NORTH CAROLINA STATE BOARD OF EDUCATION
Policy Manual

Policy Identification
Priority:
  Twenty-first Century Professionals
Category:  Qualifications and Evaluations
Policy ID Number:  TCP-C-004

Policy Title:  Policy establishing the Teacher Performance Appraisal process

Current Policy Date:  04/07/2016

Other Historical Information:  Previous Board dates: 07/07/1987, 07/11/1996, 11/05/1998,10/02/2008, 08/04/2011, 09/01/2011, 02/05/2015, 12/03/2015

Statutory Reference:  

Administrative Procedures Act (APA) Reference Number and Category:  


NORTH CAROLINA STATE BOARD OF EDUCATION
Policy Manual

Policy Identification
Priority:
  Twenty-first Century Professionals
Category:  Qualifications and Evaluations
Policy ID Number:  
TCP-C-004

Policy Title:  Policy establishing the Teacher Performance Appraisal process

Current Policy Date:  04/07/2016

Other Historical Information:  Previous Board dates: 07/07/1987, 07/11/1996, 11/05/1998,10/02/2008, 08/04/2011, 09/01/2011, 02/05/2015, 12/03/2015

Statutory Reference:  GS 115C-333

Administrative Procedures Act (APA) Reference Number and Category:  

 

Purpose

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.  The principal or a designee (hereinafter “principal”) will conduct the evaluation process in which the teacher will actively participate through the use of self-assessment, reflection, presentation of artifacts, and classroom demonstration(s).

A local board shall use the North Carolina Professional Teaching Standards and North Carolina Teacher Evaluation Process unless it 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.

The North Carolina Professional Teaching Standards are:

Standard I:  Teachers Demonstrate Leadership

Standard II:  Teachers Establish a Respectful Environment for a Diverse Population of Students

Standard III:  Teachers Know the Content They Teach

Standard IV:  Teachers Facilitate Learning for Their Students

Standard V:  Teachers Reflect on Their Practice

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

Beginning Teachers

Effective with the 2015-2016-2017 school year, initially licensed beginning teachers must teach three years in order to move from an Initial to Continuing license.  Process for Abbreviated Annual Evaluations

The annual evaluation requirement for experienced teachers (including those with career status), who have been employed for three or more years can be met through either, a comprehensive, standard, or an abbreviated evaluation cycle.

An abbreviated evaluation cycle consists of evaluator ratings only on Standards One and Four of the Teacher Evaluation Process.

The abbreviated evaluation process for Standards One and Four remains consistent with the Teacher Evaluation Process described above with the exception of the requirement for observations.

Teachers receiving an abbreviated evaluation should receive two informal observations of a minimum of twenty minutes each.  Observers shall note the teacher’s performance in relationship to Standards One and Four on the Rubric for Evaluating North Carolina Teachers.

Teachers receiving an abbreviated evaluation may request that the evaluator conduct a formal observation as described above.