Welcome
Please mark each
consensogram with a dot.
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Understanding the
NC Teacher
Evaluation Process
Collaborative Conference for Student Achievement
April 19, 2011
A Coherent Plan for Statewide Impact
Quality
Standards and
Assessment
• Adopt Common
Core Standards
• Transition to
New Standards
and
Assessments
Turnaround
of Lowest-Achieving
Schools
Great Teachers &
Principals
• Improve
Teacher and
Principal
Evaluation
Processes
• Build
District & School
Transformation
Capacity
• Initiate
Statewide
Professional
Development
• Institute
Regional
Leadership
Academies
• Deliver
Virtual &
Blended
Classes
• Expand Teacher
Recruitment and
Licensure
Programs
• Initiate
Strategic
Staffing
• Enhance Statewide
Longitudinal Data
System
Data Systems
to Improve Instruction
• Support
STEM
Thematic
Schools
Network
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
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Adding Standard Six
Standard One
• Teachers demonstrate leadership
Standard Two
Standard Four
• Teachers establish a respectful
environment
• Teachers know the content they
teach
• Teachers facilitate learning for their
students
Standard Five
• Teachers reflect on their practice
Standard Three
Standard Six
• Teachers facilitate student academic
growth
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Effective Teachers
Student Growth
Meets
Expectations
Proficient or Higher
on All Standards
Effective
Teacher
Student Growth
Exceeds Expected
Growth
Accomplished or
Higher on All
Standards
Highly
Effective
Teacher
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Activity:
Name That Element
NC TEACHER EVALUATION
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
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Standard III – Teachers know the
content that they teach.
Teachers make
instruction relevant to
students.
Standard V- Teachers reflect on
their practice.
Teachers link
professional growth to
their professional goals.
Standard II- Teachers establish a
respectful environment for a
diverse population of students
Teachers treat students
as individuals.
Performance Rating Scale
WHAT WOULD IT LOOK LIKE
IF….
Performance Rating Scale
Distinguished
Consistently and significantly exceeded basic
competence on standards of performance
Knowledge and skills replicated
Exemplar of performance
Accomplished
Proficient
Developing
Not
Demonstrated
Did not
demonstrate
competence on, or
Innovation + High Performance
adequate growth
Demonstrated basic competence on
toward, achieving
standards of performance
standard(s) of
Solid, effective application + success performance
Exceeded basic competence on standards
for performance most of the time
Demonstrated adequate growth during the
*Requires
period of performance, but did not
documentation
demonstrate competence on standard(s) of
performance
Never demonstrated
Skill not mature or unsuccessful
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ELEMENT –
Teachers plan instruction
appropriate for their students
Descriptor
• Recognizes data sources important to
planning instruction.
Developing
ELEMENTTeachers demonstrate high
ethical standards
Descriptor
• Models the tenets of the Code of Ethics for
North Carolina Educators and the
Standards for Professional Conduct and
encourages others to do the same.
Distinguished
ELEMENTTeachers provide an
environment in which each child
has a positive, nurturing
relationship with caring adults.
Descriptor• Maintains a positive and nurturing learning
environment.
Accomplished
Developing
Proficient
Accomplished
Distinguished
 Understands how
they contribute to
students
graduating from
high school
 Takes
responsibility for
the progress of
students to ensure
they graduate from
high school
 Communicates to
students the vision
of being prepared
for life in the 21st
Century.
 Encourages
students to take
responsibility for
their own learning.
 Uses data to
understand the
skills and abilities
of students
 Provides evidence
of data driven
instruction
throughout all
classroom
activities
 Evaluates student
progress using a
variety of
assessment data.
 Uses classroom
assessment data
to inform program
planning.
 Establishes a safe
and orderly
classroom.
 Creates a
classroom that
empowers
students to
collaborate.
 Empowers and
encourages
students to create
and maintain a
safe and
supportive school
and community
environment.
Using the Rubric to Evaluate Early
Childhood Teachers
Cindy Wheeler
Managing Director, Teacher Licensure
Unit
NCDPI
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Resource Manual for Administrators and Principals
Supervising and Evaluating
Teachers of Young Children
Richard Lambert, Bobbie Rowland, and Heather Taylor
UNC Charlotte, Center for Educational Measurement and Evaluation
Cindy Wheeler – NC DPI, Office of Early Learning
A Supplementary Manual to Support the Evaluation of Teachers of Young Children, Specifically Pre-K and
Kindergarten Teachers Who are Required to Hold and Maintain a NC Teaching License, While Teaching in
Public or Nonpublic Schools
Purpose of the Manual
To help make the NC TEP (Teacher Evaluation Process) meaningful to early
childhood educators in public and nonpublic school classrooms
•e.g., how to translate the North Carolina Professional Teaching Standards
& Elements into indicators of high quality teaching in early childhood
classrooms (preschool through Kindergarten)
•
•
To illustrate how the NC TEP can be used to promote the professional
development of early childhood teachers (e.g., self-assessment process,
Professional Learning Communities)
To outline the procedures and identify resources for using the NC TEP with
early childhood teachers in public and nonpublic classrooms
• Across settings - Public and nonpublic settings
• Across grade levels - Pre-k and Kindergarten
• Across roles - Administrators, principals, teachers, mentors, evaluators,
coaches and facilitators
•
Purpose of the Manual
• To be responsive to the expanding demand for early education and the
expanding role of early childhood principals, administrators, and
teachers
•
As society expects more from early childhood education, and families
are seeking high quality early education experiences for their
children that are based on current research, the field is focusing on
quality improvement (teacher effectiveness and child learning)
•
Quality improvement [that focuses on teacher effectiveness and
impacts to children’s learning] can help make a stronger connection
between early childhood experiences and later school success
About the Manual
 Section I – Introduction & Purpose

Section II – Overview of the Evaluation Process

Section III – Key Principles of Early Childhood Education

Section IV – Resources for Professionals

Section V – Samples to Help Illustrate the Standards & Elements for
Early Childhood Classrooms (Teacher Behaviors, Child Behaviors,
Classroom Conditions, and Artifacts)

Section VI – The Big Picture: Tips for Evaluators

Section VII – Evidence Summary Sheets
Section V: Samples to Help Illustrate the Standards and
Elements for Early Childhood Classrooms
• Presents sample teacher behaviors, child behaviors, classroom
conditions, and artifacts that help illustrate the Standards and
Elements for early childhood classrooms – Meat of the Manual
•
Contains brief descriptors of a variety of widely accepted early
childhood teaching practices, organized by the Standards and
Elements
•
Samples not intended to provide a comprehensive list of all possible
indicators of teaching quality in early childhood classrooms
•Helps
early childhood teachers understand and interpret the ratings
they receive
•Helps
teachers plan topics for their Professional Learning Community
meetings and studies
About Section V
•
This section does not replace or substitute for any part of
the NC TEP rubric.
•
Evaluation ratings can only be made using the NC TEP
rubric
•
The sample teacher behaviors, child behaviors, classroom
conditions, and artifacts are not intended to be
transformed into a checklist of any kind, but are useful
for collecting evidences to support ratings
Section V: Samples to Help Illustrate the Standards and
Elements for Early Childhood Classrooms
Let’s look at Standard III – TEACHERS KNOW THE
CONTENT THEY TEACH, Element III A:
Teachers align instruction with Foundations Early Learning Standards
and/or Kindergarten Standard Course of Study (KSCOS)
•Developing teacher – demonstrates an awareness of ELS or KSCOS
•Proficient teacher – consistently uses ELS or KSCOS
•Accomplished teacher – examples?
•Distinguished teacher – examples?
Artifacts: teacher uses charts, posters in the classroom to indicate
children’s interests and choices
To order a copy of the
Resource Manual through NC DPI
Publishing
http://www.ncpublicschools.org/publications/or
dering/
Item Code: KG116 Resource Manual for Administrators
and Principals Supervising and Evaluating Teachers of
Young Children
Activity:
21ST CENTURY LEARNING
21st Century Skills Framework
www.P21.org
Partnership for 21st Century Skills
29
• With a partner/group, discuss the 21st Century
topic/outcome on the index card at your table.
• Be prepared to present an example of how a
teacher can demonstrate understanding of the
topic/outcome and communicate that
understanding to students.
Checking for Understanding:
TEACHER EVALUATION
PROCESS
Teacher Evaluation Process
STEP 1:
Training and
Orientation
STEP 4:
Summary Evaluation
Conference, Scoring
the Teacher
Summary Rating
Form and
Professional
Development Plan
STEP 2:
Teacher SelfAssessment and
Pre-Observation
Conference
STEP 3:
Observations and
Post-Observation
Conferences
(Administrative/Peer)
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NCEES Online Tool
the entire observation process will be
paperless as of July 1, 2011
https://mxweb.media-x.com/home/ncval/demo
– Username:
principaldemo (#1-40)
teacherdemo (#1-10)
– Password:
123456
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Questions
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Contact Information
• Questions
 Eliz Colbert – ecolbert@dpi.state.nc.us
 Yvette Stewart – ystewart@dpi.state.nc.us
• NC Teaching Standards Commission
 Carolyn McKinney – cmkinney@dpi.state.nc.us
• Office of Early Learning
 Cindy Wheeler, Teacher Licensure Unit –
cwheeler@ncpublicschools.gov
• Online Evaluation System demo site
 https://mxweb.media-x.com/home/ncval/demo
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