Download
1 / 29
290 likes | 525 Vues
Teacher Perceptions Related to a Change in Teacher Evaluation Processes in North Carolina. National Evaluation Institute October 8, 2010. Purposes of Teacher Evaluation. Required Paperwork. Promote Professional Growth. Employment Decisions. Celebrate Success. School Improvement.
E N D
Teacher Perceptions Related to a Change in Teacher Evaluation Processes in North Carolina National Evaluation Institute October 8, 2010
Purposes of Teacher Evaluation Required Paperwork Promote Professional Growth Employment Decisions Celebrate Success School Improvement
Purposes of Teacher Evaluation “The fundamental purpose of personnel evaluation in education settings is to help provide effective services to students.” Joint Committee on Standards for Educational Evaluation, 2009, p.1 Required Paperwork Promote Professional Growth Employment Decisions Celebrate Success School Improvement
Value of Teacher Evaluation • Teacher quality matters • Accountability • Public expectations • Teacher evaluation can lead to improved instruction (Astor, 2005; Colby, 2001; Gordon, Meadows, & Dyal, 1995; La Masa, 2005; Ruckel & Hennes, 1994)
Effective Teacher Evaluation • Processes • Orientation • Pre-observation conferences • Frequent observations • Additional data sources • Post-observation conferences • Feedback
Effective Teacher Evaluation • Processes • Focus on reflection and professional growth • Self-assessment • Goal setting • Professional growth plans • Focus on student learning
Effective Teacher Evaluation • Standards and instruments • Clear standards/high expectations for student learning • Instrument based on standards • Information about what is considered important • Information for the teacher on what is expected • Conversation starter
Effective Teacher Evaluation • Standards and instruments • Rubrics • Depth of information • More clearly judgmental • Solves the problem of inflated ratings or similar ratings for all areas based on a single impression (Marshall, 2005; Toch & Rothman, 2008 Webb & Norton, 2009)
Teacher Evaluation in NC • NC State Board of Education Mission • Every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century (Public Schools of North Carolina, 2006)
Summary of the NCTEP • Intended purpose • To assess the teacher’s performance in relation to the North Carolina Professional Teaching Standards and to design a plan for professional growth. • The teacher will actively participate through the use of selfassessment, reflection, presentation of artifacts, and classroom demonstration(s). (NCSBE, 2008)
Summary of the NCTEP • Rubric and standards • NC Professional Teaching Standards • The Rubric for Evaluating North Carolina Teachers • Five standards with elements and descriptors for each • https://mxweb.media-x.com/home/ncval/demo/
Ratings • Developing – adequate growth but not competence • Proficient – basic competence; good, solid teaching • Accomplished – exceeds basic competence most of the time • Distinguished – significantly and consistently exceeds basic competence • Not Demonstrated – no evidence whatsoever that the teacher demonstrates competence or even awareness of the need for this skill
Summary of the NCTEP • Self assessment • Required annually • Completed on the Rubric • Pre-observation conference • One required before the first observation • Observation • Scripting/Raw data not required
Summary of the NCTEP • Post-observation conference • Within 10 days • Held in the teacher’s classroom • Artifacts • Presented during the post-observation conference or at other times Note: Sections on the Rubric would likely be completed during the post-observation conference based on the conversation held and the artifacts presented and discussed
Summary of the NCTEP • Professional Development Plans • Individual • Monitored* • Directed* *Can serve as an action plan or a separate action plan document may be used • If using McREL software, PDP is automatically generated with suggested standards and elements based on the prior year’s summary evaluation form
Summary of the NCTEP The biggest change is that the focus is on holding collegial conversations and promoting professional growth
NC Teacher Working Conditions Survey • Three questions • Teachers are held to high professional standards for delivering instruction • Teachers receive feedback that can help them improve teaching • The procedures for teacher performance evaluations are consistent • These questions were asked in both 2008 and 2010
NC Teacher Working Conditions Survey • Two questions • Teachers are encouraged to reflect on their own practice • Teachers are encouraged to try new things to improve instruction • These questions were asked in 2010 only
Comparisons planned • Phase I Only (7LEAs) • 2008 – No experience with NCTEP • 2010 – Almost two years with NCTEP • Phase III Only (59 LEAs) • 2010 – No experience with NCTEP • Experienced LEAs (17 LEAs) • Pilot and Phase I • Phase I Only • Pilot and Phase II 2010 – 2 to 3 years of experience with NCTEP
Percentage of Agreement Questions in both the 2008 and 2010 TWC Surveys *P I indicates the percentage for all Phase I Only LEAs, weighted by the number of respondents
Percentage of Agreement Questions in the 2010 TWC Survey Only *P I indicates the percentage for all Phase I Only LEAs, weighted by the number of respondents
Additional Information • NC State Board of Education – Mission Statement and Future-Ready Goals: http://www.ncpublicschools.org/stateboard/about/goals • NC State Board Teacher Evaluation Policy: http://www.ncpublicschools.org/docs/profdev/training/teacher/teacher-evaluation.pdf • NC Professional Teaching Standards: http://www.ncptsc.org/Final%20Standards%20Document.pdf • NC Teacher Evaluation Process Materials: http://www.ncpublicschools.org/profdev/training/teacher/
Contact Information: Pamela H. Breedlovepamela.breedlove@mail.wilson.k12.nc.us252-399-7870 ext. 8314
