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CAEP Annual Report

Display of Annual Reporting Measures
CAEP Annual Impact Measures

 

CAEP Component 4.1
Impact on P-12 Learning and Development

Beginning Teacher Effectiveness Ratings: North Carolina Educator Evaluation System Student Growth Ratings
 
The North Carolina Education Value-Added Assessment System (EVAAS) collects student growth data for beginning teachers prepared by this institution. North Carolina defines a beginning teacher as one who is in the first three years of teaching and holds a Standard Professional 1 license. Student Growth is determined by a value-added measure as calculated by the statewide growth model for educator effectiveness. Possible student growth ratings include “does not meet expected growth”, “meets expected growth”, and “exceeds expected growth.”
 
Evaluation data for beginning teachers (teachers in their first three years of employment) employed by a North Carolina School during the specified school year. Institutions with fewer than 5 beginning teachers evaluated during this time frame are reported as N/A.

 

CAEP Component 4.2
Indicators of Teaching Effectiveness

Beginning Teacher Effectiveness: North Carolina Educator Evaluation System Principal Evaluation Ratings

The North Carolina Educator Evaluation System (NCEES) collects data for beginning teachers prepared by this institution. North Carolina defines a beginning teacher as one who is in the first three years of teaching and holds a Standard Professional 1 license. The evaluation standards identify the knowledge, skills, and dispositions expected of teachers. School administrators rate the level at which teachers meet the five standards of the North Carolina Professional Teaching Standards. The standards are:

  1. Teachers demonstrate leadership.
  2. Teachers establish a respectful environment for a diverse population of students.
  3. Teachers know the content they teach.
  4. Teachers facilitate learning for their students.
  5. Teachers reflect on their practice.

Ratings levels for each of the five standards are: Not Demonstrated, Developing, Proficient, Accomplished and Distinguished. Effective teachers are expected to attain a minimum rating of Proficient. Effective 2010–2011, at the end of their third year beginning teachers must be rated “proficient” on standards 1-5 on the most recent Teacher Summary Rating Form in order to be eligible for the Standard Professional 2 License.  New teachers are more likely to be rated lower on the evaluation standards as they are still learning and developing new skills and knowledge.   

Evaluation data for beginning teachers (teachers in their first three years of employment) employed by a North Carolina School during the specified school year. Institutions with fewer than 5 beginning teachers evaluated during this time frame are reported as N/A.