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This Concept Map, created with IHMC CmapTools, has information related to: Teacher Effectiveness and School Improvement, Learning Outcomes are affected by the interplay of CONTENT, STANDARDIZED TESTING typically covers Less than 50% of SCOS objectives with 1 or 2 questions per objectives, CURRENT STUDENT PROFICIENCY is added to STUDENT CUMULATIVE TESTING DATA, Pedagogical skill Content knowledge Relationship skill Passion Physical condition Personal life must be considered when accurately determining TEACHER EFFECTIVENESS, CONTENT issues Relevent Appropriate to ability Appropriate amount, TEACHER EFFECTIVENESS is currently evaluated using NC TEACHER EVALUATION PROCESS, Numerical results are somewhat arbitrarily categorized to determine CURRENT STUDENT PROFICIENCY, Temporal outcomes include Short Term, NC TEACHER EVALUATION PROCESS consists of Process The North Carolina Teacher Evaluation Process shall include the following components: Component 1: Training Component 2: Orientation Component 3: Teacher Self-Assessment Using the Rubric for Evaluating North Carolina Teachers, the teacher 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 Component 5: Observations A. A formal observation shall last at least forty-five minutes or an entire class period B. Probationary Teachers 1. The principal shall conduct at least three formal observations of all probationary teachers. 2. A peer shall conduct one formal observation of a probationary teacher. C. Career Status Teachers 1. Career teachers shall be evaluated annually, unless the LEA establishes a different evaluation cycle for career teachers. 2. During the year in which a career status teacher participates in a summative evaluation, the principal shall conduct at least three observations, including at least one formal observation. During observations, the principal and peer (in the case of a probationary teacher) shall note the teacher’s performance inrelationship to the applicable Standards on the Rubric for Evaluating North Carolina Teachers. Component 6: Post-Observation Conference Component 7: Summary Evaluation Conference and Scoring the Teacher Summary Rating Form Component 8: Professional Development Plans A. Individual Growth Plans B. Monitored Growth Plans C. Directed Growth Plans Component 9: Effective Dates and Effect on Licensing and Career Status, Learning Outcomes are affected by the interplay of STUDENT, Learning Outcomes may be Temporal outcomes, Learning Outcomes may be Domain -oriented outcomes, Pedagogical skill Content knowledge Relationship skill Passion Physical condition Personal life have a bearing upon TEACHER EFFECTIVENESS, Temporal outcomes include Long Term, STANDARDIZED TESTING is desgned by Distant technocrats for a theoretical student, Learning Outcomes are affected by the interplay of TEACHER, TEACHER EFFECTIVENESS may be erroneously "calculated" on the difference between PREDICTED STUDENT PROFICIENCY, Complex Activities may be illustrated by Learning Outcomes Diagram, Short Term are most often "measured" by STANDARDIZED TESTING, SCHOOL IMPROVEMENT requires The Placement of Effective Teachers where they are most needed...