teacher evaluation process
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Administrator Training. Teacher Evaluation Process. A Vision of K-12 Students today. http://www.teachertube.com/viewVideo.php?video_id=223&title=S hake_it_Up. NORTH CAROLINA’S Educational Pipeline. In North Carolina, for every 100 9 th grade students…. - PowerPoint PPT PresentationTRANSCRIPT
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
TO ACCOMPLISH THIS MISSION,
NC PUBLIC SCHOOLS WILL:
TO ACCOMPLISH THIS MISSION,
NC PUBLIC SCHOOLS WILL:Be led by 21st century professionals
TO ACCOMPLISH THIS MISSION,
NC PUBLIC SCHOOLS WILL:Be healthy and responsible
TO ACCOMPLISH THIS MISSION,
NC PUBLIC SCHOOLS WILL:Leadership will guide innovation in NC
Public schools
TO ACCOMPLISH THIS MISSION,
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.
NORTH CAROLINA PROFESSIONAL
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.
NORTH CAROLINA PROFESSIONAL
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.
SCORING THE RUBRICSTANDARD 2
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.
SCORING THE RUBRICSTANDARD 3
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
SCORING THE RUBRICSTANDARD 4
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.
SCORING THE RUBRICSTANDARD 5
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