Evaluation Forms

Effective evaluation is an integral component in the process of improving teaching and learning. An effective evaluation program results when teachers are treated as professionals as well as when evaluators are successful in using evaluation to reinforce effective practices and to improve teaching. The two purposes of the experienced teacher evaluation process are:

1. Accountability and quality assurance, used for making decisions about retention and re-employment and for maintaining quality educational opportunities for all students.
2. Professional growth, used to identify areas where development can improve professional and instructional effectiveness.

OVERVIEW OF REGULATIONS GOVERNING EVALUATION OF BEGINNING TEACHERS
(Taken from GCS Administrative Procedure GBI-P and Section. 0304, Chapter 16, North Carolina Administrative Code)

Formal Observations: The evaluation process for all beginning teachers requires four observations with one of these being done by a peer until career status is granted by the local board of education.

Evaluation Instruments

1. Pre-Observation Conference Form
2. Formative Observation Data Analysis (FODA)
3. Summative Evaluation
4. Post Observation Reflection

Individual Growth Plan (IGP)

The Individualized Growth Plan (IGP) is used to document professional growth and development focused on the INTASC Standards. Beginning teachers are currently required to complete an IGP annually. During the first six weeks of school beginning teachers complete their Individual Growth Plan (IGP) with assistance by their mentors.

Examples of IGP Forms

• Teacher Individualized Growth Plan (Multiple Instructional Strategies)
• Beginning Teacher Individual Growth Plan (Content pedagogy, planning and reflective practice examples)
• Beginning Teacher Individualized Growth Plan (Diverse learners example)
• Beginning Teacher Individualized Growth Plan (Motivation and Management example)
• Beginning Teacher IGP (blank form)