Educator Recruitment and Development

1
The NC Teacher Evaluation Process
Educator Recruitment and Development Office of
Professional Development
2
WELCOME

• Introductions
• Purpose
• Issues Bin
• Agenda
• Overview of Teacher Instrument
• Activities/Exercises

3
The Rubric and Rating Scale

• Performance Descriptors
• Developing Demonstrated adequate growth during
  the period of performance, but did not
  demonstrate competence on standard(s) of
  performance
• Proficient Demonstrated basic competence on
  standards of performance
• Accomplished Exceeded basic competence on
  standards for performance most of the time

4

• Performance Descriptors
• Distinguished Consistently and significantly
  exceeded basic competence on standards 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 provide a comment about
  why it was used.

4
5
A crosswalk through the artifacts

• School Improvement Plan
• School Improvement Team Minutes
• North Carolina Teacher Working Conditions Survey
  Data
• Student Achievement Data
• (formative and summative)
• Curriculum Planning Data
• Lesson Plans/Evidence of Collaborative Planning

• Student Dropout Data
• Teacher Retention Data
• National Board Certification Activities
• Professional Development
• Documentation of Professional Learning
  Communities (PLC)
• Student Work
• Evidence of Communication

5
6
How detailed should an artifact be and how do you
decide if the artifact demonstrates the objective
within the standard?

• Artifacts
• Are not used solely to satisfy evaluation
  requirement.
• Helpful with discrepancy
• Can be used as supporting evidence of meeting a
  descriptor or element within a standard to show
  examples of teacher performance and practice.

7
21st Century Skills Framework p. 12-16, Manual
7
8
21st Century FrameworkActivity

• With a partner/table group, discuss the 21st
  century topic/outcome on the index card at your
  table.
• Be prepared to present an example of how a
  teacher can demonstrate understanding of the
  topic/outcome and communicate that understanding
  to students.

9
Query What are examples of 21st century skills
and global learning a principal may look for in
the classroom or during pre/post conferences?

• Lesson Plans that include
• cooperative learning strategies
• interdisciplinary units/connections
• incorporation of global issues as appropriate
• Observable items include
• evidence of collaboration students and teachers
• effective feedback
• facilitation that guides students to elaborate,
  refine, analyze and evaluate their own ideas

10
Teacher Evaluation Process
11
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

12
Card Sort Activity

• HOW WELL DO YOU KNOW AND UNDERSTAND THE STANDARDS?

13
Definitions

• Probationary Teacher Teachers who have not
  obtained Career Status in their district (BTs,
  Lateral Entry, Retired, Probationary)
• Career Status Teachers Teachers who have been
  granted Career Status in their district
• Formal Observation an observation of a
  teachers performance for a minimum of 45 minutes
  or one complete lesson
• Informal Observation An observation of a
  teacher for a minimum of 20 minutes

14
Definitions

• School Executives Principals and assistant
  principals licensed to work in North Carolina
• Self-assessment Personal reflection about ones
  professional practice to identify strengths and
  areas for improvement (conducted w/out input from
  others)
• Summary Evaluation Form A composite assessment
  of the teachers performance based on the
  evaluation rubric and supporting evidence

15
The Components

• Component 1 Training
• A full training on standards and components of
  the process
• Component 2 Orientation
• Yearly
• Within two weeks of a teachers first day
• Includes a copy of rubric, policy, deadlines,
  notification to Career Status teachers of
  evaluation year

16

• Component 3 Teacher Self-Assessment
• Uses the rubric
• Is done by individual (without input from others)
• Used to develop PDP
• Used in pre and post conferences
• Is not collected by principal or evaluator

17
Standard 1 Teachers Demonstrate Leadership
THIS FORMULA IS NOT USED WHEN DISCUSSING
INDIVIDUAL OBSERVATIONS
18

• Component 4 Pre- Observation Conference
• Occurs before any observations happen during the
  year
• Discuss the self-assessment, PDP lesson(s) to
  be observed
• Teacher will have written lesson plan available
  for principal to review
• Subsequent observations do not require a
  pre-observation conference

19

• Component 5 Observations
• Probationary teachers
• 4 formal observations 3 administrative, 1 peer
• Career Status teachers (in their summative year
  of evaluation)
• 3 observations at least 1 must be formal
• NOTE
• Formal observations (one complete lesson or a
  minimum of 45 minutes)
• Informal observations (a minimum of 20 minutes)
• Any observation may be announced or unannounced
• Evaluator uses the rubric as a recording tool
• Artifacts may be necessary when a discrepancy
  occurs

20

• Component 6 Post-Observation Conferences
• Must occur after each formal 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
• Component 7 Summary Evaluation Conference
• Bring self-assessment
• Review observations and any additional artifacts
• Sign Summary Rating sheet Record of Teacher
  Evaluation Activities
• Begin discussion for future goals

21
Summary Rating Sheet

• Every element and every standard is rated
• Not Demonstrated rating requires comment
• Ratings are based on everything you know about
  that teacher, including observations
• Overall rating for each standard is chosen by the
  evaluator after reviewing all of the elements
  within a standard
• Comments can be added from teacher at end of
  conference
• Signature page required

22
SAMPLE SUMMARY
SAMPLE SUMMARY
23
Standard 2 Teachers establish a respectful
environment for a diverse population of students

• Read the selected scenario provided
• Rate Element A-D for Standard II individually on
  the top half of the rating/evidence recording
  sheet
• As a table group, discuss individual ratings and
  record consensus ratings on the bottom half of
  the sheet
• Prepare to discuss as a whole group

24

• Component 8 Professional Development Plans
• After completing Year 1 of implementation, this
  is how to determine the level of PDP for a
  teacher
• 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
• Monitored and Directed Plans meet the state
  guidelines of an action plan. Individual
  districts determine those recommendations

25
Goal Setting for the Professional Development
Plan

• 2 3 SMART(Specific, Measurable, Attainable,
  Relevant and Time-Bound) Goals developed for
  teachers Professional Development Plan after
  completing self-assessment
• ACTIVITY
• Review pages 33 and 34 in your manual
• After examining standard 1, work with your
  tablemates to write a possible goal for this
  teacher.
• List 2 3 strategies that will help him/her meet
  their goal
• Check your goal for SMART elements

26
Questions and Answers