The development of a systematic approach to evaluating early childhood educators using the North Carolina teacher evaluation process

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Lambert, R., Holcomb, S., Bottoms, B., & Vestal, A. (2021). The development of a systematic approach to evaluating early childhood educators using the North Carolina teacher evaluation process. Ceme Technical Report.
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Description

Faculty, This technical report serves as a guide to the systematic approach to early childhood teacher evaluation process that is implemented by the Early Educator Support Offices at University of North Carolina at Charlotte and East Carolina University. The report provides an explanation of the teacher evaluation process in the state of North Carolina and provides literature on teacher evaluation efforts and describes the need for a systematic approach to evaluation. The report also provides a description of the NCTEP rubric and the phased Quality Improvement model. Finally, an overview of the next steps for the Early Educator Support Office research which include gathering data for the next groups of evaluators and conducting a Many Facets Rasch Model with all evaluators that took part in the interrater reliability certification process with the aim to determine specific supports for evaluators and educators.

Details
Title

The development of a systematic approach to evaluating early childhood educators using the North Carolina teacher evaluation process

Author(s)

Lambert, Richard
Holcomb, Scott
Bottoms, Bryndle
Vestal, Amanda

UNC Charlotte Affiliate Type

Faculty

Extent

1 online resource

Date Published

2021

Genre

technical reports

Resource Type

text

Abstract

This technical report serves as a guide to the systematic approach to early childhood teacher evaluation process that is implemented by the Early Educator Support Offices at University of North Carolina at Charlotte and East Carolina University. The report provides an explanation of the teacher evaluation process in the state of North Carolina and provides literature on teacher evaluation efforts and describes the need for a systematic approach to evaluation. The report also provides a description of the NCTEP rubric and the phased Quality Improvement model. Finally, an overview of the next steps for the Early Educator Support Office research which include gathering data for the next groups of evaluators and conducting a Many Facets Rasch Model with all evaluators that took part in the interrater reliability certification process with the aim to determine specific supports for evaluators and educators.

Subjects--Topics

Educational evaluation
Early childhood teachers
Teachers--Rating of

Is Part Of

CEME technical report

Language

English

Publisher's Version

https://ceme.charlotte.edu/sites/ceme.charlotte.edu/files/media/Tech%20R...

Permalink

http://hdl.handle.net/20.500.13093/work:856

Rights

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