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Title: Teacher Evaluation Process


1
Teacher Training
Teacher Evaluation Process

2
A Vision of K-12 Students today
3
How did we get here?
  • North Carolina has moved from a manufacturing and
    agricultural economy to a technological and
    research-based economy.

Schools must respond to this change if students
are to be ready for the future.
4
What happens over time?
  • Decide if your card is an event that relates to
  • 1940s
  • 1950s
  • 1960s
  • 1970s
  • 1980s
  • 1990s
  • 2000 - present

5
What happens over time?
  • Move to the decade in which your event occurred.
  • Your placement will be confirmed by the
    facilitator.
  • Share your event during the group as prompted.

6
Lets consider a child starting Kindergarten This
Year
  • This child was born 5 years ago.
  • This child was not alive when 9/11 occurred.
  • The United States has been at war for this
    childs entire life thus far.
  • We will need to educate this child for a life
    that will bring retirement in 2068 or later.

7
What might life look like in 2068?
  • Identify the year and projected possibility of
    the future on your card.
  • When your decade is called, share your fact with
    the whole group.

We need to be ready for the 21st Century!
8
NORTH CAROLINAS Educational Pipeline
In North Carolina, for every 100 9th grade
students
70 students graduate four years later.
41 students enter college.
28 students are still enrolled in their 2nd year.
19 students graduate with either an Associates
degree within three years or a Bachelors degree
within six years.
Source www.achieve.org
9
Future-Ready Students For the 21st Century
The guiding mission of the North Carolina State
Board of Education is that every public school
student will graduate from high school, globally
competitive for work and postsecondary education
and prepared for life in the 21st Century.
10
To accomplish this mission, NC Public Schools
will
  • Produce globally competitive students
  • Be led by 21st century professionals
  • Be healthy and responsible
  • Leadership will guide innovation in NC Public
    schools
  • Be governed and supported by 21st Century Systems

11
21st Century Skills Framework
12
North Carolina Professional Educator
Evaluation Systems
  • Their purpose is to support and promote effective
    leadership, quality teaching, and student
    learning.
  • The design is a growth model to improve
    instruction and enhance professional practice.
  • The evaluation instruments are based on the
    Framework for 21st Century Learning and the
    Standards

13
North Carolina Professional Educator
Evaluation Systems
  • They are flexible enough and fair
  • The rubrics are formative based on a rating
    scale from developing through distinguished.
  • Multiple data sources, artifacts, and evidence
    will be used in assessing educator performance.
  • They will provide the basis for performance goals
    and professional development activities.

14
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

15
Teacher Responsibilities (Cont.)
  • 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

16
The teacher performance evaluation process will
  • Serve as a measurement of performance for
    individual teachers
  • Serve as a guide for teachers as they reflect
    upon and improve their effectiveness
  • Serve as the basis for instructional improvement.
  • Focus the goals and objectives of schools and
    districts as they support, monitor, and
    evaluate their teachers

17
The teacher performance evaluation process will
  • Guide professional development programs for
    teachers
  • Serve as a tool in developing coaching and
    mentoring programs for teachers
  • Enhance the implementation of the approved
    curriculum
  • Inform higher education programs as they develop
    the content requirements for higher
    education programs

18
North Carolina professional teaching standards
19
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.

20
Standard I
Teachers Demonstrate Leadership
21
If your actions inspire others to dream more,
learn more,do more,and become more,you are a
leader.John Quincy Adams
22
Standard I Teachers demonstrate leadership
  • A. Teachers lead in their classrooms
  • Take responsibility for all students learning
  • Communicate vision to students
  • Use data to organize, plan, and set goals
  • Use a variety of assessment data throughout the
    year to evaluate progress
  • Establish a safe and orderly environment
  • Empower students

23
Standard I Teachers demonstrate leadership
  • B. Teachers demonstrate leadership in the
    school
  • Work collaboratively and serve as a mentor in a
    professional learning community
  • Analyze data to develop goals and strategies
  • Develop goals and strategies that correspond with
    the school improvement plan
  • Assist in determining school budget and
    professional development
  • Participate in hiring process

24
Standard I Teachers demonstrate leadership
  • C. Teachers lead the teaching profession
  • Strive to improve the profession
  • Contribute to the establishment of positive
    working conditions
  • Participate in decision-making structures
  • Promote professional growth

25
Standard I Teachers demonstrate leadership
  • D. Teachers advocate for schools and students
  • Advocate for positive change in policies and
    practices affecting student learning
  • Participate in the implementation of initiatives
    to improve education

26
Standard I Teachers demonstrate leadership
  • E. Teachers demonstrate high ethical standards
  • Demonstrate ethical principles.
  • Uphold the Code of Ethics and Standards for
    professional conduct.

27
In what ways can a teacher model or demonstrate
teacher leadership in the classroom, the school
and the teaching profession?
  • 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 and teaching profession).
  • Select a reporter to share ideas.

28
Standard II
Teachers Establish a Respectful Environment for a
Diverse Population of Students
29
A good deed is never lost he who sows
courtesyreaps friendship andhe who plants
kindness gathers love.Basil
30
Standard II Teachers establish a respectful
environment for a diverse population of students
  • A. Teachers provide an environment in which each
    child has a positive, nurturing relationship with
    caring adults
  • Encourage an environment that is inviting,
    respectful, supportive, inclusive, and flexible

31
Standard II Teachers establish a respectful
environment for a diverse population of students
  • Teachers embrace diversity in the school
    community and in the world
  • Demonstrate knowledge of diverse cultures
  • Select materials and develop lessons that
    counteract stereotypes and incorporate
    contributions
  • Recognize the influences on a childs
    development, personality, and performance
  • Consider and incorporate different points of view

32
Standard II Teachers establish a respectful
environment for a diverse population of students
  • Teachers treat students as individuals
  • high expectations for all students
  • Appreciate differences and value contributions by
    building positive, appropriate relationships

33
Standard II Teachers establish a respectful
environment for a diverse population of students
  • Teachers adapt their teaching for the benefit of
    students with special needs
  • Collaborate with specialists
  • Engage students and ensure they meet the needs of
    their students through inclusion and other models
    of effective practice

34
Standard II Teachers establish a respectful
environment for a diverse population of students
  • Teachers work collaboratively with the families
    and significant adults in the lives of their
    students
  • Improve communication and collaboration between
    the school and the home and community
  • Promote trust and understanding and build
    partnerships with school community.
  • Seek solutions to overcome obstacles that prevent
    family and community involvement

35
Timed-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.

36
Standard III
Teachers Know the Content They Teach
37
Get over the idea that only children should spend
their time in study. Be a student so long as you
have something to learn, and this will mean all
of your life.Henry L. Doherty
38
Standard III Teachers know the content they teach
  • Teachers align their instruction with the North
    Carolina Standard Course of Study
  • Teach the North Carolina Standard Course of Study
  • Develop and apply strategies to make the
    curriculum rigorous and relevant
  • Develop literacy skills appropriate to specialty
    area

39
Standard III Teachers know the content they teach
  • Teachers know the content appropriate to their
    teaching specialty
  • Know subject beyond the content they teach
  • Direct students curiosity into an interest in
    learning

40
Standard III Teachers know the content they teach
  • Teachers recognize the interconnectedness of
    content areas/disciplines
  • Know links between grade/subject and the North
    Carolina Standard Course of Study
  • Relate content to other disciplines
  • Promote global awareness and its relevance

41
Standard III Teachers know the content they teach
  • Teachers make instruction relevant to students
  • Incorporate life skills which include leadership,
    ethics, accountability, adaptability, personal
    productivity, personal responsibility, people
    skills, self-direction, and social responsibility
  • Demonstrate the relationship between the core
    content and 21st Century content that includes
    global awareness financial, economic, business
    and entrepreneurial literacy civic literacy and
    health and wellness awareness

42
Card Sort Activity
In groups of 2-3 people
  • Sort the artifacts/behaviors into the appropriate
    performance elements.
  • Circulate and compare your table ratings with the
    other tables.

43
Standard IV
Teachers Facilitate Learning for Their Students
44
The mediocre teacher tells. The good teacher
explains.The superior teacher demonstrates.The
great teacher inspires.William Ward
45
Standard IV Teachers facilitate learning for
their students
  • Teachers know the ways in which learning takes
    place, and they know the appropriate levels of
    intellectual, physical, social, and emotional
    development of their students
  • Know how students think and learn
  • Understand the influences on student learning and
    differentiate instruction
  • Keep abreast of evolving research
  • Adapt resources to address the strengths and
    weaknesses of students

46
Standard IV Teachers facilitate learning for
their students
  • Teachers plan instruction appropriate for their
    students
  • Collaborate with colleagues
  • Use data for short and long range planning
  • Engage students in the learning process
  • Monitor and modify plans to enhance student
    learning
  • Respond to cultural diversity and learning needs
    of students

47
Standard IV Teachers facilitate learning for
their students
  • Teachers use a variety of instructional methods
  • Choose methods and materials as they strive to
    eliminate achievement gaps
  • Employ a wide range of techniques using
    information and communication technology,
    learning styles, and differentiated instruction

48
Standard IV Teachers facilitate learning for
their students
  • Teachers integrate and utilize technology in
    their instruction
  • Know appropriate use of technology to maximize
    student learning
  • Help students use technology to learn content,
    think critically, solve problems, discern
    reliability, use information, communicate,
    innovate and collaborate

49
Standard IV Teachers facilitate learning for
their students
  • Teachers help students develop critical thinking
    and problem-solving skills
  • Encourage students to ask questions, think
    creatively, develop and test innovative ideas,
    synthesize knowledge and draw conclusions
  • Help students exercise and communicate sound
    reasoning understand connections make complex
    choices and frame, analyze, and solve problems

50
Standard IV Teachers facilitate learning for
their students
  • Teachers help students work in teams and develop
    leadership qualities
  • Teach the importance of cooperation and
    collaboration
  • Organize learning teams in order to help students
    define roles, strengthen social ties, improve
    communication and collaborative skills, interact
    with people from different cultures and
    backgrounds, and develop leadership qualities

51
Standard IV Teachers facilitate learning for
their students
  • Teachers communicate effectively
  • Communicate clearly with students in a variety of
    ways
  • Assist students in articulating thoughts and
    ideas clearly and effectively

52
Standard IV Teachers facilitate learning for
their students
  • Teachers use a variety of methods to assess what
    each student has learned
  • Use multiple indicators, both formative and
    summative, to evaluate student progress
  • Use assessment systems to inform instruction and
    demonstrate evidence of students 21st Century
    knowledge, skills, performance, and dispositions
  • Provide opportunities for self-assessment

53
Observable Behaviors
  • Get into groups of letters A H.
  • Brainstorm specificbehaviors a teachermight use
    to demonstratethe corresponding element.
  • Record ideas on chart paper.
  • Share behaviorswith the group.

54
Standard V
Teachers Reflect on Their Practice
55
Keep steadily before you the fact that all true
success depends at last upon your self.Theodore
T. Hunger The talent of success is nothing more
than doing what you can do, well.Henry W.
Longfellow
56
Standard V Teachers reflect on their practice
  • Teachers analyze student learning
  • Think systematically and critically about
    learning in their classroom why learning happens
    and what can be done to improve student
    achievement
  • Collect and analyze student performance data to
    improve effectiveness

57
Standard V Teachers reflect on their practice
  • Teachers link professional growth to their
    professional goals
  • Participate in continued, high quality
    professional development

58
Standard V Teachers reflect on their practice
  • Teachers function effectively in a complex,
    dynamic environment
  • Actively investigate and consider new ideas that
    improve teaching and learning
  • Adapt practice based on data

59
Reflective practices
  • In pairs, match each element for Standard V with
    its corresponding definition.
  • Partner with another pair to share and discuss
    answers.

60
The EvaluationProcess
61
Step 1 Orientation
  • Conducted within two weeks of a teachers first
    day
  • Must include rubric, policy schedule of
    evaluation

62
Step 2 The Teacher Self-Assessment
  • Uses the teacher rubric
  • Is done by individual (without input from others)
  • Used in developing Professional Development Plan
  • Used in pre- and post-conference discussions

63
Step 3 Pre-Observation Conference
  • Must occur before any observations happen during
    the year
  • Discuss self-assessment, PDP and lesson(s) to be
    observed
  • Includes a written description of lesson by
    teacher for first observation
  • Subsequent observations do not require a
    pre-observation conference

64
Step 4 Classroom Observation(s)
  • 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 formal and
    announced
  • Subsequent observations may be unannounced
  • Evaluator uses the rubric as a recording tool

65
Step 5 Post-Observation 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

66
Step 6 Summary Evaluation Conference
  • Bring self-assessmentand PDP
  • Review observations
  • Discuss additionalartifacts
  • Sign summaryrating form
  • Begin discussion forfuture goals

67
Step 6 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.

68
Performance Rating Scale Levels
  • Developing Demonstrated adequate growth but did
    not demonstrate competence on standard(s).
  • Proficient Demonstrated basic competence on
    standards(s) for performance.
  • Accomplished Exceeded basic competence on
    standard(s) or performance most of the time.

69
Performance Rating Scale Levels
  • 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.)

70
Step 7 Professional Development Plans
  • Teachers who are rated as Proficient or higher
    on all Standards will develop a Professional
    Development Plan.
  • Teachers who are rated as Developing on any
    Standard will be placed on a Monitored Growth
    Plan.

71
Step 7 Professional Development Plans
  • 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.

72
Understanding the Rubric Through Self-Assessment
  • Complete the Self-Assessment. Note evidences
    and/or artifacts to support your judgment.
  • Be prepared to discuss this process with the
    group.

73
Understanding the Rubric Through Self-Assessment
  • Discuss the following questions with a shoulder
    partner
  • Did you find it easy or difficult?
  • Would you feel confident discussing your
    self-assessment with your evaluator?
  • What artifacts would you use to support your
    rating?
  • .

74
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