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North Carolina Teacher Performance Appraisal System. Justine Lerch NC Teach II UNC-Wilmington. Agenda. Welcome Back Lesson Presentation TPAS – process and documents, revised (2000-2001) and new NC Rubric (2008) Activities Review Homework Assignment (20 pts.) Closure .

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North Carolina Teacher Performance Appraisal System

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

    2. Agenda Welcome Back Lesson Presentation TPAS – process and documents, revised (2000-2001) and new NC Rubric (2008) Activities Review Homework Assignment (20 pts.) Closure

    3. 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?

    4. Objective • To develop an understanding of the North Carolina Teacher Performance Appraisal System including: • Instruments • Forms • Timelines • Terms and Definitions

    5. Teacher Performance Appraisal System • Orientation • Self Assessment • Pre-conference • Observations • Post Conferences • Professional Development Plan • Summative Evaluation • Yearly Schedule

    6. Purposes for Evaluation • Serve as ameasure 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

    7. 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.

    8. Teacher Performance Appraisal Instrument-Revised2000-01 • 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

    9. NC Educator Evaluation System2008 • 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.

    10. 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.

    11. 21st Century Skills Framework

    12. 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

    13. 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.]

    14. 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

    15. 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

    16. 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)

    17. 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

    18. 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)

    19. 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

    20. 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.

    21. 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

    22. Standard IITeachers establish a respectful environment for a diverse population of students • 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

    23. Making It Real--Standard IIThink/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

    24. 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

    25. 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

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

    27. 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

    28. 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

    29. 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…

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

    31. 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

    32. 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.

    33. Making It Real ActivityCard Sort • In groups use the cards to match: • The standard • The elements for each standard • The definitions for each element

    34. 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

    35. 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

    36. 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

    37. 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

    38. Formative Observation Data AnalysisFODA 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.

    39. 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

    40. 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.

    41. 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

    42. TPAI-R/Summative Features2001 • Instructions • Four Step Rating Scale • Above Standard • At Standard • Below Standard • Unsatisfactory

    43. 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

    44. 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

    45. 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 Language Analysis

    46. 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

    47. 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

    48. Areas of Concern - Continued • Assessing students’ work • Relations with parents • Insufficient materials and supplies • Organization of class work

    49. 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

    50. 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.