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NC PROFESSIONAL
EDUCATOR SYSTEM TOOLS
NC Comparison
This
table offers a side-by-side comparison of the North Carolina Teacher
Evaluation and School Executive Evaluation processes. The processes
are grounded in a common vision for the development of professional
capacity to teach North Carolina’s students’ 21st century
knowledge and skills.
The
table outlines the required and optional forms associated with both
processes, the common rating scale, the standards areas and
timelines.
Self-assessment for Supervisors
This
self-assessment is designed for supervisors of both principals and
teachers. The document is grounded in research-based best practices
in supervision. Users are asked to respond to prompts in terms of
their own practice and practices in their districts.
This
self-assessment can become the basis for powerful conversations in
peer groups as participants compare ratings, strengths and
weaknesses. Discussion groups can share effective practices, and
determine next steps for themselves and for their districts.
NC
Standard 4 Diagonal Chart
This
tool is designed for use during a classroom observation. The
evaluator/observer can enter the classroom with a lens specific to
this teaching standard and look for specific evidence of teacher
behaviors and student behaviors that demonstrate its
implementation.
Use
this tool to record the specific behaviors observed –on the top
side, record the specific things that the teacher says or does as
evidence of the standard and its elements; on the bottom of the
page, record specific things students say or do as evidence. For
example, if upon entering a classroom you see “students working in
groups of three to solve the Problem of the Day.” In the Student
Behavior section of the page you might record this as evidence of a
teacher facilitating learning for students (Standard 4)
demonstrating evidence of the elements around critical thinking and
problem-solving skills (4e); students working in teams and
developing leadership qualities (4f).
*Since
this one page is less cumbersome than the required evaluation forms,
the evaluator can use this for taking specific notes linked to the
standards and then transfer relevant information to the required
document
Standard 4
Observation Tool
Similar
to the Standard 4 Diagonal Chart, this observation tool allows the
evaluator to focus on a single teaching standard. The two-columned
observation tool states Standard 4 at the top of the page. Below
the standard are two columns. The left column offers the standard
elements; the right column provides space to record observable
evidence specific to the standard’s elements
*Since
this one page is less cumbersome than the required evaluation forms,
the evaluator can use this for taking specific notes linked to the
standards and then transfer relevant information to the required
document
Evidence
Sentence Frame
Our
goal in teacher supervision is to support teacher growth by getting
into classrooms frequently, examining data from a number of sources,
and giving teachers frequent feedback. Feedback that is specific
and that is grounded in professional and content standards
reinforces our focus on those standards. Feedback that includes a
teacher’s impact upon students reinforces our focus upon student
outcomes.
This
protocol is intended to help principals and other observers to frame
feedback to teachers in a way that is likely to contribute to their
professional growth. Use this frame as a guideline in crafting
feedback to teachers after short informal classroom visitations, or
as an overarching approach as you provide more extensive feedback
after longer formal observations.
Standard 2
Observation Tool
Using
the lens of Standard 2, an observer can use this tool to look for
specific teaching and learning evidence that demonstrate its
implementation. This tool provides the standards elements and
note-taking space to record evidence as well as room to pose
reflective questions for the teacher to consider.
Evidence of teaching and learning tied to Standard 2: Establishing a
Respectful Environment for a Diverse Population of Students, might
be “during Writer’s Workshop, the teacher checked in with individual
students around their writing project and offered specific feedback
about the student’s progress and offered suggestions specific to the
student’s learning needs”. A question that this evidence might
provoke is, “How are your writer’s conferences scheduled to ensure
that the student’s with the greatest need are getting the support
necessary to be successful throughout the writing process?”
*Since
this one page is less cumbersome than the required evaluation forms,
the evaluator can use this for taking specific notes linked to the
standards and then transfer relevant information to the required
document
Standards
2-4 (with Elements) Observation Tool
Since
North Carolina Professional Teaching Standards are not observable
during a classroom observation, this allows the observer to gather
observable evidence during a classroom visitation. The left hand
column has the standard listed with each element below its
standard. The elements have a space to check what is observed. The
middle column provides space to record observable teacher evidence
of the standard and element; the right column provides space to
record notes of observable student evidence. The tool also provides
a space to record questions to provoke teacher self-reflection.
*Since
this one page is less cumbersome than the required evaluation forms,
the evaluator can use this for taking specific notes linked to the
standards and then transfer relevant information to the required
document
Artifact
Cover Sheet
The
North Carolina Teacher and Principal Evaluation Processes call for
the use of a variety of artifacts as data sources. This cover sheet
is designed to be stapled to any artifact to be submitted. The
cover sheet should be completed by the evaluatee, who is asked to
reflect upon the implications of the artifact in substantiating a
rating, and in thinking about next steps. The evaluator may also
want to make written comments on the cover sheet.
Self-Assessment Summary
Each
teacher is required to complete the “Rubric for Evaluating North
Carolina Teachers” as a self-assessment. This tool is designed to
allow a teacher to summarize the self-assessment highlighting areas
of strengths and areas for growth for each of the five standards on
a single page. This page can be used as a cover sheet with the
rubric allowing a snapshot of the self-assessment. Utilizing this
tool can expedite the conversation about a teacher’s strengths and
growth areas.
Conferencing
Protocol
Formal
observations are typically preceded by a pre-conference so that the
observer understands the context and objectives of the lesson, and
so that teacher can share what he or she hopes to learn from the
observation. The post-observation conference is a time for the
observer to lead the teacher through reflection upon the lesson and
the lesson’s outcomes. The observer shares observation data, but
avoids dominating the conversation or overwhelming the teacher with
judgmental statements. In an effective coaching-based
post-observation conference, the observer leads the teacher as
she/he arrives at his/her own judgments about the lesson, and agrees
to next steps.
This
protocol outlines the typical steps in the pre-conferencing and
post-conferencing processes. Blended Coaching Language will
support the use of these protocols.
Post-observation Planning Form
Think
of a post-observation conference as a teaching opportunity, and
think of this form as a lesson plan format. This form is not
intended as something to be filed or shared with an evaluatee.
Rather, it is a tool for clarifying your thinking before you have a
post-observation conference. What outcomes do you hope to produce?
What is the most important data for you to share?
Observation
Data Half Sheet
These
pages are designed to be used as note taking guides for informal
short classroom visitations. Completed note pages can be left for
teachers as a form of feedback, or can be used as the basis for the
crafting of narrative notes.
Quick Visit Notes
Chart
This
simple table is designed to help principals to keep track of the
classrooms they have visited in quick walk-throughs, and to spot
patterns in their observation data. We suggest that principals make
a point of visiting all classrooms regularly. Even the most
effective teachers appreciate regular visitations and feedback. We
also recommend that feedback from quick walk-throughs generally be
positive. Where principals have serious concerns about teacher
performance, longer observations and post-observation conferences
are called for.
Communicating Concerns Directly Conference Planning
Many of
us avoid conversations where we have to share negative feedback with
our supervisees. We tolerate poor or mediocre performance and
students suffer.
This
protocol is designed to help you to design a conversation where you
share a professional concern, outline your expectations, and specify
next steps and accountability. These difficult conversations are
easier if they are planned out in advanced, and even role played
with a trusted colleague. Don’t allow professional conversations to
be hijacked by emotion; keep student outcomes at the forefront.
Standard 2-4
Observation Tool
This
tool allows the observer to gather observable evidence during a
classroom visitation. The left hand column has the standard
listed. The elements standard’s elements are not listed, making
this tool most appropriate for the evaluator who has foundational
knowledge of the standards. The middle column provides space to
record activities reflecting the standard; the right column provides
space to record questions to provoke teacher self-reflection.
*Since
this one page is less cumbersome than the required evaluation forms,
the evaluator can use this for taking specific notes linked to the
standards and then transfer relevant information to the required
document
Professional
Development Plan (PDP) Progress and Reflection
The
evaluation process is started with a teacher self-assessment and
leads to a Professional Development Plan based upon the teacher’s
growth areas. As the year (and the evaluation cycle) progress this
tool offers a chance for both the teacher and evaluator to record
the teacher’s progress throughout the evaluation process and
provides space to include observations on the impact of the
activities and strategies being used to achieve the goals; this tool
also prompts consideration of next steps
Peer Observation and Note
Taking Page
The
process for evaluating probationary teachers in North Carolina
includes one peer observation. This tool lists the three standards
that are observable during classroom observations (Standards
2,3,4). A box is provided for the peer evaluator to record
observable teacher behaviors linked to the standards; a second box
is provided to record observable student behaviors linked to the
standards; and a final box to record any artifacts collected during
the observation as well as space to list questions for reflection.
*Since
this one page is less cumbersome than the required evaluation forms,
the evaluator can use this for taking specific notes linked to the
standards and then transfer relevant information to the required
document
Blended Coaching Stems
This
page summarizes the basic language stems used in conducting coaching
conversations. Many supervisors keep this page in front of them as
they engage in conferences. Here is some additional explanation of
this language:
The Language of
Coaching-based Supervision
Probing
Supervisors probe and cue with paraphrasing, interpreting,
clarifying, and summarizing in response to what they hear from their
supervisee.
Paraphrasing restates the message and encourages the speaker
to test their understanding.
“So…”
“In other words…”
“What it sounds like is…”
Clarifying helps gather more information, seeks more
specificity, grounding of assessments with assertions, and may
uncover connections between ideas, feelings, and attitudes.
“To what extent…?
“What might be an example of…?”
“What do you mean when you…?”
“How many teachers…?”
Interpreting goes beyond paraphrasing to test possible
causes, assumptions, new assessments. It is additive to
paraphrasing.
“I am wondering if what you are saying could
mean…”
“Based on what you have described so far is
it possible that…”
Mediational Questions and
Transformational Coaching
Supervisors ask mediational questions and use transformational
coaching to help supervisees reflect upon their own leadership
practice and develop new habits of mind and ways of being as an
educational leader.
Mediational questions to help supervisees build their own
capacity to develop and expand leadership skills and practices.
Mediational questions are often future oriented, and help the
supervisee to reflect on possible solutions and appropriate
leadership actions.
“What criteria might you use to…?”
“What do you think would happen if…”
“How might that decision impact…?”
“What would be another interpretation of…?”
“How would it look…What a win-win look would like…?”
“What is the impact of … on students…?”
“How do you decide…What are your non-negotiable…”
“What are two or three other considerations
that…?”
Transformational coaching supports the development of new
levels of commitment, emotional intelligence, and dispositions by
helping their coachees to test new interpretations and to practice
new ways of being.
“Let’s try a role-play where you don’t get
defensive…”
“Ground that assessment for me…could you
make a different
assessment…?”
“How could we turn that rut story into a
river story…?”
“What new ‘way of being’ are you willing to
test in this
situation…?”
Instruction
Supervisors instruct when their supervisees ask for specific, timely
advice or when a gap in content or procedural knowledge is
uncovered. Instructional coaching does not require that the
supervisee follow given advice.
Instruction is used to share craft knowledge, resources,
models, and advice that is invitational in nature.
“We know that some best teaching practices are…”
“Our school’s data show that…you will need
to focus on…”
“Sometimes it’s helpful if…”
“Would it be helpful if we spent some time looking at…?”
“What I saw in that classroom is…”
Summarizing
Summarizing is used to identify key points that help
identify next steps, cue new thinking, and plan for future actions
and accountability
“Let’s review the key points so far…”
“What elements of this situation need to be
addressed first?”
“Coming out of this conversation, you will ….and I will …”
Supervisory Feedback and
Direction
When
supervisors assess that their supervisees are not meeting
established goals, standards, expectations, they promote action with
supervisory feedback and/or direction.
Feedback is provided with specific, data-based evidence to
prompt reflection and ground coaching and/or supervisory direction
“Based on my observations… I am rating you…”
“Your actions are resulting in…”
“I have observed this issue…”
Direction is given when coaching is not likely to produce
timely results, when the supervisor or the system establishes a
mandate, when the supervisee fails to aspire to uphold professional
standards, when the supervisee needs to be held accountable to
agreements and direction established as a result of the supervision
process.
“The district priority for…requires that
your school plan
include the following…”
“I expect you to…”
“You need to….How will you proceed? How can I support
you?
“As a result of this conversation about…you will…and I
will…”
“After I provide you with…you will do the following…”
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