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A REVIEW OF TEACHER EVALUATIONS

A REVIEW OF TEACHER EVALUATIONS. THE TPAI-REVISED FOR BEGINNING AND EXPERIENCED TEACHERS. A HISTORY OF THE TPAI-Revised. Why do we evaluate? Accountability Identify level of competency Improve performance Validate strong performance Licensure and certification

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A REVIEW OF TEACHER EVALUATIONS

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  1. A REVIEW OF TEACHER EVALUATIONS THE TPAI-REVISED FOR BEGINNING AND EXPERIENCED TEACHERS

  2. A HISTORY OF THE TPAI-Revised • Why do we evaluate? • Accountability • Identify level of competency • Improve performance • Validate strong performance • Licensure and certification • Document problem areas/areas to improve • Self-assessment • Employment decisions • As part of the process for Beginning Teachers • Growth and professional development for experienced Teachers

  3. A History of the TPAI-Revised • Why do we evaluate personnel? • Because it is the law • To improve student performance

  4. Construction of the TPAI-Revised • Adaption from the original TPAI (1986) • Response to Excellent Schools Act of 1997 (more rigorous standards) • Alignments with NC law 115C-333 • One of several evaluation projects • Approved for use in 2000 • For full implementation on July 1, 2001

  5. Construction of the TPAI-Revised • TPAI-R for Beginning Teachers developed by ECU and validated for use with new teachers (Dr. Lynn Bradshaw) • TPAI-R for Experienced Teachers developed by UNC-C and validated for use with experienced or veteran teachers (Dr. Claudia Flowers)

  6. Legal References • Complies with 115C-325 • Complies with 115C-333 • Complies with 115C-324 • Complies with 115C-335 • Complies with Teaching Standards adopted and approved by the State Board of Education

  7. Issues and Concerns with TPAI-Revised • Administrators using the incorrect instruments • Incomplete observations • Time frame issues • Inter-Rater Reliability • Accuracy and promptness of feedback • Too much reliance on one or two specific functions

  8. The TPAI-R for Beginning Teachers • Focus or emphasis • Knowledge of content matter • Knowledge of instructional methods • Planning and use of the NC Standard Course of Study • Classroom management • The minimum competencies and accountabilities expected of a professional classroom teacher • Compliance with the Beginning Teacher (BT) process

  9. The TPAI-R for Beginning Teachers • Needs of Novice Teachers • Clearly communicated expectations • Reasonable teaching assignments and preps • A strong support and induction program • Assessments that are consistent and measure the expectations of the novice teacher • Consistent and accurate feedback

  10. The TPAI-R for Beginning Teachers • Needs of Novice Teachers • Classroom management skills • Tips on motivating students • How to differentiate instruction • Assessment of student work • Classroom and class work organization • Tips on relating to and communicating with parents • Utilizing testing data to direct instruction

  11. The TPAI-R for Beginning Teachers • A mix of the “old” and the “new” • Building on the positives of the old TPAI evaluation system • Addressing the concerns from the old process in the new instrument • Tying TPAI-R to existing INTASC Standards, research results and teaching standards

  12. Kept from the “Old” Same Language 8 TPAI Functions FODI and FODA Modified Summative Instrument Research-based Added to the “New” Four Step Rating Scale New indicators LEA developed time line for observations Location of post observation conferences The TPAI-R for Beginning Teachers

  13. The TPAI-R for Beginning Teachers • Areas of Major Emphasis Found with TPAI-R • Multiple sources of documentation and indicators to document performance • Rating of Unsatisfactory to Above Standard • Replaced emphasis on the six-step lesson plan • Increased emphasis on Functions 6-8: • Facilitating Instruction • Communicating within the Educational Environment • Performing Non-Instructional Duties

  14. The TPAI-R for Beginning Teachers • Areas of Major Focus • Time on task for learning • Reflection on student development/responses • Content pedagogy • Diverse learners, critical thinking, technology and motivation • Communication with others • Use of the Standard Course of Study and School Improvement Plan • Participating in the school’s vision • Emphasis on student learning results • Focus on safe learning environment • Professional development • Reflection as a professional practitioner

  15. The TPAI-R for Beginning Teacher • Requirements for completion, continued • LEA decides on the time lines BUT it is recommended that observations be conducted throughout the year • Feedback through post-observation conferences is to be timely (5 to 7 days) • Action plan required for any summative rating below standard unless the teacher is demoted or non-renewed • Required of all teachers in their first 4 years of teaching experiences (including BT)

  16. Beginning Teacher & Probationary Teacher • Requirements for completion • Individual Growth Plan (IGP) • Three (3) full observations • Three (3) post conferences • One (1) observation by a peer • Use of the FODI and FODA for observations • One (1) Summative Evaluation on TPAI-R

  17. The TPAI-R for Experienced Teachers • Basic premise or focus • Built on same principles as the TPAI-R beginning teachers • Was validated and approved for use with veteran teachers.. i.e. not new teachers • Approved for use with teachers after four (4) years of experience • Approved for use with those teachers that have demonstrated at least minimum competencies and abilities • Designed more for professional growth and development of teachers who have developed and expects minimum competencies and abilities • Has a formative cycle and a summative cycle that stresses professional growth and the acquisition of new skills

  18. The TPAI-R for Experienced Teachers • Teacher with Career Status on Summative (Full) Cycle • One (1) full TPAI-R • One (1) full class period observation with FODA • One (1) Pre-conference using new form • One (1) Post observation conference • Two (2) Snapshot observations (15-20 minutes is suggested) • Individual Growth Plan (IGP) • Final Verification Form

  19. Pre-Conference Questions for Beginning and Experienced Teachers Revised WCPSS Pre-Conference Questions- Career Teacher Teacher_________________ Date of pre-conference________ Class or grade levelDate of observation__________ _______________________ Time___________ What are the objectives for the lesson that I will be observing? Show me how the objectives are aligned to the curriculum (or standard course of study)? Show me a pacing guide and indicate where this lesson fits into the pacing guide? Show me how these objectives relate to previous learning? Show me how you establish a baseline for learning for this class? Show me how you assess student achievement of the objectives---both informally and formally? Show me how you differentiate instruction for low-achieving students? High-achieving students? How do you involve the student's parents in their child’s learning? Are you planning to use technology to deliver instruction? If not, do you have other lessons that use technology to deliver instruction? Are there any special problems, which are out of your control (with students, classroom facilities) that you would like me to be aware of? Is there anything I need to know about the lesson before I observe?

  20. The TPAI-R for Tenured Teachers • Professional Growth Cycle (Formative – 4 out of 5 years) • Accountability Cycle (Summative – 1 out of 5 years

  21. The TPAI-R for Experienced Teachers & Re-Employed Retirees • Career Teachers on Formative (Off) Cycle • IGP • Complete at least two(2) Snapshot observations • Final Verification Form (suggested) • Do no more that four (4) consecutive cycles before going on Summative (full) Cycle

  22. Experienced teacher without Career Status (a probationary teacher with more than 4 years of experience) Must be on a full cycle until career status is obtained Three (3) full class period observations utilizing the FODA followed by a summative evaluation One (1) Pre-conference One (1) peer observation IGP Final Verification Form ** Example: Teacher from out-of-state moving into the district with experience Experienced Teachers without Tenure**

  23. Figure 4Cycle and Data Requirements for the Experienced Teacher Evaluation Experienced Teacher Satisfactory Performance Unsatisfactory Performance Probationary* Professional Growth Cycle (4 out of 5 years) Accountability Cycle (1 out of 5 years) Full Evaluation Required IGP IGP IGP TPAI-R Snapshot (2 times annually) TPAI-R Snapshot (2 times annually) TPAI-R Snapshot (4 times annually) Alternative Evaluation System: Personal Growth Activities TPAI-R Full TPAI-R Full (2 times annually) Summative Evaluation Form Final Verification Summative Evaluation Form Final Verification & Summative Report • During the probationary cycle, a teacher must be observed a minimum of four (4) times. • These observations can be accomplished by a combination of TPAI-R snapshots • and TPAI-R Full Reviews. At least one observation must be completed using the TPAI-R Full • Review. A school system may elect to conduct more than the four (4) required observations.

  24. FODI (Formative Observation Data Instrument) Typically used for scripting. You may choose an alternative method to script observations such as notebook paper.

  25. FODA (Formative Observation Data Analysis) This is where you transcribe the data collected through scripting during the observation.

  26. The TPAI-R for Experienced TeachersThe Snapshot (Long Version)

  27. The TPAI-R for Experienced TeachersThe Snapshot (Short Version)

  28. TPAI-R: Final Tips • Reduce rater errors by: • Training observers and evaluators on instruments • Stick to the standards and observable performance • Rate each function separately • Document • Collect sources and artifacts to support ratings • Do multiple observations or appraisals • Plan the pre-conference and the post-conference • If you rate below standard, be prepared to offer a suggestion for improvement

  29. TPAI-R: Final Tips • Data Resources to consider • Student performance reports • Peer review of materials • Teacher tests and planning books • Parent communication and reports • Observations • Recordings, student work, video tapes or units • Grade books

  30. TPAI-R: Final Tips • Additional recommendations • Focus on Functions 6, 7, and 8 (often a key) • Distribute observations throughout the year • Attempt to do post-observations within 5 to 7 days • Develop an observation schedule and stick to it • Identify the staff early for which processes to use • Communicate with the staff to explain observation and evaluation expectations • Monitor and retrain as needed • Do not be afraid to ask for outside help

  31. TPAI-R Resources and Contacts • www.ncpublicschools.org • jkister@wcpss.net • tcunningham@wcpss.net • sbennett@wcpss.net

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