teacher evaluation process

TEACHER EVALUATION PROCESS

ADMINISTRATOR TRAINING

A VI

SION

OF

K-12

STU

DENT

S TO

DAY

http://www.teachertube.com/viewVideo.php?video_id=223&title=Shake_it_Up



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 Associate’s degree within three years or a Bachelor’s degree within six years.

NORTH CAROLINA’S

EDUCATIONAL PIPELINE

Source: www.achieve.org

FUTURE-READY STUDENTS FOR

THE 21ST CENTURYThe 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 post-secondary education and prepared

for life in the 21st Century.

TO ACCOMPLISH THIS MISSION,

NC PUBLIC SCHOOLS WILL:

Produce globally competitive students


NC PUBLIC SCHOOLS WILL:


NC PUBLIC SCHOOLS WILL:Be led by 21st century professionals


NC PUBLIC SCHOOLS WILL:Be healthy and responsible


NC PUBLIC SCHOOLS WILL:Leadership will guide innovation in NC

Public schools


NC PUBLIC SCHOOLS WILL:Be governed and supported by 21st

Century Systems

21ST CENTURY SKILLS FRAMEWORK

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.

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.


EDUCATOR EVALUATION SYSTEMS

PRINCIPAL/AP RESPONSIBILITIES

Know and understand the North Carolina Professional Teaching Standards

Participate in training to understand and implement the Teacher Evaluation Process.

Supervise the Teacher Evaluation Process and ensure that all steps are conducted according to the approved process.

PRINCIPAL/AP RESPONSIBILITIES

(CONTINUED) Identify the teacher’s strengths and areas for

improvement and make recommendations for improving performance.

Ensure that the contents of the Teacher Summary Evaluation Report accurately reflect the teacher’s performance.

Develop and supervise implementation of action plans as appropriate.


TEACHING STANDARDS

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.

IF YOUR ACTIONS INSPIRE OTHERS TO

DREAM MORE, LEARN MORE,

DO MORE,AND BECOME MORE,YOU ARE A LEADER.

JOHN QUINCY ADAMS

STANDARD I: TEACHERS DEMONSTRATE LEADERSHIPA. 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

STANDARD I: TEACHERS DEMONSTRATE LEADERSHIPB. 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

STANDARD I: TEACHERS DEMONSTRATE LEADERSHIPC. 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

STANDARD I: TEACHERS DEMONSTRATE LEADERSHIPD. 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

STANDARD I: TEACHERS DEMONSTRATE LEADERSHIPE. Teachers demonstrate high ethical standards:

Demonstrate ethical principles. Uphold the Code of Ethics and Standards for

professional conduct.

A GOOD DEED IS NEVER LOST: HE WHO SOWS

COURTESYREAPS FRIENDSHIP;

ANDHE WHO PLANTS

KINDNESS GATHERS LOVE.

BASIL

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

STANDARD II: TEACHERS ESTABLISH A RESPECTFUL ENVIRONMENT FOR A DIVERSE POPULATION OF STUDENTSB. 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 child’s development, personality, and performance

Consider and incorporate different points of view

STANDARD II: TEACHERS ESTABLISH A RESPECTFUL ENVIRONMENT FOR A DIVERSE POPULATION OF STUDENTSC. Teachers treat students as individuals:

high expectations for all students Appreciate differences and value contributions

by building positive, appropriate relationships

STANDARD II: TEACHERS ESTABLISH A RESPECTFUL ENVIRONMENT FOR A DIVERSE POPULATION OF STUDENTSD. 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

STANDARD II: TEACHERS ESTABLISH A RESPECTFUL ENVIRONMENT FOR A DIVERSE POPULATION OF STUDENTSE. 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

GET OVER THE IDEA THAT ONLY CHILDREN SHOULD

SPENDTHEIR 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

STANDARD III: TEACHERS KNOW THE CONTENT THEY TEACHA. 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

STANDARD III: TEACHERS KNOW THE CONTENT THEY TEACHB. Teachers know the content appropriate to their

teaching specialty:

Know subject beyond the content they teach Direct students’ curiosity into an interest in

learning

STANDARD III: TEACHERS KNOW THE CONTENT THEY TEACHC. 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

STANDARD III: TEACHERS KNOW THE CONTENT THEY TEACHD. 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

THE MEDIOCRE TEACHER TELLS.

THE GOOD TEACHER EXPLAINS.

THE SUPERIOR TEACHER DEMONSTRATES.

THE GREAT TEACHER INSPIRES.

WILLIAM WARD

STANDARD IV: TEACHERS FACILITATE LEARNING FOR THEIR STUDENTSA. 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

STANDARD IV: TEACHERS FACILITATE LEARNING FOR THEIR STUDENTSB. 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

STANDARD IV: TEACHERS FACILITATE LEARNING FOR THEIR STUDENTSC. 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

STANDARD IV: TEACHERS FACILITATE LEARNING FOR THEIR STUDENTSD. 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

STANDARD IV: TEACHERS FACILITATE LEARNING FOR THEIR STUDENTSE. 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

STANDARD IV: TEACHERS FACILITATE LEARNING FOR THEIR STUDENTSF. 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

STANDARD IV: TEACHERS FACILITATE LEARNING FOR THEIR STUDENTSG. Teachers communicate effectively:

Communicate clearly with students in a variety of ways

Assist students in articulating thoughts and ideas clearly and effectively

STANDARD IV: TEACHERS FACILITATE LEARNING FOR THEIR STUDENTSH. 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

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

STANDARD V: TEACHERS REFLECT ON THEIR PRACTICE A. 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

STANDARD V: TEACHERS REFLECT ON THEIR PRACTICEB. Teachers link professional growth to their

professional goals:

Participate in continued, high quality professional development

STANDARD V: TEACHERS REFLECT ON THEIR PRACTICEC. Teachers function effectively in a complex,

dynamic environment:

Actively investigate and consider new ideas that improve teaching and learning

Adapt practice based on data

CARD SORT ACTIVITY

In groups of 2-3 people, use the cards to match:

1. The Performance Standard

2. The Performance Elements for each standard

THE EVALUATIONPROCESS

STEP 1: ORIENTATION

Conducted within two weeks of a teacher’s first day

Must include rubric, policy & schedule of evaluation

STEP 2: THE TEACHER SELF-ASSESSMENT

Uses the teacher rubric Is done by individual (without input from

others) Used in developing Professional Development

Plan (PDP) Used in pre- and post-conference discussions

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

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

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

STEP 6: SUMMARY EVALUATION CONFERENCE

Bring self-assessmentand PDP

Review observations Discuss additional

artifacts

Sign summaryrating form

Begin discussion forfuture goals

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.

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.

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.)

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.

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.

STEP 7: PROFESSIONAL DEVELOPMENT PLANS

RECORDING OBSERVATION DATA

EVIDENCE Observable & specific Not influenced by the

observer’s perspective

Objective Unambiguous

Draws conclusions Influenced by the

observer’s perspective Subjective May be subject to

debate

OPINION

LANGUAGE ANALYSIS MAKING EVIDENCE BASED

STATEMENTSWith an elbow partner: Review the statements. Circle the words or phrases that imply opinion

and/or are left open to interpretation. Rewrite statements and make

them evidence based.

SCORING THE RUBRICSTANDARD 1

MAKING IT REAL: STANDARD I

With a partner, identify evidence that you might use to indicate each level of a teacher’s performance on Element A on Standard 1.

Repeat for Elements B, C and D. As a table, discuss the paired results. Using the ethics policy, identify

with your group one or two areas that might be unknown to teachers.

MAKING IT REAL: STANDARD II

Read the scenario. Work with a table partner. Rate each element for

Standard II individually on the top half of the Rating/Evidence Recording Sheet.

Discuss as a table group and record consensus ratings on the bottom half of the sheet.

MAKING IT REAL: STANDARD III

In groups of 2-3, sort the artifacts/behaviors into the appropriate performance elements.

Decide where each artifact would rate on the performance rating scale.

Circulate and compare your table ratings with the other tables

MAKING IT REAL: STANDARD IV

ELEMENT______ Teacher Student

Developing

Proficient

Accomplished

Distinguished

MAKING IT REAL: STANDARD IV CONTINUED

Break into your Standard IV element groups.

Read the descriptors for each level that correspond with the group’s performance element on pages 26-28.

Record on chart paper 1 or 2 observable behaviors for both teachers and students.

MAKING IT REAL: STANDARD V

Teacher Self-Assessment depends on clarity of communication

Evidence-based conversations

Principal supports teacher awareness of self-reflective behavior

MAKING IT REAL: STANDARD V

CONTINUED

Individually read the post-observation dialogue. As a table group, decide a rating for each

element (A, B, & C) of Standard V. Determine an overall rating for Standard V. List 2 – 3 additional questions a principal might

ask to help determine appropriate level.

Developing

ProficientAccomplished

Distinguished

QUESTIONS AND ANSWERS

teacher evaluation process

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