Please check out the NCEES Wiki for all of the upcoming webinars scheduled for this school year. We encourage educators to register and learn more about the NCEES System. The NCEES Webinars and Office Hours are scheduled afternoons. See webinars below:
|Welcome||In this part of the session, I can:
|20 minutes||Teacher Evaluation Process||In this part of the session, I can:
|60 minutes||NC Professional Teaching Standards ............||
|10 minutes||Reflection||In this part of the session, I can:
Comprehensive Evaluation Cycle
Standard Evaluation Cycle
Abbreviated Evaluation Cycle
The North Carolina Teacher Evaluation Process shall include the following components:
Component 1: Training
Before participating in the evaluation process, all teachers, principals and peer evaluators must complete training on the evaluation process.
Component 2: Orientation
Within two weeks of a teacher’s first day of work in any school year, the principal will provide the teacher with a copy of or directions for obtaining access to a copy of:
Copies may be provided by electronic means.
Component 3: Teacher Self-Assessment
Using the Rubric for Evaluating North Carolina Teachers, the teacher shall rate his or her own performance at the beginning of the year and reflect on his or her performance throughout the year.
Component 4: Pre-Observation Conference
Before the first formal observation, the principal shall meet with the teacher to discuss the teacher’s self- assessment based on the Rubric for Evaluating North Carolina Teachers, the teacher’s most recent professional growth plan, and the lesson(s) to be observed. The teacher will provide the principal with a written description of the lesson(s). The goal of this conference is to prepare the principal for the observation. Pre-Observation conferences are not required for subsequent observations.
Component 5: Observations
During observations, the principal and peer (in the case of a new teacher) shall note the teacher’s performance in relationship to the applicable Standards on the Rubric for Evaluating North Carolina Teachers. Additional observations may occur at the discretion of the principal consistent with local board of education policy.
Component 6: Post-Observation Conference
The principal shall conduct a post-observation conference no later than ten school days after each formal observation. During the post-observation conference, the principal and teacher shall discuss and document on the Rubric the strengths and weaknesses of the teacher’s performance during the observed lesson.
Component 7: Summary Evaluation Conference and Scoring the Teacher Summary Rating Form
Prior to the end of the school year and in accordance with LEA timelines, the principal shall conduct a summary evaluation conference with the teacher. During the summary evaluation conference, the principal and teacher shall discuss the teacher’s self-assessment, the teacher’s most recent Professional Growth Plan, the components of the North Carolina Teacher Evaluation Process completed during the year, classroom observations, artifacts submitted or collected during the evaluation process and other evidence of the teacher’s performance on the Rubric.
At the conclusion of the North Carolina Teacher Evaluation Process, the principal shall:
Component 8: Professional Development Plans
Individual Growth Plans
Teachers who are rated at least “Proficient” on all the Standards on the Teacher Summary Rating Form shall develop an Individual Growth Plan designed to improve performance on specifically identified Standards and Elements.
Monitored Growth Plans
A teacher shall be placed on a Monitored Growth Plan whenever he or she:
A Monitored Growth Plan shall, at a minimum, identify the Standards and Elements to be improved, the goals to be accomplished and the activities the teacher should undertake to achieve Proficiency, and a timeline which allows the teacher one school year to achieve Proficiency. A Monitored Growth Plan that meets those criteria shall be deemed to satisfy the requirements of N.C. Gen. Stat. § 115C-333(b).
Directed Growth Plans
A teacher shall be placed on a Directed Growth Plan whenever he or she:
The Directed Growth Plan shall, at a minimum, identify the Standards and Elements to be improved, the goals to be accomplished, the activities the teacher shall complete to achieve Proficiency, a timeline for achieving Proficiency within one school year or such shorter time as determined by the LEA. A Directed Growth Plan that meets those criteria shall be deemed to satisfy the requirements of N.C. Gen. Stat. § 115C-333(b).
Component 9: Effective Dates and Effect on Licensing
Effective with the 2008-2009 school year, LEAs may evaluate teachers using this policy.
Effective with the 2010-2011 school year, all teachers in North Carolina will be evaluated using this policy unless a local board develops an alternative evaluation that is properly validated and that includes standards and criteria similar to those in the North Carolina Professional Teaching Standards and North Carolina Teacher Evaluation Process in which case the local board shall use that instrument.