Professional Development Program
As we develop professionally this year, professional learning teams will continue to be a focus of the Garner Magnet High School professional development program.
Guiding Principles of the Garner Magnet High School Professional Development Program.
- Professional development is driven by the needs of our students.
- The vision and mission of Garner Magnet High School guide professional development.
- Professional development is closely associated to the goals of the School Improvement Plan.
- Professional development involves active participation and support from all teachers.
- Professional development requires teachers to reflect on their current instructional methods.
Teacher Renewal Credits/ eSchool
Information concerning licensure renewal and renewal credits, can be found on the WCPCC intranet at Office of Continuous Improvement and Professional Development (OCIPD).
For the form to obtain prior approval for non-WCPSS workshops go to: http://www2.wcpss.net/forms/forms/prior_appr_nonwcpss_wksp.doc
Sign-up and management of the renewal credits needed to maintain your licensure can be found at eSchool.
To login to eSchool, your "User ID" is your employee number with enough leading 0s to make it a six digit number and your PIN is the last four digits of your Social Security number.
The Evaluation Process
The evaluation process is intended “to assess the teacher’s performance in relationship to the North Carolina Professional Standards and to design a plan for growth.” The process provides a framework for maximizing a teacher’s growth and addressing “not proficient” performance.
The Rubric for Evaluating North Carolina Teachers is based upon 6 standards.
Standard I: Teachers demonstrate leadership
- Teachers lead in their classrooms
- Teachers demonstrate leadership in the school
- Teachers lead the teaching profession
- Teachers advocate for schools and students
- Teachers demonstrate high ethical standards
Standard II: Teachers establish a respectful environment for a diverse population of students
- Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults
- Teachers embrace diversity in the school community and in the world
- Teachers treat students as individuals
- Teachers adapt their teaching for the benefit of students with special needs
- Teachers work collaboratively with the families and significant adults in the lives of their students
Standard III: Teachers know the content they teach
- Teachers align their instruction with the North Carolina Standard Course of Study
- Teachers know the content appropriate to their teaching specialty
- Teachers recognize the interconnectedness of content areas/disciplines
- Teachers make instruction relevant to students
Standard IV: Teachers facilitate learning for their students
- Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students
- Teachers plan instruction appropriate for their students
- Teachers use a variety of instructional methods
- Teachers integrate and utilize technology in their instruction
- Teachers help students develop critical-thinking and problem-solving skills
- Teachers help students work in teams and develop leadership qualities
- Teachers communicate effectively
- Teachers use a variety of methods to assess what each student has learned
Standard V: Teachers reflect on their practice
- Teachers analyze student learning
- Teachers link professional growth to their professional goals
- Teachers function effectively in a complex, dynamic environment
The North Carolina Teacher Evaluation Process includes 9 components.
Component 1: Training
Before participating in the evaluation process, all teachers, principals and peer evaluators must complete training on the evaluation process. WCPSS created a video on the Teacher Evaluation Process that maybe used as a training tool. The Teacher Evaluation Training video maybe accessed at http://www.2.wcpss.net/departments/hr/training/evaluation.htm.
Component 2: Orientation
Teachers are provided access to:
- The Rubric for Evaluating North Carolina Teachers;
- The Policy;
- A calendar for completing all the components of the evaluation process.
At Garner Magnet High School, you will find the documents listed in this component, as well as other teacher evaluation forms, by accessing the open shared drive in the following manner:
- Click on open shared drive icon
- Click on groups folder
- Click on staff folder
- Click on evaluation orientation folder
- Click on evaluation training packet
Component 3: Teacher Self-Assessment
Using the Rubric for Evaluating North Carolina Teachers, teachers will 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-Observations
Before the first formal observation, the principal will meet with the teacher to discuss the teacher’s self-assessment, professional development plan, and the lesson(s) to be observed. The teacher will provide the principal with a written description of the lesson(s). The goal of this conference is to prepare the principal for the observation. Pre-observation conferences are not required for subsequent observations.
Component 5: Observations
During observations, the principal and peer (in the case of a probationary teacher) will note the teacher’s performance in relationship to the applicable Standards on the Rubric for Evaluating North Carolina Teachers.
- A formal observation may last 45 minutes or longer;
- An informal observation may last 20 minutes or longer;
Component 6: Post-Observation Conference
A post-observation conference will occur by no later than 10 school-days after each formal observation. During the post-observation conference, the principal and teacher will discuss and document on the Rubric the strengths and weaknesses of the teacher’s performance during the observed lesson. Teacher collected artifacts that demonstrate how a specific evaluation Standard or Standard(s) are met by the teacher should be available and accessible during the post-observation conference.
Component 7: Summary Evaluation Conference and Scoring the Teacher Summary Rating Form
During the summary evaluation conference, the principal and teacher discuss the teacher’s the completed components of the North Carolina Teacher Evaluation Process from the school-year, classroom observations, artifacts submitted or collected during the evaluation process and other evidence of the teacher’s performance on the Rubric.
Component 8: Professional Development Plan
- Individual Growth Plans
Teachers who are rated at least “Proficient” on all the Standards on the Teacher Summary Rating Form shall develop a professional development plan designed to improve performance on specifically identified Standards and Elements.
- Monitored Growth Plans
A teacher is placed on a Monitored Growth Plan whenever he or she is rated “developing” on one or more Standards on the Teacher Summary Rating form.
- Directed Growth Plans
A teacher is placed on a Directed Growth Plan whenever he or she is rated:
- “Not Demonstrated” on any Standard on the Teacher Summary Rating Form; or
- “Developing” on one or more Standards on the Teacher Summary Rating Form for two sequential years
Component 9: Effective Dates and Effect on Licensing and Career Status
- Effective 2010-2011, beginning teachers must be rated “Proficient” on all North Carolina Professional Teaching Standards on the most recent Teacher Summary Rating Form in order to be eligible for the Standard 2 License.
- Effective 2010-2011, a probationary teacher must be rated “Proficient” on all North Carolina Professional Teaching Standards on the most recent Teacher Summary Rating Form before recommending that teacher for career status.