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.

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:

A.        The Rubric for Evaluating North Carolina Teachers;

B.         This policy; and

C.        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

A.        A formal observation shall last at least forty-five minutes or an entire class period.

B.         Probationary Teachers

1.         The principal shall conduct at least three formal observations of all probationary teachers.

2.         A peer shall conduct one formal observation of a probationary teacher.

C.         Career Status Teachers

1.         Career teachers shall be evaluated annually. 

2.         During the year in which a career status teacher participates in a summative evaluation, the principal shall conduct at least three observations, including at least one formal observation.

During observations, the principal and peer (in the case of a probationary teacher) shall note the teacher’s performance in relationship to the applicable Standards on the Rubric for Evaluating North Carolina Teachers.

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:

A.                Give a rating for each Element in the Rubric;

 

B.                 Make a written comment on any Element marked “Not Demonstrated”;

C.                Give an overall rating of each Standard in the Rubric;

D.                Provide the teacher with the opportunity to add comments to the Teacher Summary Rating Form;

 

E.                 Review the completed Teacher Summary Rating Form with the teacher; and

 

F.                 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:

A.        Is rated “Developing” on one or more Standards on the Teacher Summary Rating Form; and

B.         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:

            A.        Is rated

1.         “Not Demonstrated” on any Standard on the Teacher Summary Rating Form; or

2.         “Developing” on one or more Standards on the Teacher Summary Rating Form for two sequential years; and

            B.         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 and Career Status

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.

Beginning Teachers

Effective 2010-2011, beginning teachers must be rated “Proficient” on all five North Carolina Professional Teaching Standards on the most recent Teacher Summary Rating Form in order to be eligible for the Standard Professional 2 License.

Probationary Teachers

Effective 2010-2011, a principal must rate a probationary teacher as “Proficient” on all five North Carolina Professional Teaching Standards on the most recent Teacher Summary Rating Form before recommending that teacher for career status.

Process for Abbreviated Annual Evaluations

The annual evaluation requirement for career-status teachers can be met through the Teacher Evaluation Process set forth above, or an abbreviated evaluation.

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

The abbreviated evaluation process for Standards One, Four, and Six 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.