• Descriptor Term: EVALUATION – LICENSED PERSONNEL
    Descriptor Code: GBI-P
    Presented to the Board: April 8, 2014
    Adopted by the Board: May 29, 2014
    Revised: August 11, 2015 
     

    Guidelines for the Evaluation Process

    Component 1: Training (All Licensed Employees)
    Before participating in the evaluation process, all licensed personnel must be provided training on the evaluation process.

     

    Component 2: Orientation (All Licensed Employees)
    Within two weeks of an employee’s first day of work in any school year, the principal/evaluator will provide the employee with a copy of or directions for obtaining access to a copy of:

              A. The appropriate North Carolina Licensed Evaluation Rubric

              B. The North Carolina Evaluation policy

              C. And a schedule for completing all components of the evaluation process

     

    Component 3: Self-Assessment (All Licensed Employees)
    Using the appropriate North Carolina Evaluation Rubric the licensed employee shall rate his or her own performance at the beginning of the year and reflect on his or her performance throughout the year.

     

    Component 4: Pre-Observation Conference (All Licensed Employees)
    Before the first formal observation, the principal/evaluator shall meet with the licensed employee to discuss his/her self- assessment based on the appropriate North Carolina Evaluation Rubric, the employee’s most recent professional growth plan, and the lesson(s)/professional activities to be observed. The employee will provide the principal/evaluator with a written description of the lesson(s). The goal of this conference is to prepare the principal/evaluator for the observation. Pre-Observation conferences are not required for subsequent observations.

     

    Component 5: The North Carolina Evaluation Process shall be conducted annually, according to one of the following: 

    EVALUATION CYCLE AND OBSERVATIONS - TEACHERS 

    Comprehensive Evaluation Cycle

    New teachers/staff who have not been employed for at least three consecutive years will be evaluated on this evaluation cycle. The principal shall conduct a Comprehensive Evaluation which includes at least three formal observations. A peer shall conduct one formal observation of a new teacher. A formal observation shall last at least forty-five (45) minutes or an entire class period.

    Self-Assessment
    Professional Development Plan
    Formal Observation (with pre and post-conference)
    Formal Observation (with post-conference)
    Formal Observation (with post-conference)
    Peer Observation (with post-conference)
    Summative Evaluation Conference
    Summary Rating Form
     

    Standard Evaluation Cycle

    Experienced teachers/staff (including those with career status) that have completed three or more consecutive years may be evaluated on this cycle. The principal shall conduct observations in accordance with one of the evaluation cycle types for all teachers/staff with greater than three years of experience. During the licensure renewal year, the principal shall conduct a standard evaluation cycle. A formal observation shall last at least forty-five (45) minutes or an entire class period. An informal observation shall be at least twenty (20) minutes in duration.

    Self-Assessment
    Professional Development Plan
    Formal Observation (with pre and post-conference)
    Observation (Formal or Informal with post-conference)
    Observation (Formal or Informal with post-conference)
    Summative Evaluation Conference
    Summary Rating Form
     

    Abbreviated Evaluation Cycle

    Experienced teachers/staff (including those with career status) who have completed three consecutive years of experience may receive the *abbreviated evaluation cycle, which includes two informal observations. A formal observation shall last at least forty-five (45) minutes or an entire class period. An informal observation shall be at least twenty (20) minutes in duration.

    Self-Assessment
    Professional Development Plan
    Observation on Standards 1 and 4 (Formal or Informal with post-conference)
    Observation on Standards 1 and 4 (Formal or Informal with post-conference)
    Summative Evaluation Conference on Standards 1, 4 and 6
    Summary Rating Form on Standards 1, 4 and 6
     

    *The Abbreviated Evaluation Cycle must be during the non-licensure renewal year.           

                           

    EVALUATION CYCLE AND OBSERVATIONS - LICENSED SUPPORT STAFF

    (Counselors, Media Specialist, Psychologists, Social Workers, and *Instructional Technology Facilitators)

    All school support staff members who are licensed by the North Carolina Department of Public Instruction are required to adhere to the annual evaluation requirements outlined in GS 115c-333.1(a). The minimum requirements for observations are:

     

    Comprehensive Evaluation Cycle — New licensed support staff who have not completed three consecutive years in the licensed support staff role.

    Teacher Self-Assessment
    Professional Development Plan
    Formal Observation (with pre and post-conference)
    Formal Observation (with post-conference)
    Formal Observation (with post-conference)
    Peer Observation (with post-conference)
    Summative Evaluation Conference
    Summary Rating Form
     

    *A peer shall conduct a formal observation of a probationary instructional technology facilitator.

     

    Total: Three (3) Formal Observations
    (Minimum requirement as administrators reserve the right to determine number of observations. Likewise, the employee may request additional Formal Observations.)

     

    Standard Evaluation Cycle – Experienced licensed support staff (including those with career status) who have completed three or more consecutive years in the licensed support staff role.

    Teacher Self-Assessment
    Professional Development Plan
    Formal Observation (with pre and post-conference)
    Observation (Formal or Informal with post-conference)
    Observation (Formal or Informal with post-conference)
    Summative Evaluation Conference
    Summary Rating Form
     

    Total: Three (3) Observations (1 Formal, 2 Informal)

    (Multiple administrators confer regarding observations and Summative Evaluation as determined by LEA)

     

    EVALUATION CYCLE AND OBSERVATIONS - RELATED SERVICE PROVIDERS

    (Speech Language Pathologists, Occupational Therapists, Physical Therapists, and School Nurses)

     

    Speech-language pathologists shall be evaluated annually. During the evaluation, the evaluator shall conduct at least one observation of a therapy session. This formal observation should last at least forty-five (45) minutes or the entire session. An informal observation may take place as an evaluator visits classrooms, helps a student, or “drops in” on the speech-language pathologist’s therapy session for a minimum of twenty (20) minutes in one sitting. During observations, the principal shall note the speech-language pathologist’s performance in relationship to the applicable Standards on the Rubric for Evaluating North Carolina Speech-Language Pathologists.

     

    School-based occupational therapists shall be evaluated annually. During the evaluation, a licensed occupational therapist shall conduct at least one observation of a meeting with students and/or parents, a therapy session or meeting or other session as agreed upon by the evaluator and the occupational therapist. This formal observation should last at least forty-five (45) minutes or the entire session. During observations, the observer shall note the occupational therapist’s performance with respect to the applicable professional practices/descriptors on the Rubric for Evaluating North Carolina School-Based Occupational Therapists.

     

    School-based physical therapists shall be evaluated annually. During the evaluation, the evaluator shall conduct at least one observation of a physical therapy activity. This formal observation should last at least forty-five (45) minutes or the entire session. During observations, the evaluator shall note the physical therapist’s performance in relationship to the North Carolina Professional Physical Therapy Standards.

     

    School nurses shall be evaluated annually. During the evaluation, the evaluator shall conduct at least one observation of the school nurse engaged in a session with students and/or families or during leadership activities, training sessions, or meetings. This formal observation should last at least forty-five (45) minutes or the duration of the task being performed by the school nurse. An informal observation may take place as an evaluator “drops in” while a school nurse is working with an individual student, conducting a group session with parents and/or students, leading or participating in a meeting, or provides training or consultation services to other nurses and/or educators.

     

    EVALUATION CYCLE AND OBSERVATIONS – TEACHER LEADERSHIP SPECIALISTS

    (Literacy coaches, Curriculum facilitators, Technology Facilitators, Central Office based Curriculum Coaches, Lead Teachers, and Reading Teachers (teacher trainers and do not teach students) etc.)

     

    Comprehensive Evaluation Cycle – New Teacher leadership specialists who have not been employed for at least three consecutive years in a teacher leadership specialist role.

    Teacher Self-Assessment
    Professional Development Plan
    *Formal Observation (with pre and post-conference)
    *Formal Observation (with post-conference)
    *Formal Observation (with post-conference)
    Peer Observation (with post-conference)
    **Summative Evaluation Conference
     

    *Formal observations may be conducted by different observers if the teacher leadership specialist works in more than one school. Different observers in the same school may also conduct observations.

     

    **All observers who observed the teacher leadership specialist during the year should confer about the final evaluation ratings prior to the final/summative evaluation conference to ensure that all aspects of the teacher leadership specialist’s performance are considered.

     

    Total: Three (3) Formal Observations

    (Minimum requirement as supervisors reserve the right to determine number of observations. Likewise, the employee may request additional Formal Observations.)

     

    Standard Evaluation Cycle – Experienced Teacher, Leadership Specialists and Career Development Coordinators (including those with career status) who have completed three or more consecutive years in the role of teacher leadership specialist or career development coordinator.

     Teacher Self-Assessment
    Professional Development Plan
    Formal Observation (with pre and post-conference)
    *Observation (Formal or Informal with post-conference)
    *Observation (Formal or Informal with post-conference)
    Summative Evaluation Conference
    **Summary Rating Form
     

    *Two (2) informal observations which may be conducted by more than one (1) observer or peer observer.

     

    **One (1) final/summative evaluation conducted near the end of the year. All observers who observed the teacher leadership specialist during the year should confer about final evaluation ratings prior to the final/summative evaluation conference to ensure that all aspects of the teacher leadership specialist’s performance are considered.

     

    Total: Three (3) Observations (1 Formal, 2 Informal)

    (Multiple supervisors confer regarding observations and Summative Evaluation as determined by LEA)

      

    NOTE: 

    A Summary evaluation rating shall be completed for all licensed staff each year. 

    During observations, the evaluator and *peer (in the case of a new teacher) shall note the employee’s performance in relationship to the applicable Standards on the Rubric for Evaluating North Carolina Licensed Employees. Additional observations may occur at the discretion of the evaluator consistent with local board of education policy.

    *A Peer observer must have successfully completed 3 consecutive years of experience (in- or out-of-district).

    The post-observation conference shall occur no later than ten school days after each formal observation.
     

    Component 6: Post-Observation Conference (All Licensed Employees)

    The principal shall conduct a post-observation conference no later than ten (10) school days after each formal observation. During the post-observation conference, the principal and employee shall discuss and document on the Rubric the strengths and weaknesses of the employee’s performance during the observed lesson/professional activity.

     

    Component 7: Summary Evaluation Conference and Scoring the Summary Rating Form (All Licensed Employees)

    Prior to the end of the school year and in accordance with LEA timelines, the principal/evaluator shall conduct a summary evaluation conference with the employee. During the summary evaluation conference, the principal/evaluator and employee shall discuss the employee’s self-assessment, the employee’s most recent Professional Growth Plan, the components of the appropriate North Carolina Evaluation Process completed during the year, observations, artifacts submitted or collected during the evaluation process and other evidence of the employee’s performance on the Rubric.

     

    At the conclusion of the appropriate North Carolina Evaluation Process, the principal shall:

           A. Give a rating for each Element in the Rubric; 

           B. Make a written comment on any Element marked “Not Demonstrated”; 

           C. Give an overall rating of each Standard in the Rubric; 

           D. Provide the employee with the opportunity to add comments to the Summary/End-of-Year Rating Form; 

           E. Review the completed Summary/End-of-Year Rating Form with the employee; and 

           F. Secure the employee’s signature on the Record of Evaluation Activities and Summary/End-of-Year Rating Form.

     

    Component 8: Professional Development Plans (PDP) (All Licensed Employees)

    Licensed employees shall develop a Professional Growth Plan designed to serve as a guide for improving their performance during the subsequent school year. At a minimum, such a plan shall outline the standards and elements on which improvement is needed, goals to be accomplished, activities to be completed, and a timeline for completing all activities and/or achieving goals. The employee and evaluator should meet to discuss the employee’s progress towards achieving PDP goals. The Professional Growth Plan should be discussed with and approved by the evaluator as the final step in the evaluation process.

     

    Individual Growth Plans

    Licensed employees who are rated at least “Proficient” on all the Standards on the appropriate Summary/End-of-Year Rating Form shall develop an Individual Growth Plan designed to improve performance on specifically identified Standards and Elements.

     

    Monitored Growth Plans

    A licensed employee shall be placed on a Monitored Growth Plan whenever he or she:

           A. Is rated “Developing” on one or more Standards on the appropriate Summary/End-of-Year Rating Form; and 

           B. Is not recommended for dismissal, demotion or nonrenewal.

     

    A Monitored Growth Plan shall, at a minimum, identify the Standards and Elements to be improved, the goals to be accomplished and the activities the employee should undertake to achieve Proficiency, and a timeline which allows the employee one school year to achieve Proficiency. A Monitored Growth Plan that meets those criteria shall be deemed to satisfy the requirements of N.C. Gen. Stat. § 115C-333(b).

     

    Directed Growth Plans

    A licensed employee shall be placed on a Directed Growth Plan whenever he or she is rated:

           A. “Not Demonstrated” on any Standard on the appropriate Summary/End-of-Year Rating Form; or 

           B. “Developing” on one or more Standards on the appropriate Summary/End-of-Year Rating Form for two sequential

                 years; and 

           C. Is not recommended for dismissal, demotion or nonrenewal.

     

    The Directed Growth Plan shall, at a minimum, identify the Standards and Elements to be improved, the goals to be accomplished, the activities the employee shall complete to achieve Proficiency, a timeline for achieving Proficiency within one school year or such shorter time as determined by the LEA. A Directed Growth Plan that meets those criteria shall be deemed to satisfy the requirements of N.C. Gen. Stat. § 115C-333(b).

     

    School Administrators (Principal and Assistant Principal)

     

    Component 1: Pre-Evaluation Planning/Preparation for Initial Meeting

    Principals and assistant principals will complete a self-assessment using the Rubric for Evaluating North Carolina Principals/Assistant Principals. This self-assessment will serve as the basis for goal development, which should be completed prior to initial meeting between Principal/Assistant Principal and Superintendent/Designee.

     

    Component 2: Initial Meeting Between Principal/Assistant Principal and Superintendent/Designee

    Principals/assistant principals will meet individually with the district superintendent/designee who has been delegated the responsibility to discuss the results of the self-evaluation, goal development, and the evidence and data to be gathered for the evaluation process. The principal/assistant principal and superintendent/designee will agree on the data, evidence, and artifacts necessary to complete the evaluation process and confirm the principal’s/assistant principal’s level of performance.

     

    Component 3: Data Collection

    The principal/assistant principal will collect the data agreed upon. These data may include the artifacts listed for each standard on the rubric; feedback from parents, students, and the school community; documentation of professional development completed during the year; and other data to document achievement of performance goals. The district superintendent/designee will visit the school during this period in order to observe the environment and interact with teachers and other members of the school community.

      

    Component 4: Mid-Year Evaluation Between Principal/Assistant Principal and Superintendent/Designee

    Principals/assistant principals will meet individually with the district superintendent or a designee who has been delegated the responsibility to discuss the principal’s/assistant principal’s progress toward achieving his or her annual goals. This mid-year discussion will focus on the status of goal attainment and mid-year adjustments to action plans that must be made in order to achieve goals by the end of the school year. By mid-year, school-wide student growth data should be available for review.

     

    Component 5: Prepare a Consolidated Performance Assessment

    The principal/assistant principal will synthesize the information obtained in order to prepare a consolidated assessment or comprehensive view of performance throughout the year. This brief summary of the data and artifacts used to judge performance should be provided to the superintendent/designee well in advance of the performance discussion at which final performance levels will be discussed. North Carolina School Executive Principal Evaluation Process

     

    Component 6: Meeting Between Principal/Assistant Principal and Superintendent/Designee

    The principal/assistant principal and superintendent/designee will meet at the school to discuss progress in completing the evaluation process. They will discuss the self-assessment, consolidated assessment, and summary/end-of-year evaluation of the principal/assistant principal, which the superintendent/designee prepared in advance of the meeting. Should additional data or artifacts need to be brought into the discussion; the principal/assistant principal will have them readily available to share at that time. At this meeting, the principal/assistant principal and superintendent/designee will agree upon the next year’s performance goals.