The NC DPI and North Carolina Professional Teaching Standards Commission uses the Teacher Evaluation Tool to ensure that teachers are implementing 21st Century Skills in their classrooms on a daily basis. They designed this tool to promote effective leadership, quality teaching, and student learning while enhancing professional practice and leading to improved instruction.
On the Performance Rating Scale, a teacher can show their skills as:
At the beginning of the year, a teacher's first evaluation is the baseline. You are not expected to be anything but developing in the evaluation tool when you choose what skill you would like to be working on throughout the year. Note: Only at the final evaluation at the end of the school year would you be able to truly see growth in the evaluation tool (not an average).
When you are developing, teachers should think of themselves as only being "aware" of the skill, not a master of it. The teacher will hopefully demonstrate adequate growth but not competence in the skill if this is how they are rated. For example, you might know how to bicycle (to move you must pedal; use the handle bars to steer, etc) but if you fall off each time, you are still developing your skill of bicycling even though you are aware of how to do it.
When you are proficient, this would mean that you have mastered the skill but you have to plan on using it in a lesson (i.e. you do not use it all the time). This is the widest range of ability and is an expectation of your job. However, it doesn't come naturally as you teach and you must concentrate on incorporating it into the classroom. Using the same example of bicycling as before, you might ride a bicycle but because you do not bicycle all the time, it is not natural, it can be awkward as you think about skills necessary, and you can only ride for a short distance.
When you are accomplished, the skill you have focused on is natural and instinctual in your classroom and lessons. You have exceeded the basic competence and use the skills most of the time. Evaluators can only check for the ease of delivery on the 1st observation, and then continuousness and fluidity of the skill in the final evaluation. With the bicycle analogy, you do not have to think about how to bicycle, it just becomes natural because you might ride it all the time without thinking about balance, pedaling, steering, etc.
When you are distinguished, that would mean that you consistently and significantly exceed the standards inside the classroom and outside the classroom teaching other adults. This would fit best with the leadership standard. Again, with the bicycle analogy, it would mean that bicycling now comes so easily that you can give riding lessons and teach others.
If a teacher is marked as not demonstrated, this would mean that they did not demonstrate competence and/or adequate growth towards achieving standard performance. If this has been marked, one of three things has happened: 1. They have no awareness of the skill (this should NEVER happen); 2. They are aware but have made no growth or development of the skill; or 3. The job description doesn't allow demonstration of that skill (which is rare). If this has been marked by the evaluator, the evaluator must comment on why it was used.
Teachers, you will not have enough time in the year to complete all 36 levels as distinguished, nor are you required to make growth in all 36 areas. Only a couple of areas (2) should require growth in your PDP and it should be something that you are not doing so it shows you gaining strength and competence in new skills.
o awareness of skill, cannot yet do it
o Sits on the bicycle, but can’t ride
o Nothing wrong with this, where everyone starts
o Place you want to rent, not own
o Goal level
o You can do the skill, ride the bicycle
o Range from wobbly to riding well, but do not do it all the time
o Natural skill you do without thinking about it
o Something you do all the time
o Get on the bike and ride it to work everyday
o Doing skill easily, all the time
o Teaching skills to other people
o May do one year, but not the next
o 1st way - No idea a skill exists
o Should never be rated this because it is the principals responsibility to make you aware
o 2nd way – have been made aware but refuse, or are not able to demonstrate