Teacher Evaluation EVAAS updated link-Dr. Mills

Educator Effectiveness website Resource-2.28.13

Career 1 for 2013-2014
Edwards, Stephanie
Owen, Susan

Teachers that are in their 5th year of their renewal cycle (3 observations) for 2012-2013

Bennett Christopher

Brown Margo

Bush Margaret

Carlaccini Gregg

Davis Megan

Edwards Stephanie

Gatchel Elizabeth

Hatfield Janet

Pennington Diane

Joan Bjork resource for McCrel

Evaluation checklist 5.22.12 Wendy Miller Closeout

NC Teacher Evaluation Wiki (For Administrators) 8.13.12
NC Teacher Evaluation How To Wiki 3.18.12
September 21st, 2011
Supplemental Letter concerning observation process
September 15th, 2011
Professional Development Plan and SMART Goal Process
September 11th, 2011
New User Account Self Creation
NC Education Screenshots for Users with previous accounts and new users
The NCDPI has been handling an increased number of requests from users having login problems and requesting help multiple times via phone, email, and/or from their school test coordinator who also generates help requests on behalf of the user. This activity typically results in conflicting password changes and confusion. To remedy these problems, please adhere to the following guidelines.

(1) IF you have never had a NC Education, NCRegistration, or NC FALCON user name and password, follow the steps on the attached "New User Account Self Creation" document to create your user name and password. Due to security reasons, district and school test coordinators are not able to create accounts for you as they have in previous years. Also, it is very important that you complete the email verification process or your account will be locked out in a short amount of time.

Note: ALL users - those with previous accounts and new users - must follow the steps in the second attached document, "NC Education Screen Shots for Users with Previous Accounts and New Users" to verify your password and access the PLC "The Call to Change".

(2) IF you already have an account and are unable to login to NC Education, use the "Account Finder" and/or "Password Recovery Feature" to try to access your login information. Remember, district and school test coordinators no longer have access to your user name and passwords. Therefore, it is important for you to keep up with this information.

(3) IF still unable to create or access your account, then contact your school test coordinator (STC) who can look to see if you have an active account. Again, the STC does not have access to your user name and password but they can see if you have an active account. If so, they can assist you with the "Account Finder" and "Password Recovery Feature" process to see if your account can be accessed.

(4) IF all of the above do not work, then the STC should contact Veveca Brinson or Cathi Warmack - preferably by email - with a list of users still unable to access NC Education and any known issues. Veveca, Cathi, or I will run some additional checks here.

Lastly, IF we are unable to resolve the issues, then we will send an email to the NCDPI Help Desk or ask the STC to send an email to the NCDPI Help Desk.

Please realize that with the volume of users email is the most effective mode of communication. Also, realize that to go through all of the processes may take several days. Therefore, if you know you need access to NC Education on a specific date, please make sure you are able to access your account a week prior. That way if you have any issues you can follow these guidelines and hopefully, you will have access by the time you need it.

Adhering to these guidelines will improve the system and alleviate the multiple requests that are slowing down the system at this time. NC Education will be used throughout the year for additional PLCs, online testing, etc. Therefore, please keep up with your user name and password and change your password when required to keep your account active. Follow all directions in emails received from NC Education.

Thank you for your cooperation and patience. Together, we will get everyone up and running!

Cindy Manning
LEA250 Test Coordinator

September 9th, 2011
How to Locate Your Unique User ID in the NC Teacher Education Evaluation System
How to Screenshots for NC Teacher Education Evaluation System
McCrel Website: NC Teacher Evaluation online instrument
September 7th, 2011
- The State Board of Education has further clarified the requirements for an abbreviated evaluation. According to Board policy passed in July, principals may decide to conduct an abbreviated evaluation of career-status teachers who are not in their license renewal year. As part of the abbreviated evaluation, teachers complete a self-assessment and a professional development plan. An administrator then conducts a minimum of two informal observations and comments on the teacher’s performance on Standards One and Four during that time. An informal observation consists of a minimum of twenty minutes in the classroom. At the end of the year, the teacher and the evaluator meet for a summary evaluation conference, and the principal completes a summary rating form with ratings for Standards One, Four, and Six. The attached PDF file provides a summary of evaluation requirements. Teachers may request a full formal observation if they desire. Please note that the abbreviated evaluation is only an option. Principals may always elect to complete a full evaluation for any teacher, especially if there are existing performance concerns. McREL is currently making changes to bring the abbreviated evaluation online in the next few weeks

September 6th, 2011
Evaluation Comparison Chart
August 31st, 2011
Standard 6 update from DPI

Evaluation Process Reminders


NC Teacher Rubric Training (Powerpoint)

NC Learn and Resources for the Professional Teaching Standards

Pre-Observation Form (For 1st observation for BTs, Probationary and Career)

Evaluation Resources and Packets for Certified and Non-Certified Staff

Code of Ethics

Evaluation Process-5 Year Timeline

Instrument Due Date Charts for 2011-2012

Summary Rating Sheet-for MENTORS/PEERS (Peer Observation)

Teacher Evaluation Process-The Law

Teacher Summary Rating Form

Evaluation Packets: Self Assessment, Professional Growth Plan, General Indicators and Evaluation Form
What is expected when an administrator observes in my classroom?
Beginning Teacher Evaluation Packet

Career Teacher Evaluation Packet

Probationary Teacher Evaluation Packet

Observation Schedule for all Teachers-If you are in your renewal year, you must be observed 3 times

Observation Schedule for 2011.2012 (Number of observations this year)

Peer Observation Assignments for BTs and Probationary Teachers

Beginning Teacher (Peer Observation List) updated 11.26.12

Probationary Teacher Peer Observer List

standard 1: teachers demonstrate leadership

a. teachers lead in their classrooms. Teachers demonstrate leadership by taking responsibility for the progress of all students to
ensure that they graduate from high school, are globally competitive for work and postsecondary education, and are prepared for life in
the 21st century. Teachers communicate this vision to their students. Using a variety of data sources, they organize, plan, and set goals
that meet the needs of the individual student and the class. Teachers use various types of assessment data during the school year to
evaluate student progress and to make adjustments to the teaching and learning process. They establish a safe, orderly environment,
and create a culture that empowers students to collaborate and become lifelong learners.

b. teachers demonstrate leadership in the school. Teachers work collaboratively with school personnel to create a professional
learning community. They analyze and use local, state, and national data to develop goals and strategies in the school improvement
plan that enhances student learning and teacher working conditions. Teachers provide input in determining the school budget and in
the selection of professional development that meets the needs of students and their own professional growth. They participate in the
hiring process and collaborate with their colleagues to mentor and support teachers to improve the effectiveness of their departments
or grade levels.

c. teachers lead the teaching profession.Teachers strive to improve the teaching profession. They contribute to the establishment
of positive working conditions in their school. They actively participate in and advocate for decision-making structures in education and
government that take advantage of the expertise of teachers. Teachers promote professional growth for all educators and collaborate
with their colleagues to improve the profession

d. teachers advocate for schools and students. Teachers advocate for positive change in policies and practices affecting student
learning. They participate in the implementation of initiatives to improve the education of students.

e.teachers demonstrate high ethical standards. Teachers demonstrate ethical principles including honesty, integrity, fair treatment,
and respect for others. Teachers uphold the Code of Ethics for North Carolina Educators (effective June 1, 1997) and the Standards for
Professional Conduct adopted April 1, 1998. (www.ncptsc.org)

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. Teachers
encourage an environment that is inviting, respectful, supportive, inclusive, and flexible.

b. teachers embrace diversity in the school community and in the world. Teachers demonstrate their knowledge of the history of
diverse cultures and their role in shaping global issues. They actively select materials and develop lessons that counteract stereotypes
and incorporate histories and contributions of all cultures. Teachers recognize the influence of race, ethnicity, gender, religion, and other
aspects of culture on a student’s development and personality. Teachers strive to understand how a student’s culture and background
may influence his or her school performance. Teachers consider and incorporate different points of view in their instruction.

c. teachers treat students as individuals. Teachers maintain high expectations, including graduation from high school, for students of
all backgrounds. Teachers appreciate the differences and value the contributions of each student in the learning environment by building
positive, appropriate relationships.

d. teachers adapt their teaching for the benefit of students with special needs. Teachers collaborate with the range of support
specialists to help meet the special needs of all students. Through inclusion and other models of effective practice, teachers engage
students to ensure that their needs are met.

e. teachers work collaboratively with the families and significant adults in the lives of their students. Teachers recognize
that educating children is a shared responsibility involving the school, parents or guardians, and the community. Teachers improve
communication and collaboration between the school and the home and community in order to promote trust and understanding and
build partnerships with all segments of the school community. Teachers seek solutions to overcome cultural and economic obstacles
that may stand in the way of effective family and community involvement in the education of their students.

standard III: teachers know the content they teach

a. teachers align their instruction with the North Carolina Standard Course of Study. In order to enhance the North Carolina
Standard Course of Study, teachers investigate the content standards developed by professional organizations in their specialty area.
They develop and apply strategies to make the curriculum rigorous and relevant for all students and provide a balanced curriculum
that enhances literacy skills. Elementary teachers have explicit and thorough preparation in literacy instruction. Middle and high school
teachers incorporate literacy instruction within the content area or discipline.

b. teachers know the content appropriate to their teaching specialty. Teachers bring a richness and depth of understanding to their
classrooms by knowing their subjects beyond the content they are expected to teach and by directing students’ natural curiosity into
an interest in learning. Elementary teachers have broad knowledge across disciplines. Middle school and high school teachers have
depth in one or more specific content areas or disciplines.

c. teachers recognize the interconnectedness of content areas/disciplines. Teachers know the links and vertical alignment of the
grade or subject they teach and the North Carolina Standard Course of Study. Teachers understand how the content they teach relates
to other disciplines in order to deepen understanding and connect learning for students. Teachers promote global awareness and its
relevance to subjects they teach.

  • World Hunger
  • Global Warming
  • Pollution
  • Education
  • Poverty
  • Energy Waste and Efficiency
  • Alternative Energy Sources
  • Space Exploration
  • Health Care
  • Diseasehttp://aspdeveloper.wordpress.com/2007/10/18/10-problems-or-opportunities-facing-the-world-today-and-the-technologies-that-can-help-solve-them/


    Global SchoolNet’s Projects Registry (PR) is the oldest (1995) and largest online clearinghouse for teacher-conducted global learning projects. The PR contains more than 3,000 annotated listings – and is searchable by date, age level, geographic location, collaboration type, technology tools or keyword. The Project Registry is a central place for educators to find global partners and announce projects.


    iEARN (International Education and Resource Network) is the world's largest non-profit global network that enables teachers and youth to use the Internet and other technologies to collaborate on projects that enhance learning and make a difference in the world.


    Check out the DeforestACTION Action Portal & browse educator resources below!
    DeforestACTION is the most exciting student directed learning activity on the planet, and the first global Shout! initiative. This is true 21st century learning in action. It is a proven model to engage, inspire and transform the young people in schools across the world.
    The DeforestACTION initiative was established in order to empower young people worldwide to become inspired by youth working to fight deforestation, become informed about the issues and politics surrounding deforestation, and become actively involved in finding a solution. Through the DeforestACTION lessons, students will have the opportunity to:
    • Create local, national and international entrepreneurial initiatives that protect and regrow endangered forests;
    • Collaborate in new ways across borders to find creative ways to save endangered animals, including orang-utans, and build a new model for global conservation;
    • Develop local projects related to the theme of deforestation, unique to their school and community, which support the global project in exciting and innovative ways.
    The overall pedagogical aims and objectives of DeforestACTION are to:
    • Help develop global citizenship by encouraging learners to collaborate on a global platform to solve global problems.
    • Provide opportunities to review and evaluate the causes, impacts and politics of deforestation at the local and global level.
    • Encourage learners to analyze, using deforestation as an example, how to plan and organize for global issues using collaborative technology.
    • Introduce learners to proven structured action plans by engaging in interactive activities and taking part in valuable discussions with peers and mentors.


ePals is the leading provider of safe collaborative technology for schools to connect and learn in a protected, project-based learning network. With classrooms in 200 countries and territories, ePals makes it easy to connect learners locally, nationally or internationally.

Celebrating the Arts
The Arts can be a forum for self-expression, communication, exploration and cultural understanding. And Arts Education can strengthen collaborative skills, problem-solving skills, develop cognitive and creative skills, teach cultural and historical perspectives and just be a lot fun! In partnership with the Smithsonian Institution, ePals encourages Global Community members to explore the Arts through these online museum exhibits, student activities, and classroom lessons.


Melda Yildiz, Kean University
Learn creative strategies for producing media with youth and discover several multilingual and multicultural projects that use handheld devices and integrate global education.
global education, global competency, 21st century stills, handheld devices, multilingual projects

ISTE global, multicultural and 21st century resources

d. teachers make instruction relevant to students. Teachers incorporate 21st century life skills into their teaching deliberately,
strategically, and broadly. These skills include leadership, ethics, accountability, adaptability, personal productivity, personal
responsibility, people skills, self-direction, and social responsibility. Teachers help their students understand the relationship between
the North Carolina Standard Course of Study and 21st century content, which includes global awareness; financial, economic, business
and entrepreneurial literacy; civic literacy; and health awareness.

standard IV: teachers facilitate learning for their students

a. teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social,
and emotional development of their students. Teachers know how students think and learn. Teachers understand the influences
that affect individual student learning (development, culture, language proficiency, etc.) and differentiate their instruction accordingly.
Teachers keep abreast of evolving research about student learning. They adapt resources to address the strengths and weaknesses of
their students

b. teachers plan instruction appropriate for their students. Teachers collaborate with their colleagues and use a variety of data
sources for short- and long-range planning based on the North Carolina Standard Course of Study. These plans reflect an understanding
of how students learn. Teachers engage students in the learning process. They understand that instructional plans must be consistently
monitored and modified to enhance learning. Teachers make the curriculum responsive to cultural differences and individual learning

c. teachers use a variety of instructional methods. Teachers choose the methods and techniques that are most effective in meeting
the needs of their students as they strive to eliminate achievement gaps. Teachers employ a wide range of techniques including
information and communication technology, learning styles, and differentiated instruction

d. teachers integrate and utilize technology in their instruction. Teachers know when and how to use technology to maximize
student learning. Teachers help students use technology to learn content, think critically, solve problems, discern reliability, use
information, communicate, innovate, and collaborate.

National Educational Technology Standards for Administrators


National Educational Technology Standards for Teachers


National Educational Technology Standards for Students


Collaborating to Connect NETS with Curriculum

1. Creativity and Innovation

2. Communication and Collaboration

3. Research and Information Literacy

4. Critical Thinking, Problem Solving and Decision Making

PICTURES FOR LEARNING-great resource/citation activity for media

About Pics4Learning

Pics4Learning is a copyright-friendly image library for teachers and students. The Pics4Learning collection consists of thousands of images that have been donated by students, teachers, and amateur photographers. Unlike many Internet sites, permission has been granted for teachers and students to use all of the images donated to the Pics4Learning collection.

e. teachers help students develop critical-thinking and problem-solving skills. Teachers encourage students to ask questions,
think creatively, develop and test innovative ideas, synthesize knowledge, and draw conclusions. They help students exercise and
communicate sound reasoning; understand connections; make complex choices; and frame, analyze, and solve problem

f. teachers help students work in teams and develop leadership qualities. Teachers teach the importance of cooperation and
collaboration. They organize learning teams in order to help students define roles, strengthen social ties, improve communication and
collaborative skills, interact with people from different cultures and backgrounds, and develop leadership qualities.

g. teachers communicate effectively. Teachers communicate in ways that are clearly understood by their students. They are
perceptive listeners and are able to communicate with students in a variety of ways even when language is a barrier. Teachers help
students articulate thoughts and ideas clearly and effectively.

h. teachers use a variety of methods to assess what each student has learned. Teachers use multiple indicators, including
formative and summative assessments, to evaluate student progress and growth as they strive to eliminate achievement gaps.
Teachers provide opportunities, methods, feedback, and tools for students to assess themselves and each other. Teachers use 21
st century assessment systems to inform instruction and demonstrate evidence of students’ 21st century knowledge, skills, performance,
and dispositions.

standard V: teachers reflect on their practice

a. teachers analyze student learning. Teachers think systematically and critically about student learning in their classrooms and
schools: why learning happens and what can be done to improve achievement. Teachers collect and analyze student performance
data to improve school and classroom effectiveness. They adapt their practice based on research and data to best meet the needs of

b. teachers link professional growth to their professional goals. Teachers participate in continued, high-quality professional
development that reflects a global view of educational practices; includes 21st century skills and knowledge; aligns with the State
Board of Education priorities; and meets the needs of students and their own professional growth.

c. teachers function effectively in a complex, dynamic environment. Understanding that change is constant, teachers actively
investigate and consider new ideas that improve teaching and learning. They adapt their practice based on research and data to best
meet the needs of their students