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NCEES

NC Educator Evaluation System

 
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Teacher Evaluation Process

The North Carolina Teacher Evaluation process shall be conducted annually, according to one of the following cycle types:
 

Comprehensive Evaluation Cycle

  • Teacher Self-Assessment
  • Professional Development Plan
  • Formal Observation (with pre and post-conference)
  • Formal Observation (with post-conference)
  • Formal Observation (with post-conference)
  • Peer Observation (with post-conference)
  • Summative Evaluation Conference
  • Summary Rating Form


Standard Evaluation Cycle

  • Teacher Self-Assessment
  • Professional Development Plan
  • Formal Observation (with pre and post-conference)
  • Observation (Formal or Informal)
  • Observation (Formal or Informal)
  • Summative Evaluation Conference
  • Summary Rating Form
 

Abbreviated Evaluation Cycle

  • Teacher Self-Assessment
  • Professional Development Plan
  • Observation on Standards 1 and 4 (Formal or Informal)
  • Observation on Standards 1 and 4 (Formal or Informal)
  • Summative Evaluation Conference on Standards 1 and 4
  • Summary Rating Form on Standards 1 and 4


Process

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:
  1. The Rubric for Evaluating North Carolina Teachers;
  2. This policy; and
  3. A schedule for completing all the components of the evaluation process.
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

  1.  A formal observation shall last at least forty-five minutes or an entire class period. An informal observation shall be at least 20 minutes in duration
  2. New teachers who have not been employed for at least three consecutive years
    1. The principal shall conduct a Comprehensive Evaluation Cycle which includes at least three formal observations of all new teachers.
    2. A peer shall conduct one formal observation of a new teacher.
  3. Experienced Teachers (including those with career status) who have been employed for three or more years.
    1.  The principal shall conduct observations in accordance with one of the evaluation cycle types above for all teachers with greater than three years of experience.
During observations, the principal and peer (in the case of a new teacher) shall note the teacher’s performance in relation to the applicable Standards on the Rubric for Evaluating North Carolina Teachers. Additional observations may occur at the discretion of the principal consistent with the 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:
 
  • Give a rating for each Element in the Rubric;
  • Make a written comment on any Element marked “Not Demonstrated”;
  • Give an overall rating of each Standard in the Rubric;
  • Provide the teacher with the opportunity to add comments to the Teacher Summary Rating Form;
  • Review the completed Teacher Summary Rating Form with the teacher; and
  • Secure the teacher’s signature on the Record of Teacher Evaluation Activities and Teacher Summary Rating Form.
 

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:
  • Is rated “Developing” on one or more Standards on the Teacher Summary Rating Form; and
  • Is not recommended for dismissal, demotion or nonrenewal.
 
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:
  • Is rated
    • “Not Demonstrated” on any Standard on the Teacher Summary Rating Form; or
    • “Developing” on one or more Standards on the Teacher Summary Rating Form for two sequential years; and
  • Is not recommended for dismissal, demotion or nonrenewal.
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.