NORTH CAROLINA TEACHER EVALUATION INSTRUMENT and PROCESS

NORTH CAROLINA TEACHER EVALUATION INSTRUMENT and PROCESS Standard II: Principal Copy North Carolina Department of Public Instruction

Standard I Review Using the Standard I Review sheet, discuss the process of collecting evidence and marking the rubric • Standard I Element A indicators • Sample evidence collected by principal • Standard I Rubric for Element A was marked based on the evidence

A good deed is never lost: he who sows courtesy reaps friendship; and he who plants kindness gathers love.Basil

Standard II: Teachers establish a respectful environment for a diverse population of students. • A. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults: • Encourage an environment that is inviting, respectful, supportive, inclusive, and flexible

Element A Sample Evidence • Teacher uses a sarcastic tone • Teacher yells regularly • Teacher apologizes to a student for making her cry

Standard II: Teachers establish a respectful environment for a diverse population of students. 3

Standard II: Teachers establish a respectful environment for a diverse population of students. • B. Teachers embrace diversity in the school community and in the world: • Demonstrate knowledge of diverse cultures • Select materials and develop lessons that counteract stereotypes and incorporate contributions • Recognize the influences on a child’s development, personality, and performance • Consider and incorporate different points of view

Element BSample Evidence • Teacher has read the book The World is Flat which has made her aware of worldwide cultural diversity • Teacher has become interested in researching Indian culture because she has a Hindu student in her classroom • Teacher continues to use outdated materials that show gender bias • During oral questioning, teacher calls on boys more than girls

Standard II: Teachers establish a respectful environment for a diverse population of students. 1 1 2

Standard II: Teachers establish a respectful environment for a diverse population of students. • C. Teachers treat students as individuals: • Maintain high expectations for all students • Appreciate differences and value contributions by building positive, appropriate relationships

Element CSample Evidence • Teacher does not give zeros for late assignments. She requires students to complete all assignments. • Teacher is friends with students on Facebook

Standard II: Teachers establish a respectful environment for a diverse population of students. 1

Standard II: Teachers establish a respectful environment for a diverse population of students. • Teachers adapt their teaching for the benefit of students with special needs: • Collaborate with specialists • Engage students and ensure they meet the needs of their students through inclusion and other models of effective practice

Element DSample Evidence • Regular education teacher refuses to meet after school for IEP meetings • Regular education teacher does not apply IEP/504 modifications • Regular education teacher has literacy centers in her classroom, but these centers do not reflect differentiation for students with special needs

Standard II: Teachers establish a respectful environment for a diverse population of students. 3 See comment

Standard II: Teachers establish a respectful environment for a diverse population of students. • Teachers work collaboratively with the families and significant adults in the lives of their students: • Improve communication and collaboration between the school and the home and community • Promote trust and understanding and build partnerships with school community • Seek solutions to overcome obstacles that prevent family and community involvement

Element ESample Evidence • Teacher establishes website • Teacher does not return parent emails • Teacher does not contact parents about student work or behavior issues • Teacher does not participate/attend extra curricular activities • Teacher refuses to send notes home in Spanish

Standard II: Teachers establish a respectful environment for a diverse population of students. See comments

Comments • Element D: The teacher was rated as “Not Demonstrated” because the teacher’s unwillingness to apply modifications for students with IEP’s and 504’s demonstrates a lack of knowledge of effective practices for students with special needs • Element E: The teacher was rated as “Not Demonstrated” due to the lack of response to parents

Standard II Summary Sheet • Completed at the end of the year • Rate each element • Determine overall rating: Could be the principal’s call if the principal decides to go with a rating that was not reflected by the majority of ratings • Remember, the principal completes a rubric following each observation, but fills out the summary sheet using the cumulative ratings from the entire year • For example, the comments on the summary sheet may reflect improvement that has been demonstrated in a particular element

Standard II Activity • In your groups, use the Standard II Pre-Activity sheet: • Individuals share the evidence for each element • Mark your group rubric for each element • Groups complete the rating portion of at the top of their summary sheets • When time is called, have a reporter: • Share how the group marked the rubric and why, including the evidence used • Share how the summary rating sheet was marked • Facilitator has as many groups share as time allows.

Reminders • To maintain consistency throughout the county, teachers are being trained in the same format for each session of the training • Complete the Pre-Activity for Standard III before returning to the next training session

NORTH CAROLINA TEACHER EVALUATION INSTRUMENT and PROCESS