Introduction to the NC Teacher Evaluation Process

1. North Carolina Educator
Evaluation System
Sandhills Leadership Academy
September 13, 2012

2. Introductions

3. 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

4. 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.

5. Region 4 Wiki
http://rt3region4.ncdpi.wikispaces.net

7. Teacher Evaluation Process

8. Before Week 3 of School Year
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.
STEP 1:
Component 1: Training
Before participating in the evaluation Training and Orientation
process, all teachers, principals and
peer evaluators must complete training
on the evaluation process.

9. Before Week 3 of School Year
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
Time Matters!
C. A schedule for completing evaluation process.
Component 1: Training
Before participating in the evaluation
process, all teachers, principals and
peer evaluators must complete training
on the evaluation process.

10. Before First Formal Observation
Component 3: Teacher Self-Assessment
Using the Rubric , the teacher shall rate
their performance and reflect on his or her
STEP 2: performance throughout the year.
Self-Assessment, Component 4: Pre-Observation
Conference
Goal Setting and Before the first formal observation,
the principal meets with the
Pre-Conference 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.

11. Before First Formal Observation
Component 3: Teacher Self-Assessment
Time Matters! Using 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.

12. Within the 1st nine weeks
Component 5: Observations
A. Formal observation:
STEP 3:3:
STEP 45 min. or entire class period
Observation
Observation Cycle B. Probationary Teachers:
Cycle
(Administrative and
3 formal by principal and 1 formal by peer
C. Career Status Teachers: Evaluated annually.
(Administrati
Peer) During the renewal year: 3 total- 1 must be formal
ve and Peer)
Observations shall be noted using the Rubric.
Component 6: Post-Observation Conference
The 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

13. Within the 1st nine weeks
Component 5: Observations
A. Formal observation:
STEP 3: 45 min. or entire class period
Observation B. Probationary Teachers:
Cycle 3 formal by principal and 1 formal by peer
(Administrati C. Career Status Teachers: Evaluated annually.
ve and Peer) During the renewal year: 3 total- 1 must be formal
Observations shall be noted using the Rubric.
Time Matters! Component 6: Post-Observation Conference
The 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

14. Before the End of the School Year
Component 8: PD Plans
Individual Growth Plans-“Proficient” or better
Monitored Growth Plans-At least 1 “Developing”
Directed Growth Plans-“not Demonstrated” or STEP 4:
“Developing” rating for 2 sequential yrs.
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.

15. Before the End of the School Year
Component 8: PD Plans
Individual Growth Plans-“Proficient” or better
Monitored Growth Plans-At least 1 “Developing”
Directed Growth Plans-“not Demonstrated” or
“Developing” rating for 2 sequential yrs.
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
Time Matters!
teacher and
F. Secure the teacher’s signature on the Record of Teacher
Evaluation Activities and Teacher Summary Rating Form.

16. Our Goal is to have a Distinguished
Teacher in every classroom

18. 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.

19. 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.

20. 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.

21. 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.

22. Take a Break

28. 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.

29. 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

30. What are some questions you would
ask teachers to promote growth?

31. 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.

32. LUNCH
• Please return by 12:45 p.m.