least 1-2 ideas for each of the three areas: classroom, school & teaching profession).
Select a reporter to report out to the group.
Look at Standard I: Ask for participants to read aloud the subtitles….
10 minutes activity
10 minutes for reporting out
Materials: chart paper and markers or notebook paper

21. Making it Real Activity--Standard II
What is a working definition of Diverse
Learners?
Discuss with your table group
Write one definition per table
Share with the whole group

22. Standard II Teachers establish a respectful environment for a diverse population of students
Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults
Teachers embrace diversity in the school community and in the world
Teachers treat students as individuals
Teachers adapt their teaching for the benefit of student with special needs
Teachers work collaboratively with the families and significant adults in the lives of their students

23. Making It Real--Standard II Think/Pair/Share Activity
Pair with a person and share:
One strategy you have seen or done that models an environment that is inviting, respectful, supportive, inclusive & flexible
When time is called, go to a second person and share:
One strategy for maintaining high expectations for students
When time is called, choose a third person and share:
One strategy for collaboration with families/significant adults of students
In your table groups.
Take your notepaper and record your neighbors ideas….
Report out from a couple volunteers.

24. Standard III: Teachers know the content they teach
Teachers align their instruction with the NC SCoS
Teachers know the content appropriate to their teaching specialty
Teachers recognize the interconnectedness of content areas/disciplines
Teachers make instruction relevant to students

25. Making It Real Activity--Standard III
Sort the artifacts/behaviors (pink) into the appropriate performance elements (green)
Then, decide where each artifact would rate on the performance scale (blue)
When directed, circulate and compare your table ratings with one other table

26. The mediocre teacher tells. The good teacher explains
The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.
William Ward

27. Standard IV: Teachers facilitate learning for their students
Teachers know the ways that learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students
Teachers plan instruction appropriate for their students
Teachers use a variety of instructional methods
Teachers integrate and utilize technology in their instruction

28. Standard IV: Continued
Teachers help students develop critical thinking and problem solving skills
Teachers help students work in teams and develop leadership qualities
Teachers communicate effectively
Teachers use a variety of methods to assess what each student has learned

29. Making It Real Activity—Standard IV
Read the standard and the descriptors
Write one or two observable behaviors or artifacts that could be used as evidence
When the signal is given (2 min.), pass your paper clockwise
Look over what has been recorded and add new behaviors/artifacts
Continue…

30. The talent of success is nothing more than doing what you can do, well.
Henry W. Longfellow

31. Standard V: Teachers reflect on their practice
Teachers analyze student learning
Teachers link professional growth to their professional goals
Teachers function effectively in a complex dynamic environment

32. Making It Real Activity Standard V
Individually read the post observation dialogue
As a group, decide a rating for each element of Standard V
Determine an overall rating for Standard V
List an additional question that a principal might ask about this standard.

33. Making It Real Activity Card Sort
In groups use the cards to match:
The standard
The elements for each standard
The definitions for each element

34. The Evaluation Process
Orientation:
Within two weeks of a teacher’s first day
Must include rubric, policy & schedule of evaluation
The teacher self-assessment:
Uses the teacher rubric
Is done by individual (without input from others)
Used in developing IGP
Used in pre and post conference discussions

35. Pre Observation Conference
A pre-observation conference must occur before any observations happen during the year.
Discuss: self-assessment, PDP & lesson(s) to be observed
Teacher will have written description of lesson for first observation
Subsequent observations do not require a pre-observation conference
Other thoughts:
Great diversified  lesson plan to address a variety of learning styles
Answered pre-conference questions -be prepared to discuss  with administrator
Teacher Roll Book ( administrator may ask to review for format and amount of graded student work)
How Should I Prepare my Classroom ?
CLEAN, NEAT and ORGANIZED
Write on the chalkboard the following:
The lesson objective;
NC SCoS -- Standard that you are preparing to teach    
Agenda for the day (Serves as a roadmap of where the class is going )
Student Seating Chart (if requested)
Prepare to discuss class makeup and other student concerns
How will you differentiate instruction? Use technology? Assess learning?

36. Observations
Formal observations occur over one complete lesson (a minimum of 45 minutes)
Probationary teachers require 4 formal observations: 3 administrative, 1 peer
Career status teachers (in their summative year of evaluation) must have three observations: at least 1 must be formal
The first observation must be a formal, announced observation
Subsequent observations may be unannounced
Evaluator uses the rubric as a recording tool

37. Post Conferences Must occur after each observation
Must occur no later than 10 school days after the observation
Designed for the purpose of identifying areas of strength and those in need of improvement
Requires review and signature of rubric

38. Formative Observation Data Analysis FODA 2001
Based on observation notes, the observer will address each function using statements which accurately reflect the quality of performance documented by your data.
From the classification of raw data, the observer will also list the strengths observed and prioritize the areas for improvement.
The summary should be completed and a post conference held within ten days of the observation.

39. Summary Evaluation Conference
Bring Self Assessment
Review Observations
Discuss Additional Artifacts
Sign Summary Rating Form & Record of Teacher Evaluation Activities
Begin discussion for future goals

40. Summary Rating Form
Every element for every standard is marked (“not demonstrated” requires comment)
Ratings are based on formal and informal observations throughout the year
Overall rating for each standard is chosen by the evaluator after reviewing all of the elements within a standard.
Comments can be added from evaluator or the teacher.
Signatures required on the final page.
Place a copy of this form on the document camera

41. Record of Teacher Evaluation Form
Required to be completed at the conclusion of the Summary Conference
Used as documentation that process was completed
Must be signed & dated for each activity
Place this form on the document camera

42. TPAI-R/Summative Features 2001
Instructions
Four Step Rating Scale
Above Standard
At Standard
Below Standard
Unsatisfactory
Put the Instrument on the document camera for viewing.
Read the definition for each rating.

43. Process Requirements for Beginning Teachers 2001
One full summative evaluation annually
Three full class period observations by administrator or designee
One of the three observations proceeded by a pre-conference
Use of FODI (or scripting process) to record data for each observation
Three post observation conferences using a FODA
One peer observation

44. Professional Development Plan
Teachers who are rated as “Proficient” or higher on all Standards will develop an Individual Growth Plan
Teachers who are rated as “Developing” on any Standard will be placed on a Monitored Growth Plan
Teachers who are rated as “Not Demonstrated” on any Standard or has a rating of “Developing” for two sequential years will be placed on a Directed Growth Plan (meets GS requirements of an action plan)
Cannot be used w/ any teacher being recommended for dismissal, demotion or nonrenewal

45. Language Analysis Evidence Observable and specific
Not influenced by the observer
Objective
unambiguous
Opinion
Draws conclusions
Influenced by the observer’s perspective
Subjective
May be subject to debate
When writing your PDP use action words….what you are going to do….that may be evidenced, recorded, dated, etc.
Keep it simple, specific, and easily read---avoid jargon!
This vocabulary is just as important for the observer. Be clear, concise.

46. Individual Growth Plan 2001
Your IGP must be focused and aligned with the following:
Licensure area of job responsibility
INTASC Standards
State Board of Education’s Strategic Priorities
School or District’s Strategic Priorities
Developing Technology Competencies
Show a sample of this plan on the document camera.
All forms are available on the DPI website under

47. Areas Of Concern For New Teachers In The Evaluation Process
Classroom management -discipline
Time management
Motivating students
Dealing with individual differences
Dealing with problems of individual students
Discipline:
students consistently follow rules, policies and procedures
teacher encourages appropriate behavior IN and OUT of school

48. Areas of Concern - Continued
Assessing students’ work
Relations with parents
Insufficient materials and supplies
Organization of class work

49. Additional Information
All observations and summative evaluations should be conducted by individuals who have had extensive training in the use of the observation/evaluation instruments
Multiple practice observations are scheduled to verify observer/evaluator accountability

50. Notes Continued
Observations should last the class period or until the end of the instructional activity.
If a significant interruption occurs, the observation may be stopped, the reason for discontinuing noted, and the observation completed at a later time.

51. Notes Continued
Observer should not expect to observe all teaching practices during any particular observation.
The evaluator should meet with the teacher to review what was not observed and collect additional information from lesson plans, student work and communication with parents.

52. Notes Continued Best practices encourage multiple sources of data.
The teacher and/or the observer may place written comments regarding the evaluation on the TPAI.
Only the Superintendent can recommend that a teacher be dismissed.

53. Criteria for Teacher Evaluation
Knowledge of Delivery Methods
Understanding the Learning Process
Knowledge of Content Area
Understanding of Student Needs
Ability to Demonstrate Evidence of Student Growth
Curriculum Alignment

54. Criteria for Teacher Evaluation - Continued
Understanding and Use of Standard Course of Study in Instruction and Assessment
Ability to Disaggregate & Use Student Achievement Data in Planning Instruction
Classroom Management

55. Criteria for Teacher Evaluation - Continued
Professional Growth/Continuous Improvement
Ability to use Technology as a Tool in the Classroom
Communication with Stakeholders Inside and Outside the School Setting

56. Homework
Worth 20 points
Due Saturday, September 5, 2009 via Task Stream
Using the Rubric for Evaluating NC Teachers (in your notebook) complete a self assessment. Rate each element, list sample artifacts, sources, and or documented evidences that you will have to support your performance in each function.
Be objective, concise, and specific.
Walk students through the format.

57. Homework --continued
Then, using the Professional Development Plan, page 1 (available on line), write two Goals for the year, listing activities/actions, expected outcomes and evidence of completion, resources needed, and an approximate date for completion.

58. Closure
Questions and Answers
Comments
Evaluation