Teacher Evaluation Process

1. Administrator Training Teacher Evaluation Process

2. A Vision of K-12 Students today http://www.teachertube.com/viewVideo.php?video_id=223&title=Shake_it_Up

3. NORTH CAROLINA’S Educational Pipeline 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. Source: www.achieve.org

4. Future-Ready Students For the 21st Century The 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.

5. To accomplish this mission, NC Public Schools will:

6. To accomplish this mission, NC Public Schools will: Produce globally competitive students

7. To accomplish this mission, NC Public Schools will: Be led by 21st century professionals

8. To accomplish this mission, NC Public Schools will: Be healthy and responsible

9. To accomplish this mission, NC Public Schools will: Leadership will guide innovation in NC Public schools

10. To accomplish this mission, NC Public Schools will: Be governed and supported by 21st Century Systems

11. 21st Century Skills Framework

12. 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.

13. North Carolina Professional Educator Evaluation Systems • 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.

14. 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.

15. 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.

16. North Carolina Professional Teaching Standards

17. 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.

18. If your actions inspire others to dream more, learn more,do more,and become more,you are a leader.John Quincy Adams

19. Standard I: Teachers demonstrate leadership • A. 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

20. Standard I: Teachers demonstrate leadership • B. 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

21. Standard I: Teachersdemonstrateleadership • C. 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

22. Standard I: Teachers demonstrate leadership • D. 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

23. Standard I: Teachers demonstrate leadership • E. Teachers demonstrate high ethical standards: • Demonstrate ethical principles. • Uphold the Code of Ethics and Standards for professional conduct.

24. A good deed is never lost: he who sows courtesyreaps friendship;andhe who plants kindness gathers love.Basil

25. 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

26. Standard II: Teachers establish a respectful environment for a diverse population of students • 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

27. Standard II: Teachers establish a respectful environment for a diverse population of students • Teachers treat students as individuals: • high expectations for all students • Appreciate differences and value contributions by building positive, appropriate relationships

28. Standard II: Teachers establish a respectful environment for a diverse population of students • 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

29. Standard II: Teachers establish a respectful environment for a diverse population of students • 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

30. 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 meanall of your life.Henry L. Doherty

31. Standard III: Teachers know the content they teach • 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

32. Standard III: Teachers know the content they teach • Teachers know the content appropriate to their teaching specialty: • Know subject beyond the content they teach • Direct students’ curiosity into an interest in learning

33. Standard III: Teachers know the content they teach • 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

34. Standard III: Teachers know the content they teach • 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

35. The mediocre teacher tells. The good teacher explains.The superior teacher demonstrates.The great teacher inspires.William Ward

36. Standard IV: Teachers facilitate learning for their students • 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

37. Standard IV: Teachers facilitate learning for their students • 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

38. Standard IV: Teachers facilitate learning for their students • 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

39. Standard IV: Teachers facilitate learning for their students • 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

40. Standard IV: Teachers facilitate learning for their students • 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

41. Standard IV: Teachers facilitate learning for their students • 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

42. Standard IV: Teachers facilitate learning for their students • Teachers communicate effectively: • Communicate clearly with students in a variety of ways • Assist students in articulating thoughts and ideas clearly and effectively

43. Standard IV: Teachers facilitate learning for their students • 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

44. 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

45. Standard V: Teachers reflect on their practice • 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

46. Standard V: Teachers reflect on their practice • Teachers link professional growth to their professional goals: • Participate in continued, high quality professional development

47. Standard V: Teachers reflect on their practice • Teachers function effectively in a complex, dynamic environment: • Actively investigate and consider new ideas that improve teaching and learning • Adapt practice based on data

48. Card Sort Activity In groups of 2-3 people, use the cards to match: The Performance Standard The Performance Elements for each standard

49. The EvaluationProcess

50. Step 1: Orientation • Conducted within two weeks of a teacher’s first day • Must include rubric, policy & schedule of evaluation