Embed Size (px)
DESCRIPTION
Introduction to the NC Teacher Evaluation Process
Citation preview
North Carolina Educator Evaluation
SystemSandhills Leadership Academy
September 13, 2012
Introductions
Before I leave, I need to know…
• As you prepare to transition from evaluatee to evaluator, what questions would you like addressed during today’s session
Digital Disclaimer
The digital tools used during the course of this training have been helpful to some educators across the state. However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during this session.
Teacher Evaluation Process
Component 1: TrainingBefore participating in the evaluation process, all teachers, principals and peer evaluators must complete training on the evaluation process.
Component 2: Orientation
Within two weeks of teacher’s first day, the principal will provide:
A. The Rubric for Evaluating North Carolina Teachers;
B. Teacher Evaluation Policy ID Number: TCP-C-004
C. A schedule for completing evaluation process.
Before Week 3 of School Year
STEP 1:
Training and Orientation
Component 1: TrainingBefore participating in the evaluation process, all teachers, principals and peer evaluators must complete training on the evaluation process.
Component 2: Orientation
Within two weeks of teacher’s first day, the principal will provide:
A. The Rubric for Evaluating North Carolina Teachers;
B. Teacher Evaluation Policy ID Number: TCP-C-004
C. A schedule for completing evaluation process.
Before Week 3 of School Year
Time Matters!
Component 4: Pre-Observation Conference Before the first formal observation, the principal meets with the teacher to discuss: self- assessment, professional growth plan a written description of the lesson(s) to be observed. Goal: To prepare principal for the observation.
Before First Formal Observation
STEP 2:
Self-Assessment, Goal Setting and Pre-Conference
Component 3: Teacher Self-AssessmentUsing the Rubric , the teacher shall rate their performance and reflect on his or her performance throughout the year.
Component 4: Pre-Observation Conference Before the first formal observation, the principal meets with the teacher to discuss: self- assessment, professional growth plan a written description of the lesson(s) to be observed. Goal: To prepare principal for the observation.
Before First Formal Observation
Time Matters! Component 3: Teacher Self-AssessmentUsing the Rubric , the teacher shall rate their performance and reflect on his or her performance throughout the year.
Component 5: Observations
A. Formal observation:
45 min. or entire class period
B. Probationary Teachers:
3 formal by principal and 1 formal by peer
C. Career Status Teachers: Evaluated annually.
During the renewal year: 3 total- 1 must be formal
Observations shall be noted using the Rubric.
Within the 1st nine weeks
STEP 3:
Observation Cycle
(Administrative and Peer)
STEP 3:
Observation Cycle
(Administrative and
Peer)
Component 6: Post-Observation ConferenceThe principal shall conduct a post-observation conference no later than ten school days after each formal observation. Discuss and Document strengths and weaknesses on the Rubric
Component 5: Observations
A. Formal observation:
45 min. or entire class period
B. Probationary Teachers:
3 formal by principal and 1 formal by peer
C. Career Status Teachers: Evaluated annually.
During the renewal year: 3 total- 1 must be formal
Observations shall be noted using the Rubric.
Within the 1st nine weeks
STEP 3:
Observation Cycle
(Administrative and Peer)
Time Matters!Component 6: Post-Observation ConferenceThe principal shall conduct a post-observation conference no later than ten school days after each formal observation. Discuss and Document strengths and weaknesses on the Rubric
Component 7: Summary Evaluation Conference and Scoring the Teacher Summary Rating Form-
A. Give rating for each Element in Rubric B. Comment on “Not Demonstrated” C. overall rating of each Standard D. Provide teacher with opportunity to add comments to the Summary Rating Form E. Review completed Teacher Summary Rating Form with teacher and F. Secure the teacher’s signature on the Record of Teacher Evaluation Activities and Teacher Summary Rating Form.
Component 8: PD PlansIndividual Growth Plans-“Proficient” or better Monitored Growth Plans-At least 1 “Developing” Directed Growth Plans-“not Demonstrated” or“Developing” rating for 2 sequential yrs.
Before the End of the School Year
STEP 4:
Summary Evaluation and Goal Setting
Component 7: Summary Evaluation Conference and Scoring the Teacher Summary Rating Form-
A. Give rating for each Element in Rubric B. Comment on “Not Demonstrated” C. overall rating of each Standard D. Provide teacher with opportunity to add comments to the Summary Rating Form E. Review completed Teacher Summary Rating Form with teacher and F. Secure the teacher’s signature on the Record of Teacher Evaluation Activities and Teacher Summary Rating Form.
Component 8: PD PlansIndividual Growth Plans-“Proficient” or better Monitored Growth Plans-At least 1 “Developing” Directed Growth Plans-“not Demonstrated” or“Developing” rating for 2 sequential yrs.
Before the End of the School Year
Time Matters!
Our Goal is to have a Distinguished Teacher in every classroom
Standard 4:Teachers facilitate learning for their students
a. 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.
b. Teachers plan instruction appropriate for their students.c. Teachers use a variety of instructional methods. d. Teachers integrate and utilize technology in their instruction. e. Teachers help students develop critical thinking and problem-solving skills. f. Teachers help students work in teams and develop leadership qualities.g. Teachers communicate effectively. h. Teachers use a variety of methods to assess what each student has learned.
Standard 4:Teachers facilitate learning for their students
a. 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.
b. Teachers plan instruction appropriate for their students.c. Teachers use a variety of instructional methods. d. Teachers integrate and utilize technology in their instruction. e. Teachers help students develop critical thinking and problem-solving
skills. f. Teachers help students work in teams and develop leadership qualities.g. Teachers communicate effectively. h. Teachers use a variety of methods to assess what each student has learned.
Standard 4:Teachers facilitate learning for their students
a. 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.
b. Teachers plan instruction appropriate for their students.c. Teachers use a variety of instructional methods. d. Teachers integrate and utilize technology in their instruction. e. Teachers help students develop critical thinking and problem-solving
skills. f. Teachers help students work in teams and develop leadership qualities.g. Teachers communicate effectively. h. Teachers use a variety of methods to assess what each student has learned.
Standard 4:Teachers facilitate learning for their students
a. 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.
b. Teachers plan instruction appropriate for their students.c. Teachers use a variety of instructional methods. d. Teachers integrate and utilize technology in their instruction. e. Teachers help students develop critical thinking and problem-solving
skills. f. Teachers help students work in teams and develop leadership qualities.g. Teachers communicate effectively. h. Teachers use a variety of methods to assess what each student has learned.
Take a Break
What helped you grow?
• THINK of a reflective question you have been asked by an evaluator that helped you to grow as a classroom teacher.
• PAIR with a partner discuss your reflective questions.
• SHARE with your group, share the reflective questions and identify one question to use in a later activity.
Probe, Push Activity
• In your groups, discuss the following:
– Identify the standard and element that is probed by the reflective question your group selected in the Think-Pair-Share activity.
– Determine which performance rating the reflective question pushes teachers
What are some questions you would ask teachers to promote growth?
Meet Ms. Rose Carter
Using the link on today’s agenda, read the Pre-Reading Handout and review Ms. Carter’s classroom wiki.
Complete Activity 1 before lunch.
LUNCH
• Please return by 12:45 p.m.
