North Carolina Teacher Performance Appraisal System

Justine LerchNC Teach II

UNC-Wilmington

Agenda

Welcome BackLesson Presentation

TPAS – process and documents, revised (2000-2001) and new NC Rubric (2008)Activities

Review Homework Assignment (20 pts.)Closure

Focus and Reflection Consider the best teacher you’ve

ever known. What made that teacher so memorable? In what way has that teacher influenced your life?

What are the specific characteristics and behaviors that describe that effective teacher?

Objective

To develop an understanding of the North Carolina Teacher Performance Appraisal System including:

Instruments Forms Timelines Terms and Definitions

Teacher Performance Appraisal System

Orientation Self Assessment Pre-conference Observations Post Conferences Professional Development Plan Summative Evaluation Yearly Schedule

Purposes for Evaluation Serve as a measure of performance Serve as a guide for reflection Serve as the basis for instructional

improvement Focus the goals and objectives of

schools and districts as they support, monitor, and evaluate teachers

Purposes Continued

Serve as a tool for developing coaching and mentoring programs

Enhance the implementation of the approved curriculum

Inform higher education institutions as they develop the content and requirements for teacher training programs.

Teacher Performance Appraisal Instrument-Revised

2000-01

The TPAI-R is an adaptation of the former TPAI implemented in NC since 1980’s

Revisions required under provisions of the Excellent Schools Act of 1997

Revisions aligned with NC General Statutes 115C-333 and 335

NC Educator Evaluation System

2008

The purpose of the system is to promote and support effective leadership, quality teaching, and student learning.

The instruments are based on the Framework for 21st Century Learning and the NC Standards.

All of the instruments and processes are designed to encourage professional growth, to be flexible and fair to the persons being evaluated, and to serve as the foundation for professional development needs.

Future Ready Students for the 21st Century

The guiding mission of the NC 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.

21st Century Skills Framework

NC Professional Teaching Standards – Rating Scale

Developing – Demonstrated adequate growth but did not demonstrate competence on standard(s) of performance

Proficient – Demonstrated basic competence on standard(s) for performance

Accomplished – Exceeded basic competence on standard(s) of performance most of the time

Rating Scale Continued 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.]

Teacher Performance Appraisal Instrument

The TPAI-R is a set of tools. There are 8 functions that are

defined by 43 indicators showing the behaviors associated with the appropriate performance of each function

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

Teacher Responsibilities Know and understand the NC Professional

Teaching Standards Understand the NC Evaluation Process Prepare for and fully participate in each

component of the evaluation process Gather data, artifacts, evidence to support

performance and progress in attaining goals Develop and implement strategies to

improve performance in areas identified (IGP/PDP)

Great Quotes From Great Leaders

If your actions inspire others to dream more, learn more, do more and become more, you

are a leader.

John Quincy Adams

Making It Real ActivityConnections

Please take out two documents: the Formative Observation Data Instrument

(FODI) and the NC Professional Teaching Standards.

With a partner, read each Function/Practice on the FODI, then record your list of characteristics, skills and competencies for your “favorite teacher” under the appropriate Function (TPAI) and Standard (Rubric)

Standard I: Teachers Demonstrate Leadership

Teachers lead in their classrooms Teachers demonstrate leadership in

the school Teachers lead the teaching

profession Teachers advocate for school and

students Teachers demonstrate high ethical

standards

Making It Real Activity Standard I

In what ways can a teacher model or demonstrate Teacher Leadership in the classroom, the school and the teaching profession?

Table Activity: Choose a recorder and discuss the question

above. List selected ideas on chart paper (at least 1-2

ideas for each of the three areas: classroom, school & teaching profession).

Select a reporter to report out to the group.

Making it RealActivity--Standard II

What is a working definition of Diverse

Learners? Discuss with your table group Write one definition per table Share with the whole group

Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults

Teachers embrace diversity in the school community and in the world

Teachers treat students as individuals Teachers adapt their teaching for the benefit

of student with special needs Teachers work collaboratively with the families

and significant adults in the lives of their students

Standard IITeachers establish a respectful

environment for a diverse population of students

Making It Real--Standard II Think/Pair/Share Activity

Pair with a person and share: One strategy you have seen or done that models an

environment that is inviting, respectful, supportive, inclusive & flexible

• When time is called, go to a second person and share:

One strategy for maintaining high expectations for students

• When time is called, choose a third person and share:

• One strategy for collaboration with families/significant adults of students

Standard III: Teachers know the content they

teach Teachers align their instruction with the

NC SCoS Teachers know the content appropriate

to their teaching specialty Teachers recognize the

interconnectedness of content areas/disciplines

Teachers make instruction relevant to students

Making It RealActivity--Standard III

Sort the artifacts/behaviors (pink) into the appropriate performance elements (green)

Then, decide where each artifact would rate on the performance scale (blue)

When directed, circulate and compare your table ratings with one other table

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

students Teachers know the ways that learning

takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students

Teachers plan instruction appropriate for their students

Teachers use a variety of instructional methods

Teachers integrate and utilize technology in their instruction

Standard IV: Continued Teachers help students develop critical

thinking and problem solving skills Teachers help students work in teams

and develop leadership qualities Teachers communicate effectively Teachers use a variety of methods to

assess what each student has learned

Making It RealActivity—Standard IV

Read the standard and the descriptors Write one or two observable behaviors or

artifacts that could be used as evidence When the signal is given (2 min.), pass

your paper clockwise Look over what has been recorded and

add new behaviors/artifacts Continue…

The talent of success is nothing more than doing what you can do, well.

Henry W. Longfellow

Standard V: Teachers reflect on their practice

Teachers analyze student learning

Teachers link professional growth to their professional goals

Teachers function effectively in a complex dynamic environment

Making It Real ActivityStandard V

Individually read the post observation dialogue

As a group, decide a rating for each element of Standard V

Determine an overall rating for Standard V

List an additional question that a principal might ask about this standard.

Making It Real ActivityCard Sort

In groups use the cards to match:

The standard The elements for each standard The definitions for each element

The Evaluation Process Orientation:

Within two weeks of a teacher’s first day Must include rubric, policy & schedule of

evaluation The teacher self-assessment:

Uses the teacher rubric Is done by individual (without input from others) Used in developing IGP Used in pre and post conference discussions

Pre Observation Conference A pre-observation conference must

occur before any observations happen during the year.

Discuss: self-assessment, PDP & lesson(s) to be observed

Teacher will have written description of lesson for first observation

Subsequent observations do not require a pre-observation conference

Observations 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 a formal, announced observation

Subsequent observations may be unannounced Evaluator uses the rubric as a recording tool

Post 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

Formative Observation Data Analysis

FODA 2001

Based on observation notes, the observer will address each function using statements which accurately reflect the quality of performance documented by your data.

From the classification of raw data, the observer will also list the strengths observed and prioritize the areas for improvement.

The summary should be completed and a post conference held within ten days of the observation.

Summary Evaluation Conference

Bring Self Assessment Review Observations Discuss Additional Artifacts Sign Summary Rating Form &

Record of Teacher Evaluation Activities

Begin discussion for future goals

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.

Record of Teacher Evaluation Form

Required to be completed at the conclusion of the Summary Conference

Used as documentation that process was completed

Must be signed & dated for each activity

TPAI-R/Summative Features

2001 Instructions Four Step Rating Scale

Above Standard At Standard Below Standard Unsatisfactory

Process Requirements for Beginning Teachers 2001

One full summative evaluation annually Three full class period observations by

administrator or designee One of the three observations

proceeded by a pre-conference Use of FODI (or scripting process) to

record data for each observation Three post observation conferences

using a FODA One peer observation

Professional Development Plan

Teachers who are rated as “Proficient” or higher on all Standards will develop an Individual Growth Plan

Teachers who are rated as “Developing” on any Standard will be placed on a Monitored Growth Plan

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 (meets GS requirements of an action plan)

Cannot be used w/ any teacher being recommended for dismissal, demotion or nonrenewal

Language Analysis

Evidence Observable and

specific Not influenced by

the observer Objective unambiguous

Opinion Draws conclusions Influenced by the

observer’s perspective

Subjective May be subject to

debate

Individual Growth Plan2001

Your IGP must be focused and aligned with the following: Licensure area of job responsibility INTASC Standards State Board of Education’s Strategic

Priorities School or District’s Strategic Priorities Developing Technology Competencies

Areas Of Concern For New Teachers In The Evaluation

Process

Classroom management -discipline

Time management Motivating students Dealing with individual

differences Dealing with problems of

individual students

Areas of Concern - Continued

Assessing students’ work Relations with parents Insufficient materials and supplies Organization of class work

Additional Information

All observations and summative evaluations should be conducted by individuals who have had extensive training in the use of the observation/evaluation instruments

Multiple practice observations are scheduled to verify observer/evaluator accountability

Notes Continued

Observations should last the class period or until the end of the instructional activity.

If a significant interruption occurs, the observation may be stopped, the reason for discontinuing noted, and the observation completed at a later time.

Notes Continued

Observer should not expect to observe all teaching practices during any particular observation.

The evaluator should meet with the teacher to review what was not observed and collect additional information from lesson plans, student work and communication with parents.

Notes Continued Best practices encourage multiple

sources of data. The teacher and/or the observer

may place written comments regarding the evaluation on the TPAI.

Only the Superintendent can recommend that a teacher be dismissed.

Criteria for Teacher Evaluation

Knowledge of Delivery Methods Understanding the Learning Process Knowledge of Content Area Understanding of Student Needs Ability to Demonstrate Evidence of

Student Growth Curriculum Alignment

Criteria for Teacher Evaluation - Continued

Understanding and Use of Standard Course of Study in Instruction and Assessment

Ability to Disaggregate & Use Student Achievement Data in Planning Instruction

Classroom Management

Criteria for Teacher Evaluation - Continued

Professional Growth/Continuous Improvement

Ability to use Technology as a Tool in the Classroom

Communication with Stakeholders Inside and Outside the School Setting

Homework Worth 20 points Due Saturday, September 5, 2009 via Task

Stream Using the Rubric for Evaluating NC

Teachers (in your notebook) complete a self assessment. Rate each element, list sample artifacts, sources, and or documented evidences that you will have to support your performance in each function.

Be objective, concise, and specific.

Homework --continued

Then, using the Professional Development Plan, page 1 (available on line), write two Goals for the year, listing activities/actions, expected outcomes and evidence of completion, resources needed, and an approximate date for completion.

Closure

Questions and Answers Comments Evaluation