The page for the full reports from all counties and more information is here.
North Carolina is reporting on the effectiveness of teachers and administrators across the State. The reports show ratings of the performance of all teachers who were evaluated in the 2010-11 school year. This group includes mostly new teachers and some veteran teachers. Data for all principals and assistant principals also are reported.
The following pages provide data on educator effectiveness in this school district. In North Carolina, educator effectiveness is gauged through the use of the North Carolina Educator Evaluation System and other informal means. This system engages teachers, principals, and their evaluators in dynamic discussion that recognizes educators’ individual strengths and focuses on how they can improve their craft.
Important Information:
Please keep the following in mind when reviewing the attached educator effectiveness data.
- North Carolina’s Educator Evaluation System is a growth instrument. It identifies the knowledge, skills, and dispositions expected of teachers, and measures the level at which they meet the standard as they move from ratings of “developing” to “distinguished.”
- As lifelong learners, teachers and school leaders are constantly learning and growing. Since they always have room to improve, it is uncommon to see a school in which the majority of teachers are distinguished. It is expected that teachers in a school would be distributed across the categories.
- During the 2010-11 school year, the State only required school districts to complete evaluations for teachers in their first three years in the classroom and tenured teachers renewing their licenses. As a result, new teachers are heavily over-represented in the data, and the data do not fully represent the school or school district. New teachers are more likely to be rated lower on the evaluation standards as they are still learning and developing new skills and knowledge.
The North Carolina Educator Evaluation System
Evaluation standards for teachers:
- Teachers demonstrate leadership.
- Teachers establish a respectful environment for a diverse population of students.
- Teachers know the content they teach.
- Teachers facilitate learning for their students.
- Teachers reflect on their practice.
Evaluation standards for school leaders:
- Strategic Leadership: The administrator leads the school staff in constant reflection on their vision, mission, and goals. The school leader guides the school through constant inquiry on how it prepares students for the future.
- Instructional Leadership: The school leader creates an environment in which the staff is accountable for the performance of their students. The administrator leads the staff in the use of the best instructional practices and spurs collaboration between teachers.
- Cultural Leadership: The school leader fosters a positive school culture focused on student achievement. He or she understands school traditions and values and uses them to create a sense of pride. When necessary, the administrator leads the school community to shape its culture into a more positive one.
- Human Resource Leadership: The administrator creates a professional learning community through recruitment, induction, support, evaluation, development, and retention of high-performing staff.
- Managerial Leadership: The school leader organizes the school and its systems in a manner that ensures efficiency and effectiveness in practices.
- External Development Leadership: The administrator engages the community in the support and ownership of its schools.
- Micro-political Leadership: The school leader uses diversity and constructive differences among staff members to push the school toward its goals. The administrator uses his or her awareness of staff needs, issues, and interests to build cohesion.
NOTE: Beginning in 2011 – 2012, a sixth standard for teachers and eighth standard for administrators will evaluate the extent to which they affect student growth.
Further about the Educator Evaluation System is available on the NC Public Schools website at http://www.ncpublicschools.org/profdev/training/.
Evaluation Ratings:
Educators can receive one of five ratings on a standard:
- Not demonstrated (Lowest Rating) indicates that the educator did not demonstrate competence on the standard, or display adequate growth toward the standard.
- Developing indicates that the educator is growing in his or her understanding of that standard, but has not yet demonstrated competence.
- Proficient indicates that the educator demonstrated basic competence of the standard.
- Accomplished indicates that the educator exceeded basic competence on the standard, most of the time.
- Distinguished (Highest Rating) indicates that the educator consistently and significantly exceeds basic expectations on the standard.
Reporting of Educator Effectiveness Data
North Carolina is developing a more complete profile of a school and school district. Beginning with the 2010-11 school year, the State is reporting on the quality of teachers and school leaders throughout the state. In 2011-12, the State will also report on the distribution of effective educators and leaders.
The following data are presented on the attached pages:
- For each school, a breakdown of the number and percentage of teachers who received each of the five possible ratings on the five standards.
- For the district, a breakdown of the number and percentage of teachers who received the each of five possible ratings on the five standards.
- For the district, a breakdown of the number and percentage of school administrators who received the five possible ratings on the seven standards.
“N/A” indicates that fewer than five teachers or administrators were evaluated.