Teacher S Teacher Evaluation

7/31/2019 Teacher S Teacher Evaluation

1/24

TEACHERevaluation process

North Carolina

Public Schools of North Carolina

State Board of Education

Department of Public Instruction


2/24

Approved as o August 2008 20

. th d h m. Teachers demonstrate leadership by taking responsibility or the progress o all students toensure that they graduate rom high school, are globally competitive or work and postsecondary education, and are prepared or lie in

the 21st century. Teachers communicate this vision to their students. Using a variety o data sources, they organize, plan, and set goals

that meet the needs o the individual student and the class. Teachers use various types o assessment data during the school year to

evaluate student progress and to make adjustments to the teaching and learning process. They establish a sae, orderly environment,

and create a culture that empowers students to collaborate and become lielong learners.

Dg p amhd Dghdn Dmd

(cmmrqd)

Understands how

they contribute to

students graduating

rom high school.

. . . and

Takes responsibility

or the progress o

students to ensure

that they graduate

rom high school.

. . . and

Communicates to

students the vision

o being prepared

or lie in the 21st

century.

. . . and

Encourages students

to take responsibility

or their own learning.

Uses data to

understand the

skills and abilities o

students.

Provides evidence

o data driven

instruction

throughout allclassroom activities.

Evaluates student

progress using

a variety o

assessment data.

Uses classroom

assessment data

to inorm program

planning.

Establishes a

sae and orderly

classroom.

Creates a classroom

culture that

empowers students

to collaborate.

Empowers and

encourages students

to create and maintain

a sae and supportive

school and community

environment.

b. th dm dh h h. Teachers work collaboratively with school personnel to create a proessionallearning community. They analyze and use local, state, and national data to develop goals and strategies in the school improvement

plan that enhances student learning and teacher working conditions. Teachers provide input in determining the school budget and in

the selection o proessional development that meets the needs o students and their own proessional growth. They participate in the

hiring process and collaborate with their colleagues to mentor and support teachers to improve the eectiveness o their departments

or grade levels.

Attends proessional

learning community

meetings.

. . . and

Participates in

proessional learning

community.

. . . and

Assumes a

leadership role in

proessional learning

community.

. . . and

Collaborates with

colleagues to improve

the quality o learning

in the school.

Displays awareness

o the goals o the

school improvement

plan.

Participates in

developing and/or

implementing the

school improvement

plan.

Collaborates with

school personnel on

school improvement

activities.

Assumes a leadership

role in implementing

school improvement

plan throughout the

building.

rb eg nh c th (rqd)

This form should be used for the teacher self-assessment, classroom observation, and the summary evaluation.

Name: ____________________________________________Date: ___________________________________

School: ____________________________________________District: _________________________________

Evaluator: _________________________________________Title: ___________________________________

Start Time: _________________________________________End Time: _______________________________

sdd i: th dm dh

observti

3

TEACHER S October 31, 2011

Bertie County SchoolsBertie Middle School

Mrs. Carol Mizelle Administrative Intern

9:00 am 9:50 am


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21

North Carolina Teacher Evaluation Process

Lesson plans

Journals

Student handbooksStudent work

School improvement planningService on committees

Relevant data

Class rules and procedures

Participation in The Teacher WorkingCondition Survey

Professional Learning CommunitiesMembership in professional organizations

Formal and informal mentoring

Surveys

NationalBoardCertifcation

Discipline records

Comments

. th d h hg .Teachers strive to improve the teaching proession. They contribute to the establishmento positive working conditions in their school. They actively participate in and advocate or decision-making structures in education and

government that take advantage o the expertise o teachers. Teachers promote proessional growth or all educators and collaborate

with their colleagues to improve the proession.

Dg p amhd Dghdn Dmd

(cmmrqd)

Has knowledge o

opportunities and the

need or proessional

growth and begins

to establish

relationships with

colleagues.

. . . and

Contributes to the:

improvement o the

proession through

proessional growth.

establishment o

positive working

relationships

schools decision-

making processes as

required.

. . . and

Promotes positive

working relationships

through proessional

growth activities and

collaboration.

. . . and

Seeks opportunities

to lead proessional

growth activities

and decision-making

processes.

d. th d h d d. Teachers advocate or positive change in policies and practices aecting student

learning. They participate in the implementation o initiatives to improve the education o students.

Knows about the

policies and practices

aecting student

learning.

. . . and

Supports positive

change in policies

and practices

aecting student

learning.

. . . and

Participates in

developing policies

and practices to

improve student

learning.

. . . and

Actively participates,

promotes, and

provides strong

supporting evidence

or implementation o

initiatives to improve

education.

.th dm hgh h dd. Teachers demonstrate ethical principles including honesty, integrity, air treatment,and respect or others. Teachers uphold the Code o Ethics or North Carolina Educators (eective June 1, 1997) and the Standards for

Professional Conductadopted April 1, 1998. (www.ncptsc.org)

Understands the

importance o

ethical behavior as

outlined in the Code

of Ethics for North

Carolina Educators

and the Standards

for Professional

Conduct.

. . . andDemonstrates

ethical behavior

through adherence

to the Code of

Ethics for North

Carolina Educators

and the Standards

for Professional

Conduct.

. . . andKnows and upholds

the Code of Ethics

for North Carolina

Educatorsand

the Standards

for Professional

Conduct.

. . . andModels the tenets o

the Code of Ethics

for North Carolina

Educatorsand

the Standards for

Professional Conduct

and encourages others

to do the same.

observti

Examples of Artifacts:

Ms. S allows her students to work together and build group relationships. Expectations are known, butstudents are reminded before beginning an activity. Ms. S consistently rewards points and takes away the

points based on the group/ individual work. The reward system is maintained by the students, and thestudents are rewarded at the end of the week.Timer is used to hold students responsible for their work and time management.


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sdd ii: th bh m d

d

. th d m whh h hd h , g h wh g d. Teachersencourage an environment that is inviting, respectul, supportive, inclusive, and exible.

Dg p amhd Dghd

n Dmd

(cmmrqd)

Appreciates and

understands

the need to

establish nurturing

relationships.

. . . and

Establishes an inviting,

respectul, inclusive,

exible, and supportive

learning environment.

. . . and

Maintains a

positive and

nurturing learning

environment.

. . . and

Encourages and

advises others to

provide a nurturing

and positive learning

environment or all

students.

b. th mb dy h h mmy d h wd. Teachers demonstrate their knowledge o the history odiverse cultures and their role in shaping global issues. They actively select materials and develop lessons that counteract stereotypes

and incorporate histories and contributions o all cultures. Teachers recognize the inuence o race, ethnicity, gender, religion, and other

aspects o culture on a students development and personality. Teachers strive to understand how a students culture and background

may inuence his or her school perormance. Teachers consider and incorporate dierent points o view in their instruction.

Acknowledges that

diverse cultures

impact the world.

. . . and

Displays knowledge o

diverse cultures, their

histories, and their

roles in shaping global

issues.

. . . and

Uses materials

or lessons that

counteract

stereotypes and

acknowledges the

contributions o all

cultures.

. . . and

Promotes a deep

understanding o

cultures through the

integration o culturally

sensitive materials and

ideas throughout the

curriculum.

Demonstrates

awareness o the

diversity o students

in the classroom.

Acknowledges the

inuence o race,

ethnicity, gender,

religion, socio-

economics, and

culture on a students

development and

attitudes.

Consistently

incorporates dierent

points o view in

instruction.

Capitalizes on diversity

as an asset in the

classroom.

. th d dd. Teachers maintain high expectations, including graduation rom high school, or students oall backgrounds. Teachers appreciate the dierences and value the contributions o each student in the learning environment by building

positive, appropriate relationships.

Holds high

expectations o

students.

. . . and

Communicates high

expectations or all

students.

. . . and

Encourages and

values contributions

o students,

regardless o

background or ability.

. . . and

Helps students hold

high expectations or

themselves and their

peers.

obse

rvti

3

3

3

3


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23


Studentprofles

Student surveys

Cooperation with ESL teachersLessons that integrate international content

Documentation of referral data and useof IEPs

Communications with parents/ communityProfessional development on cultural

attitudes and awarenessUse of technology to incorporate cultural

awareness into lessons


d. th d h hg h b d wh d. Teachers collaborate with the range o supportspecialists to help meet the special needs o all students. Through inclusion and other models o eective practice, teachers engage

students to ensure that their needs are met.

Dg p amhd Dghdn Dmd

(cmmrqd)

Recognizes that

students have a

variety o learning

needs.

. . . andCollaborates with

specialists who can

support the special

learning needs o

students.

. . . andUnderstands

the roles o and

collaborates with the

ull range o support

specialists to help

meet the special

needs o all students.

. . . andAnticipates the unique

learning needs o

students and solicits

assistance rom within

and outside the school to

address those needs.

Is knowledgeable o

eective practices or

students with special

needs.

Provides unique

learning opportunities

such as inclusion

and research based

eective practices or

students with special

needs.

Eectively engages

special needs

students in learning

activities and

ensures their unique

learning needs are

met.

Adapts instruction or

the beneft o students

with special needs

and helps colleagues

do the same or their

students.

. th wk by wh h m d g d h h d. Teachers recognizethat educating children is a shared responsibility involving the school, parents or guardians, and the community. Teachers improve

communication and collaboration between the school and the home and community in order to promote trust and understanding and

build partnerships with all segments o the school community. Teachers seek solutions to overcome cultural and economic obstacles

that may stand in the way o eective amily and community involvement in the education o their students.

Responds to amily

and community

concerns.

. . . and

Communicates and

collaborates with the

home and community

or the beneft o

students.

. . . and

Recognizes

obstacles to amily

and community

participation and

conscientiously

seeks solutions to

overcome them.

. . . and

Promotes trust

and understanding

throughout the school

community.

observti

3

3

Comments

TEACHER "S" attends IEP meetings to help students with special needs. She recognizes diversity in herclassrooms; furthermore, she works diligently to translate the needed information into her lessonimplementations. The differentiation that I commonly see used involves the assignment types and group workfor certain students. Ms. "S" continues to improve in delivering instruction.*Using differentiation with all students*


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sdd iii: th kw h hy h

. th g h wh h North Carolina Standard Course of Study. In order to enhance the North CarolinaStandard Course of Study, teachers investigate the content standards developed by proessional organizations in their specialty area.

They develop and apply strategies to make the curriculum rigorous and relevant or all students and provide a balanced curriculum

that enhances literacy skills. Elementary teachers have explicit and thorough preparation in literacy instruction. Middle and high school

teachers incorporate literacy instruction within the content area or discipline.

Dg p amhd Dghdn Dmd

(cmmrqd)

Demonstrates an

awareness o the

North Carolina

Standard Course

of Studyand

reerences it in the

preparation o lesson

plans.

. . . and

Understands the

North Carolina

Standard Course

of Study, uses it

in preparation o

lesson plans, and

applies strategies to

make the curriculum

rigorous and relevant.

. . . and

Develops and

applies strategies

based on the North

Carolina Standard

Course of Studyand

standards developed

by proessional

organizations to

make the curriculum

balanced, rigorous

and relevant.

. . . and

Assists colleagues

in applying such

strategies in their

classrooms.

Elementary: Begins

to integrate literacy

instruction in

selected lessons.

Elementary:

Integrates eective

literacy instruction

throughout the

curriculum.

Elementary:

Evaluates and

reects upon the

eectiveness o

literacy instruction.

Elementary: Makes

necessary changes to

instructional practice

to improve student

learning.

Secondary:

Recognizes the

importance o

integrating literacy

strategies within the

content areas.

Secondary:

Incorporates a wide

variety o literacy

skills within content

areas to enhance

learning.

Secondary:

Evaluates and

reects upon the

eectiveness o

literacy instruction

within content areas.

Secondary: Makes

necessary changes to

instructional practice

to improve student

learning.

b. th kw h h hg y. Teachers bring a richness and depth o understanding to their

classrooms by knowing their subjects beyond the content they are expected to teach and by directing students natural curiosity intoan interest in learning. Elementary teachers have broad knowledge across disciplines. Middle school and high school teachers have

depth in one or more specifc content areas or disciplines.

Demonstrates a

basic level o content

knowledge in the

teaching specialty to

which assigned.

. . . and

Demonstrates an

appropriate level o

content knowledge

in the teaching

specialty to which

assigned.

. . . and

Applies knowledge

o subject beyond

the content in

assigned teaching

specialty. Motivates

students to

investigate the

content area

to expand their

knowledge and

satisy their natural

curiosity.

. . . and

Extends knowledge

o subject beyond

content in their

teaching specialty

and sparks students

curiosity or learning

beyond the required

course work.

obser

vti

3

3

3

3


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25


Display of creative student workUse of NC Standard Course of Study

Lesson plans

Content standards


. th gz h d /d. Teachers know the links and vertical alignment o thegrade or subject they teach and the North Carolina Standard Course of Study. Teachers understand how the content they teach relates

to other disciplines in order to deepen understanding and connect learning or students. Teachers promote global awareness and its

relevance to subjects they teach.

Dg p amhd Dghdn Dmd

(cmmrqd)

Understand the

links between

grade/subject and

the North Carolina

Standard Course of

Study.

. . . and

demonstrates

knowledge o links

between grade/

subject and the

North Carolina

Standard Course o

Study.

. . . and

Demonstrates

knowledge o the

links and vertical

alignment o the

grade or subject

area and the North

Carolina Standard

Course of Study.

Relates content to

other disciplines.

. . . and

Collaborates with

teachers rom other

grades or subject

areas to establish links

between disciplines

and inuence school-

wide curriculum and

teaching practice.

Displays global

awareness.

Promotes global

awareness and its

relevance to the

subjects.

Integrates global

awareness activities

throughout lesson

plans and classroominstructional

practices.

Promotes global

awareness and its

relevance to all aculty

members, inuencingcurriculum and

teaching practices

throughout the school.

d. th mk d. Teachers incorporate 21st century lie skills into their teaching deliberately,strategically, and broadly. These skills include leadership, ethics, accountability, adaptability, personal productivity, personal

responsibility, people skills, sel-direction, and social responsibility. Teachers help their students understand the relationship between

the North Carolina Standard Course of Studyand 21st century content, which includes global awareness; fnancial, economic, business

and entrepreneurial literacy; civic literacy; and health awareness.

Identifes

relationships

between the North

Carolina StandardCourse o Study

and lie in the 21st

century.

. . . and

Identifes

relationships

between the core

content and 21stcentury content.

. . . and

Integrates core

content and 21st

century content

throughout lessonplans and classroom

instructional

practices.

. . . and

Deepens students

understandings o

21st century skills and

helps them make theirown connections and

develop new skills.

observti

3

3

3

Comments

TEACHER S utilizes the North Carolina Standard Course of Studies. She utilizes Science and Social Studiesmaterials in her Language Arts classes. She looking into using a series to focus on "Common Core" and thestudies that involves more technology for the students.

TEACHER S utilizes informational texts that are relevant to the students. She continues to research the bestpractices to enable students to use and understand informational texts.


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sdd iv: th g h d

. th kw h wy whh g k , d hy kw h , hy, ,d m dm h d. Teachers know how students think and learn. Teachers understand the inuencesthat aect individual student learning (development, culture, language profciency, etc.) and dierentiate their instruction accordingly.

Teachers keep abreast o evolving research about student learning. They adapt resources to address the strengths and weaknesses o

their students.

Dg p amhd Dghdn Dmd

(cmmrqd)

Understands

developmental

levels o students

and recognizes the

need to dierentiate

instruction.

. . . and

Understands

developmental

levels o students

and appropriately

dierentiates

instruction.

. . . and

Identifes appropriate

developmental

levels o students

and consistently

and appropriately

dierentiates

instruction.

. . . and

Encourages and

guides colleagues to

adapt instruction to

align with students

developmental levels.

Assesses resources

needed to addressstrengths and

weakness o

students.

Reviews and uses

alternative resourcesor adapts existing

resources to take

advantage o student

strengths or address

weaknesses.

Stays abreast o

current research aboutstudent learning and

emerging resources

and encourages the

school to adopt or

adapt them or the

beneft o all students.

b. th h d. Teachers collaborate with their colleagues and use a variety o datasources or short- and long-range planning based on the North Carolina Standard Course o Study. These plans reect an understanding

o how students learn. Teachers engage students in the learning process. They understand that instructional plans must be consistently

monitored and modifed to enhance learning. Teachers make the curriculum responsive to cultural dierences and individual learning

needs.

Recognizes datasources important to

planning instruction.

. . . and

Uses a variety o dataor short- and long-

range planning o

instruction. Monitors

and modifes

instructional plans

to enhance student

learning.

. . . and

Monitors studentperormance and

responds to individual

learning needs in order

to engage students in

learning.

. . . and

Monitors studentperormance and

responds to cultural

diversity and learning

needs through the

school improvement

process.

. th y mhd. Teachers choose the methods and techniques that are most eective in meetingthe needs o their students as they strive to eliminate achievement gaps. Teachers employ a wide range o techniques including

inormation and communication technology, learning styles, and dierentiated instruction.

Demonstrates

awareness o the

variety o methods

and materials

necessary to meet

the needs o all

students.

. . . and

Demonstrates

awareness or use o

appropriate methods

and materials

necessary to meet

the needs o all

students.

. . . and

Ensures the success o

all students through the

selection and utilization

o appropriate methods

and materials.

. . . and

Stays abreast o

emerging research

areas and new and

innovative materials

and incorporates them

into lesson plans and

instructional strategies.

observ

ti

3

3

3

3


9/24

27


d. th g d z hgy h . Teachers know when and how to use technology to maximizestudent learning. Teachers help students use technology to learn content, think critically, solve problems, discern reliability, use

inormation, communicate, innovate, and collaborate.

Dg p amhd Dghdn Dmd

(cmmrqd)

Assesses eective

types o technology

to use or instruction.

. . . andDemonstrates

knowledge o how to

utilize technology in

instruction.

. . . andIntegrates

technology with

instruction to

maximize student

learning.

. . . andProvides evidence o

student engagement

in higher level

thinking skills through

the integration o

technology.

. th h d d -hkg d bm-g k. Teachers encourage students to ask questions,think creatively, develop and test innovative ideas, synthesize knowledge, and draw conclusions. They help students exercise and

communicate sound reasoning; understand connections; make complex choices; and rame, analyze, and solve problems.

Understands the

importance o

developing studentscritical-thinking and

problem solving

skills.

. . . and

Demonstrates

knowledge o

processes neededto support students

in acquiring critical

thinking skills and

problem solving

skills.

. . . and

Teaches students the

processes needed to:

think creatively andcritically,

develop and test

innovative ideas,

synthesize

knowledge,

draw conclusions,

exercise and

communicate sound

reasoning,

understand

connections,

make complex

choices, and

rame, analyze and

solve problems.

. . . and

Encourages and

assists teachers

throughout the schoolto integrate critical

thinking and problem

solving skills into their

instructional practices.

. th h d wk m d d dh q. Teachers teach the importance o cooperation andcollaboration. They organize learning teams in order to help students defne roles, strengthen social ties, improve communication and

collaborative skills, interact with people rom dierent cultures and backgrounds, and develop leadership qualities.

Provides

opportunities

or cooperation,

collaboration, and

leadership through

student learning

teams.

. . . and

Organizes student

learning teams or the

purpose o developing

cooperation,

collaboration, and

student leadership.

. . . and

Encourages students

to create and

manage learning

teams.

. . . and

Fosters the

development o

student leadership

and teamwork skills

to be used beyond the

classroom.

observti

3

3

3


10/24


Lesson plansDisplay of technology used

Professional development

Use of student learning teams

Documentation of differentiatedinstruction

Materials used to promote critical thinking

and problem solving

Collaborative lesson planning


g. th mm y. Teachers communicate in ways that are clearly understood by their students. They areperceptive listeners and are able to communicate with students in a variety o ways even when language is a barrier. Teachers help

students articulate thoughts and ideas clearly and eectively.

Dg p amhd Dghdn Dmd

(cmmrqd)

Demonstrates the

ability to eectively

communicate with

students.

. . . andUses a variety

o methods or

communication with

all students.

. . . andCreates a variety

o methods to

communicate with all

students.

. . .Anticipates

possible student

misunderstandings

and proactively

develops teaching

techniques to mitigate

concerns.

Provides

opportunities or

students to articulate

thoughts and ideas

Consistently

encourages and

supports students to

articulate thoughts

and ideas clearly and

eectively.

Establishes

classroom practices,

which encourage

all students to

develop eective

communication

skills.

Establishes school-

wide and grade

appropriate vehicles

to encourage students

throughout the school

to develop eective

communication skills.

h. th y mhd wh h d h d. Teachers use multiple indicators, includingormative and summative assessments, to evaluate student progress and growth as they strive to eliminate achievement gaps.

Teachers provide opportunities, methods, eedback, and tools or students to assess themselves and each other. Teachers use 21st

century assessment systems to inorm instruction and demonstrate evidence o students 21st century knowledge, skills, perormance,

and dispositions.

Uses indicators to

monitor and evaluate

student progress.

. . . and

Uses multiple

indicators, both

ormative and

summative, to

monitor and evaluate

student progress and

to inorm instruction.

. . . and

Uses the inormation

gained rom the

assessment

activities to improve

teaching practice and

student learning.

. . . and

Teaches students and

encourages them to

use peer and sel-

assessment eedback

to assess their own

learning.

Assesses students

in the attainment

o 21st century

knowledge, skills,

and dispositions.

Provides evidence

that students

attain 21st century

knowledge, skills and

dispositions.

Provides

opportunities or

students to assess

themselves and

others.

Encourages and

guides colleagues to

assess 21st century

skills, knowledge, and

dispositions and to

use the assessment

inormation to adjust

their instructional

practice.

observti

3

3

3

3

Comments

TEACHER S employs Reading strategies; furthermore she is consist in working with the other 6th grade ELA

teacher to improve lessons and push students into more opportunities that will enhance their group work andcreative thinking. She should continue to utilize student data (weekly assessments/benchmark/AR) to driveinstructions/differentiate instructions. Teacher S is very good at collecting and evaluating data.TEACHER S needs to enforce time limits on transition time procedures.


11/24

29


sdd v: th f h

Lesson plansFormative assessments

Student work

Professional growth plan

Completion of professional developmentParticipation in professional learning

communityFormative and summative assessment data


. th yz d g. Teachers think systematically and critically about student learning in their classrooms andschools: why learning happens and what can be done to improve achievement. Teachers collect and analyze student perormance

data to improve school and classroom eectiveness. They adapt their practice based on research and data to best meet the needs o

students.

Dg p amhd Dghd

n Dmd

(cmmrqd)

Recognizes the need

to improve student

learning in the

classroom.

. . . and

Provides ideas about

what can be done

to improve student

learning in their

classroom.

. . . and

Thinks systematically

and critically about

learning in their

classroom: Why

learning happens and

what can be done

to improve student

achievement.

. . . and

Provides a detailed

analysis about what

can be done to

improve student

learning and uses

such analyses to adapt

instructional practices

and materials within

the classroom and at

the school level.

b. th k gwh h g. Teachers participate in continued, high-quality proessional

development that reects a global view o educational practices; includes 21st century skills and knowledge; aligns with the StateBoard o Education priorities; and meets the needs o students and their own proessional growth.

Understands

the importance

o proessional

development.

. . . and

Participates in

proessional

development aligned

with proessional

goals.

. . . and

Participates in

proessional

development

activities aligned with

goals and student

needs.

. . . and

Applies and

implements

knowledge and

skills attained

rom proessional

development

consistent with its

intent.

. th y mx, dym m. Understanding that change is constant, teachers activelyinvestigate and consider new ideas that improve teaching and learning. They adapt their practice based on research and data to best

meet the needs o their students.

Is knowledgeable

o current research-

based approaches

to teaching and

learning.

. . . and

Considers and uses

a variety o research-

based approaches to

improve teaching and

learning.

. . . and

Actively investigates

and considers

alternative research-

based approaches

to improve teaching

and learning and uses

such approaches as

appropriate.

. . . and

Adapts proessional

practice based on data

and evaluates impact

on student learning.

obs

ervti

Comments

TEACHER S participates in the school improvement project collaboration and actively participates in the

discussions. Teacher S has worked with the leadership team to present information at staff meetings.TEACHER S recognizes that her students need a lot of help and support. She is hereby encouraged toimplement strategies that may help them meet their needs.


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Approved as of August 2008 30

_________________________________________________ _____________

Teacher Signature Date

_________________________________________________ _____________

Principal/Evaluator Signature Date

Comments Attached: ____Yes ____No

_________________________________________________ _____________

Principal/Evaluator Signature (Signature indicates question

above regarding comments has been addressed).

Note: The teachers signature on this form represents neither acceptance nor approval of the report. It does, however, indicate that the

teacher has reviewed the report with the evaluator and may reply in writing. The signature of the principal or evaluator veries that the

report has been reviewed and that the proper process has been followed according to North Carolina State Board of Education Policy for

the Teacher Evaluation Process.

rubi fo evaluaig noh caolia tahsigau pag

Date

TEACHER s

C.Mizelle

11/4/11

11/4/11

C.Mizelle


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sg h rb

The principal or evaluator should score each element within a standard. For example, Standard I: Teachersdemonstrateleadershiphasveelements:Teachersleadintheirclassroom;Teachersdemonstrateleadershipinschool;

Teachers lead in the teaching profession; Teachers advocate for schools and students; and Teachers demonstrate highethical standards. The rater will score each of the elements separately, and the combined individual element scores will

determine the overall score for the standard.

The rater should begin with the left-hand column and mark each descriptor that describes the performance of theteacher during the period for which he or she is being evaluated. If the rater is not able to mark any of the descriptorsfor an element, then the Not Demonstrated column is used. In such a case, the rater must write a comment aboutwhat was observed and suggestions for improving performance.

The rating for each descriptor is the lowest rating for which all descriptors are marked. As illustrated in the examplethat follows, the teacher would be rated as Developing on Teachers lead in their classrooms even though at leastonedescriptorforProcient,Accomplished,andDistinguishedwasmarked.ThisisbecauseDevelopingisthelowest

ratingforwhichalldescriptorsweremarked.Likewise,theteacheralsowouldberatedasProcientonTeachers

demonstrate leadership in the school and on each of the remaining elements. This is likely to result in an overallratingof ProcientforStandardI.

When a teacher is rated as Developing or Not Demonstrated, the principal or evaluator should strongly encourage theteachertodevelopagoaltoaddressthearea(s)whereprociencyhasnotbeenreached.


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smmy rg sh th

Develig

prfciet

accmlished

Distiguished

nt

Demstrted

Standard I: Teachers demonstrate leadership

A. Leads in the classroom. X

B. Leads in the school. X

C. Leads the teaching proession. X

D. Advocates or the school and students. X

E. Demonstrates high ethical standards. X

Overall Rating or Standard I X

Standard II: Teachers establish a respectul environment or a diverse population.

A. Provides an environment that is inviting, respectul, supportive, inclusive and exible. X

B. Embraces diversity in the school community and in the world. X

C. Treats students as individuals. X

D. Adapts teaching or the beneft o students with special needs. X

E. Works collaboratively with amilies and signifcant adults in the lives o their students. X

Overall Rating or Standard II X

Standard III: Teachers know the content they teach.

A. Aligns instruction with the North Carolina Standard Course o Study. X

B. Knows the content appropriate to the teaching specialty. X

C. Recognizes the interconnectedness o content areas/disciplines. X

D. Makes instruction relevant to students. X

Overall Rating or Standard III X

Standard IV: Teachers acilitate learning or the students.

A. Knows the ways in which learning takes place, and the appropriate levels o intellectual, physical,social, and emotional development o students. X

B. Plans instruction appropriate or students. X

C. Uses a variety o instructional methods. X

D. Integrates and utilizes technology in instruction. X

E. Helps students develop critical-thinking and problem-solving skills. X

F. Helps students work in teams and develop leadership qualities. X

G. Communicates eectively. X

H. Uses a variety o methods to assess what each student has learned. X

Overall Rating or Standard IV X

Standard V: Teachers reect on their own practice.

A. Analyzes student learning. XB. Links proessional growth to proessional goals. X

C. Functions eectively in a complex, dynamic environment. X

Overall Rating or Standard V X

exm Mkg h smmy rg sh

Comments:

Teacher demonstrates a willingness to collaborate and participates in the staffdevelopment efforts to improve instruction to meet the individual needs of students.

Teachers classroom is a safe (physically and emotionally) environmentfor all students.

Recommended actions for improvement:

Seek opportunities to be more involved in the committees designed to improve theschool environment.

Evidence or documentation that supports rating:

___Unit plans and/or lesson plans

___School improvement team membership

___ ___________________________

___ ___________________________

___ ___________________________


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rd th e a (rqd)

Teacher Name: _____________________________________ ID#: __________________________________

School: ____________________________________________ School Year: _____________________________

Position/Assignment: _________________________________________________________________________

Evaluator: _________________________________________ Title: ___________________________________

TeacherBackground(Brieflydescribetheteacherseducationalbackground,yearsof experience,teachingassignment,

and any other factors that may impact the evaluation):

The North Carolina Teacher Evaluation is based, in part, on informal and formal observations and conferencesconducted on the following dates:

ay D th sg e sg

Orientation

Pre-Observation Conerence

Observation #1

Post-Observation Conerence #1

Pre-Observation Conerence (optional)

Observation #2



Observation #3



Observation #4 (i required)


(i required)

Summary Evaluation Conerence

Individual Growth Plan Completed

In addition to observations, other relevant sources of performance evidence, such as the artifacts suggested on therubric, may be considered when determining the teachers overall level of performance. Sources of evidence discussedin completing this evaluation include the following:

_______________________________________ ______________________________________

_______________________________________ ______________________________________

_______________________________________ ______________________________________

TEACHER X

BERTIE MIDDLE SCHOOL 2011-2012

TEACHER

ADMINISTRATIVE INTERNMR. G. M. PITPIT

10/30/11

11/9/11

10/31/11


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sandad i: teache demnae leadehpDeveloping Profcient Accomplished Distinguished

Not

Demonstrated

A. Teachers lead in the classroom.

B. Teachers demonstrate leadership in the school.

C. Teachers lead the teaching proession.

D. Teachers advocate or schools and students.

E. Teachers demonstrate high ethical standards.

oveall ang f sandad i

sandad ii: teache eablh a epecful envnmen

f a dvee ppulan f udenDeveloping Profcient Accomplished Distinguished

Not

Demonstrated

A. Teachers provide an environment in which each child has a positive, nurturingrelationship with caring adults.

B. Teachers embrace diversity in the school community and in the world.

C . Teachers treat students as individuals.

D. Teachers adapt their teaching or the beneft o students with special needs.

E. Teachers work collaboratively with the amilies and signifcant adults in the

lives o their students.

oveall ang f sandad ii

sandad iii: teache knw he cnen hey each Developing Profcient Accomplished DistinguishedNot

Demonstrated

A. Teachers align their instruction with the North Carolina Standard Course o

Study.

B. Teachers know the content appropriate to their teaching specialty.

C. Teachers recognize the interconnectedness o content areas/disciplines.

D. Teachers make instruction relevant to students.

oveall ang f sandad iii

summay rang shee (opnal)

This form summarizes ratings from the rubric or observation form and requires the rater to provide a description of

areas needing improvement and comments about performance. It should be completed after each observation and

as a part of the Summary Evaluation discussion conducted near the end of the year. It should be used to summarize

self-assessment and evaluator ratings.

Name: ____________________________________________________________________________________

Date: _____________________________________________________________________________________

School: ____________________________________________________________________________________

District: ___________________________________________________________________________________

Evaluator: _________________________________________________________________________________

Title: _____________________________________________________________________________________

BERTIE MIDDLE SCHOOL


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sandard v: teacher refec n her pracce Developing Profcient Accomplished DistinguishedNot

Demonstrated

A. Teachers analyze student learning.

B. Teachers link professional growth to their professional goals.

C. Teachers function effectively in a complex, dynamic environment.

oerall rang r sandard v

sandard iv: teacher aclae learnng r her uden Developing Profcient Accomplished DistinguishedNot

Demonstrated

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 collaborate with their colleagues and use a variety of data sources

for short- and long-range planning based on the North Carolina Standards

Course of Study.

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.

oerall rang r sandard iv

_________________________________________________ _____________


_________________________________________________ _____________



_________________________________________________ _____________







Date


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pg twd ahg G (o)

Name: ____________________________________________________ District: ______________________

School: ___________________________________________________ School Year: ___________________

Evaluator: _________________________________________________ Title _________________________

The evaluator determines whether the teacher is making acceptable progress toward goal(s) attainment within each

standard. Mark this category as (P) progressing or (NP) not progressing.

G p np na*

Standard I: Teachers Demonstrate Leadership

Standard II: Teachers Establish a Respectul Environment or a Diverse Population o Students

Standard III: Teachers Know the Content They Teach

Standard IV: Teachers Facilitate Learning or Their Students

Standard V: Teachers Reect on Their Practice

Goal:

Revised Plan/Comment:

Goal:

Revised Plan/Comment

Goal:

Revised Plan/Comment

Teacher Signature ____________________________________ Date _________________________________

Evaluator Signature __________________________________ Date _________________________________


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sandad i: tach Dmna ladhp

emn Developing Profcient Accomplished DistinguishedNot

Demonstrated

A. Teachers lead in their classrooms.

B. Teachers demonstrate leadership in the school.

C. Teachers lead the teaching profession.

D. Teachers advocate for schools and students.

E. Teachers demonstrate high ethical standards.

ova ang f sandad i

tach summay rang Fm (rqud)

This form is to be jointly reviewed by the teacher and evaluator or designee during the summary Evaluation

Conference conducted at the end of the year.

Name: __________________________________________________________________________________

School: ___________________________________________________ School Year: ___________________

Evaluator: _________________________________________________ District: _______________________

Date Completed: _____________________________________ Evaluators Title: _______________________

________ Probationary Teacher ______ Career Status Teacher (Please check one)

Comments:


Resources needed to complete these actions:

Evidence or documentation to support rating:

___ Lesson Plans

___ School Improvement Planning___ Teacher Working Conditions

___ Surveys

___ Journals

___ Service on Committees

___ Professional Learning Communities

___NationalBoardCertifcation

___ Student Handbooks

___ Relevant Data

___ Membership in Professional Organizations

___ Discipline Records

___ Student Work

___ Class Rules and Procedures

___ Formal and Informal Mentoring

_________________________________________________

_________________________________________________

_________________________________________________


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sdd ii: th ebh r em

D p sd

em Developing Profcient Accomplished DistinguishedNot

Demonstrated

A. Teachers provide an environment in which each child has a positive, nurturing

relationship with caring adults.

B. Teachers embrace diversity in the school community and in the world.

C. Teachers treat students as individuals.

D. Teachers adapt their teaching or the beneft o students with special needs.

E. Teachers work collaboratively with the amilies and signifcant adults in the lives

o their students.

o g sdd ii

Comments:




___StudentProles

___ Documentation of Referral Data and Use of IEPs

___ Student Surveys

___ Communications with Parents/Community

___ Cooperate with ESL Teachers

___ Professional Development on Cultural Attitudes andAwareness

___ Lessons that Integrate International Content

___ Use of Technology to incorporate cultural awareness intoLessons

_________________________________________________

_________________________________________________

_________________________________________________


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sdd iii: th Kw h c thy th


Demonstrated

A. Teachers align their instruction with the North Carolina Standard Course o

Study.

B. Teachers know the content appropriate to their teaching specialty.

C. Teachers recognize the interconnectedness o content areas/disciplines.

D. Teachers make instruction relevant to students.

o g sdd iii

Comments:




___ Display of Creative Student Work

___ Use of Standard Course of Study

___ Lesson Plans

___ Content Standards

_________________________________________________

_________________________________________________

_________________________________________________


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sdd iv: th F lg th sd


Demonstrated

A. Teachers know the ways in which learning takes place, and they know the

appropriate levels o intellectual, physical, social, and emotional development o

their students.

B. Teachers plan instruction appropriate or their students.

C. Teachers use a variety o 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 eectively.

H. Teachers use a variety o methods to assess what each student has learned.

o rg sdd iv

Comments:




___ Lesson Plans

___ Documentation of Differentiated Instruction

___ Display of Technology Used

___ Materials Used to Promote Critical Thinking and Problem

Solving

___ Professional Development

___ Collaborative Lesson Planning

___ Use of student learning teams

_________________________________________________

_________________________________________________

_________________________________________________


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sandad v: tach rfc n thi pacic

elmn Developing Profcient Accomplished DistinguishedNot

Demonstrated

A. Teachers analyze student learning.

B. Teachers link professional growth to their professional goals.

C. Teachers function effectively in a complex, dynamic environment.

oall aing sandad v

Comments:




___ Lesson Plans

___ Completion of Professional Development

___ Formative Assessments

___ Participation in Professional Learning Community

___ Student Work

___ Formative and Summative Assessment Data

___ Professional Growth Plan

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________ _____________


_________________________________________________ _____________



_________________________________________________ _____________







Date


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Mid-continent Research for Education and Learning

4601 DTC Boulevard, Suite 500Denver, CO 80237-2596

303.337.0990Fax 303.337.3005

Teacher S Teacher Evaluation

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