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New Teacher Evaluation Instrument: Standard I

February 7, 2010 Leave a comment

Next year will mark the third and final phase  of implementation for the remaining North Carolina school districts to adopt the new Teacher Evaluation Process based on the North Carolina Professional Teaching Standards and the Framework for 21st Century Learning.  The intended purpose of the North Carolina Teacher Evaluation Process is to assess the teacher’s performance in relation to the North Carolina Professional Teaching Standards and to design a plan for professional growth.

Over the course of the next several months, we will explore each of the five standards of the new NC teacher evaluation instrument and the implications of this new process on teachers.  There will be an opportunity at each faculty meeting for you to ask questions regarding each standard. 

Standard I:  Teachers Demonstrate Leadership

Teachers lead in their classrooms.

Teachers demonstrate leadership by taking responsibility for the progress of all students to ensure that they graduate from high school, are globally competitive for work and postsecondary education, and are prepared for life in the 21st century.

Teachers communicate this vision to their students. Using a variety of data sources, they organize, plan, and set goals that meet the needs of the individual student and the class.

Teachers use various types of assessment data during the school year to evaluate student progress and to make adjustments to the teaching and learning process. They establish a safe, orderly environment, and create a culture that empowers students to collaborate and become lifelong learners.

ƒ. Take responsibility for all students’ learning

ƒ. Communicate vision to students

ƒ. Use data to organize, plan, and set goals

ƒ. Use a variety of assessment data throughout the year to evaluate progress

ƒ. Establish a safe and orderly environment

ƒ. Empower students

Teachers demonstrate leadership in the school.

Teachers work collaboratively with school personnel to create a professional learning 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 of professional development that meets the needs of students and their own professional growth. They participate in the hiring process and collaborate with their colleagues to mentor and support teachers to improve the effectiveness of their departments or grade levels.

ƒ. Work collaboratively with all school personnel to create a professional learning community

ƒ. Analyze data

ƒ. Develop goals and strategies through the school improvement plan

ƒ. Assist in determining school budget and professional development

ƒ. Participate in hiring process

ƒ. Collaborate with colleagues to mentor and support teachers to improve effectiveness

Teachers lead the teaching profession.

Teachers strive to improve the teaching profession. They contribute to the establishment of positive working conditions in their school. They actively participate in and advocate for decision-making structures in education and government that take advantage of the expertise of teachers.

Teachers promote professional growth for all educators and collaborate with their colleagues to improve the profession.

ƒ. Strive to improve the profession

ƒ. Contribute to the establishment of positive working conditions

ƒ. Participate in decision-making structures

ƒ. Promote professional growth

Teachers advocate for schools and students.

Teachers advocate for positive change in policies and practices affecting student learning. They participate in the implementation of initiatives to improve the education of students.

ƒ. Advocate for positive change in policies and practices affecting student learning

ƒ. Participate in the implementation of initiatives to improve education

Teachers demonstrate high ethical standards.

Teachers demonstrate ethical principles including honesty, integrity, fair treatment, and respect for others. Teachers uphold the Code of Ethics for North Carolina Educators (effective June 1, 1997) and the Standards for Professional Conduct adopted April 1, 1998 (www.ncptsc.org) .

ƒ. Demonstrate ethical principles

ƒ. Uphold the Code of Ethics and Standards for the Professional Conduct

Examples of Artifacts

Lesson Plans

Journals

Student Handbooks

Student Work

School Improvement Planning

Service on Committees

Relevant Data

Class Rules and Procedures

Participation in the Teacher Working Conditions Survey

Professional Learning Communities

Membership in Professional Organizations

Formal and Informal Mentoring

Surveys

National Board Certification

Discipline Records

 

To access the full North Carolina Teacher Evaluation Process Document, click here:  http://www.ncpublicschools.org/docs/profdev/training/teacher/teacher-eval.pdf   (Pages 5-9 of this document will provide you with background information, definitions, and a rationale for the changes in the teacher evaluation process and instrument.)

To access all documents, videos, forms, PowerPoints, and charts related to the New Teacher Evaluation Process, click here:  http://www.ncpublicschools.org/profdev/training/teacher/

References

“North Carolina teacher evaluation process.” Public schools of North Carolina. North Carolina department of public instruction, n.d. Web. 7 Feb. 2010. <www.ncpublicschools.org/docs/profdev/training/teacher/teacher-eval.pdf>.

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