State Teacher Policy Database Homepage › North Carolina

Teacher Evaluation

Learn more about how North Carolina is ensuring its teacher evaluation policies are improving teacher practice, uplifting highly-effective teachers, removing consistently ineffective teachers, and increasing the overall quality of North Carolina's workforce.
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North Carolina’s Performance

Ungraded
Explore the key policy levers below to learn more about how North Carolina is implementing Teacher Evaluation policies. (NCTQ does not assign rankings to states for this policy area.)
See how North Carolina performs across policy levers to support Teacher Evaluation
Measures of Performance
Observations and Feedback
Professional Growth and Support
Strong
Moderate
Weak
Unacceptable
Ungraded

Why focus on Teacher Evaluation?

Research shows that evaluation, done well, can improve teacher practice, ultimately leading to better student outcomes.1 States should consider how they can support high-quality systems and district-level implementation to provide teachers with quality feedback, identify the best teachers, and foster ongoing professional growth.

Recommendations for North Carolina for Teacher Evaluation

Measures of Performance

  • The state should incorporate student growth into teacher evaluations as one of the multiple measures

Observations and Feedback

  • Incorporate a process to certify the reliability of evaluators beyond attending training
References
  1. Bleiberg, J., Brunner, E., Harbatkin, E., Kraft, M. A., & Springer, M. (2021). The Effect of Teacher Evaluation on Achievement and Attainment: Evidence from Statewide Reforms. (EdWorkingPaper: 21-496). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/b1ak-r251.