North Carolina Teacher Performance Appraisal System Justine Lerch NC Teach II UNC-Wilmington.
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Transcript of North Carolina Teacher Performance Appraisal System Justine Lerch NC Teach II UNC-Wilmington.
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