Multiple White Arrows

1
Teacher Evaluation Process Instrument
Dale Ellis Bill Long Jed Stus
2
Outcomes

• Expectations of evaluator
• Review essential components of Teacher
  Evaluation Process OFIs
• How to access forms support documents
• Review Teacher Evaluation Rubric
• Practice use of rubric
• Develop coaching questions

3
NC Teacher Evaluation Process

• As a team, complete the following
• According to NCSBOE the NC Teacher Evaluation
  Process
• Supports and Promotes
• Is a
• Is Based on

Effective leadership, quality teaching and
student learning
Growth model to improve instruction and enhance
professional practices
Framework for 21st century Learning
Professional Teaching Standards
4

• As an Instructional Leader what is my
  role/responsibility to use the North Carolina
  Professional Teaching Standards and/or Teacher
  Evaluation Process to improve professional
  practices and student learning?

5
9 Components of Teacher Evaluation Process

• Component 1
• All teachers, principals and peer evaluators
  complete Training on evaluation process
• New teachers are introduced to process during NTO
  and are supported by mentor evaluator
• Peer evaluator training is being revised

If there are teachers at your school who have
not been trained, how do you plan to get them up
to speed on process and content?
6
9 Components of Teacher Evaluation Process

• Component 2
• ________happens within two weeks of All teachers
  first day of work (Large/small groups)
• What form is it documented on?
• At this activity all teachers are provided with a
  copy or directions for obtaining a copy of what 3
  things?

Orientation
Record of Teacher Evaluation Activities
Rubric North Carolina State Board of Education
Policy Manual A schedule for completing all
components of the evaluation process
7
Components of Teacher Evaluation Process

• Component 3
• Teacher utilizes the Teacher Evaluation Rubric to
  complete Teacher Self-Assessment at beginning
  end of year
• Performance rating are informed by
• State Descriptors Examples of Artifacts
• I-SS Observables/Topics of Discussion/Examples of
  I-SS Artifacts (pages 2, 6)
• Information to support performance rating
  captured at end of each Element (page 2)

8
9 Components of Teacher Evaluation Process

• Component 4
• Pre-Observation Conference
• Goal is to prepare evaluator for the classroom
  observation
• Resources used
• Completed Self-Assessment
• Most recent PDP
• Written description of lesson to be observed
• Pre-Observation conferences are not required
  after first one

9
9 Components of Teacher Evaluation Process

• Component 5
• Observations
• Formal 45 minutes or an entire class
• Informal 20 minutes use HR form
• Documented where?

• Probationary Teachers
• 4 Formal
• 1 by mentor
• or peer

• Career Status Teachers
• Formative (Non-renewal year)
• 1 Formal/Self-Assessment/PDP/No Summative
• Summative (Renewal year)
• Self-Assessment/PDP/ 1 formal and 2
  informals/Summative

10
9 Components of Teacher Evaluation Process

• Component 6
• Post-Observation Conference
• Goal is to collaboratively discuss document
  performance ratings relative to focus of
  classroom observation
• Conducted within 10 school days of observation
• Documented where?
• What are questions stems or strategies you use to
  facilitate discussion?

11
9 Components of Teacher Evaluation Process

• Component 7
• Summary Evaluation Conference Scoring the
  Teacher Summary Form
• Rating for each element in the rubric
• Written comments accompany Not Demonstrated
• Overall rating for each of the 5 standards
• Teacher can add comments
• Review completed summary form with teacher
• Obtain teacher signature on Activity Summary
  Rating Forms

12
9 Components of Teacher Evaluation Process

• Component 8
• Change in process Professional Development Plans
  are created at beginning of year after first
  classroom observation
• 3 types of PDP

13
3 Types of Teacher PDP Criteria To Use

• Individual At least Proficient in all 5 Stds on
  Summary Rating form
• Monitored Rated Developing on one or more Stds
  on Summary Rating form
• Directed Rated
• Not Demonstrated on Summary Rating form on any
  Std or
• Developing on one or more Stds on Summary Rating
  form for 2 sequential years
• not recommended for dismissal, demotion or
  nonrenewal

14
9 Components of Teacher Evaluation Process

• Component 9
• Effective Dates and Effect on Licensing and
  Career Status
• Review
• I-SS Teacher Evaluation Process Matrix
• I-SS Teacher Observation- Licensure Guide
• Licensure for Beginning Teachers

15
Title II Audit OFIs

• Signatures Teacher, Evaluator(s), Mentor, Peer
• Dates
• Timeliness of post-conference
• Timeliness of evaluation process
• Completed forms
• Teacher Record of Activity
• PDP
• Summative Evaluation
• BT letter requesting additional duties

16
Where to Access Forms Support Documents

• I-SS Home Page
• Departments
• HR
• Evaluation Resources
• Log In
• Desired Document

17
Is It Fair To Say You Want To Be

• Efficacious
• A transformational leader
• Do right by students teachers

18
Well Then 2 of Your Key Tools Are

• Teacher Evaluation Rubric
• Communicates professional expectations
• Acknowledges strengths
• Identifies growth areas
• Supports reflection, professionalism
  collaborative dialogues
• Informs PDP
• I-SS flyer
• Communicates professional expectations of being a
  member of I-SS Team

19
Touring the Teacher Evaluation Rubric

• Format
• State section contains
• Standard, Element, Descriptors, Examples of State
  Artifacts
• I-SS section contains
• Observables
• Topics for Discussion
• Examples of I-SS Artifacts
• Information to Support Performance Rating

20
No check Topic for Discussion
State section above line
Vertical alignment between State I-SS
Observable in classroom
I-SS section below line
Area for notes/bullets
21
A Non-exhaustive list of potential
artifacts/activities at the end of every Standard
that can be used to support a given performance
rating. Note term EXAMPLES
22
So What All Do I Need to Do?

• Get familiar with Rubric (Ask for what you need)
• Conduct Orientation with Teachers
• During Orientation explain intent, format and use
  of rubric
• Identify what evaluation track teachers are on
• Support teachers in understanding NCPTS and
  Rubric
• Identify BTs Mentors
• Letter of request for additional duties from BTs

23
Lets dig into the Rubric
What element(s) would I focus on during an
evaluation conference if I have a teacher that
is Late to work regularly Assumes multiple
leadership roles in school Not implementing
Essential I-SS Learning Processes Has
classroom mgt. issues Rude and disrespectful to
staff
24
Lets dig into the Rubric cont.
Empowers students to reflect and adjust their
learning system Reluctant to collaborate with
specialist Limited higher order thinking
activities Effective integration of literacy
instruction
25
Your eyes

• As a Team review and provide input
• Assigned standard and element(s)
• Consider vertical alignment
• Grammar
• Examples of I-SS Artifacts

26

• On behalf of the HR team thank you for the impact
  you have on students staff
• Questions?
• Support?
• Contact us

27
(No Transcript)