TOOLS FOR MOVING TOWARDS COACHING-BASED EVALUATIONS
This page serves as additional resources for Principals and evaluators for use with the NC Teacher Evaluation Instrument. All materials here can be reproduced and used for educational purposes.
"It's Not About The Forms: Growing Human Capital Through Coaching-Based Supervision"
This presentation was delivered to principals, stakeholders and Department of Public Instruction Transformation Coaches on June 23, 2009. It provides a context for and instructions about the tools listed below.
NC Comparison Table
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 the teacher and principal process, 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.
Self-Assessment Summary for Teachers
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.
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.
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.
NC 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
NC Standards 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
NC 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
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
NC 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
Feedback Protocol (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.
Blended Coaching Stems
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?
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.
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 advance, and even role played with a trusted colleague. Don't allow professional conversations to be hijacked by emotion; keep student outcomes at the forefront.
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