Needs of Novice Teachers Clearly communicated expectations Reasonable teaching assignments and preps A strong support and induction program Assessments that are consistent and measure the expectations of the novice teacher Consistent and accurate feedback Claudia Flowers)Ħ Legal References Complies with 115C-325 Complies with 115C-333Ĭomplies with Teaching Standards adopted and approved by the State Board of EducationĪdministrators using the incorrect instruments Incomplete observations Time frame issues Inter-Rater Reliability Accuracy and promptness of feedback Too much reliance on one or two specific functionsįocus or emphasis Knowledge of content matter Knowledge of instructional methods Planning and use of the NC Standard Course of Study Classroom management The minimum competencies and accountabilities expected of a professional classroom teacher Compliance with the Beginning Teacher (BT) process Lynn Bradshaw) TPAI-R for Experienced Teachers developed by UNC-C and validated for use with experienced or veteran teachers (Dr. TPAI-R for Beginning Teachers developed by ECU and validated for use with new teachers (Dr. Why do we evaluate personnel? Because it is the law To improve student performanceĪdaption from the original TPAI (1986) Response to Excellent Schools Act of (more rigorous standards) Alignments with NC law 115C-333 One of several evaluation projects Approved for use in 2000 For full implementation on July 1, 2001 Why do we evaluate? Accountability Identify level of competency Improve performance Validate strong performance Licensure and certification Document problem areas/areas to improve Self-assessment Employment decisions As part of the process for Beginning Teachers Growth and professional development for experienced Teachers ![]() ![]() THE TPAI-REVISED FOR BEGINNING AND EXPERIENCED TEACHERS
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