north carolina professional teaching standards evaluation with fidelity

North Carolina Professional Teaching Standards

Evaluation with Fidelity

A Refresher Course for School Executives

PlymouthDecember 13, 2011

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Introductions

• Name

• Position/School

• Experience

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Can We Agree?• To be actively involved• Value differences• Agree to disagree• Listen• Don’t take it personally• Be honest• Stay focused on established purpose• No sidebar conversations

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Participants will:• Describe how the elements of a 21st Century

classroom relate to the NCPTS.

• Use data to distinguish among the ratings.

• Organize the evaluation process and/or assume their role in the process.

• Apply coaching strategies to help teachers grow in their effectiveness.

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Purpose

• To provide school executives with a conceptual perspective of each of the NC Professional Teaching Standards.

5http://www.ncpublicschools.org/readysetgo/multimedia/

Table Talk Individually consider the challenges/issues in using the NC evaluation tool with fidelity

Share one thought that comes to mind with your colleagues at the table

Be prepared to share with the group

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State Board of Education Mission

“Every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.”

-Adopted August 2006

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North Carolina Professional Teaching Standards

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Visual Concept of Standards• Count off by six

• Locate your assigned group

• Use the standard assigned to your group to create a visual, a song, a poem, a rap, or any other “right brain” conceptualization

• Share with the whole group

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Gallery Walk with the Standards

• Read each of the elements and descriptors

• Write behaviors that exemplify each element on a sticky note

• Read any feedback already written by others in the roomValidate what someone else has written

by placing a color dot on the sticky note

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Share your Thoughts

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Assessing Inter-Rater Reliability

You will need your cell phone for the following activities

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Rubric for Evaluating North Carolina Teachers

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Developing Proficient Accomplished Distinguished

Demonstrated adequate

growth but did not

demonstrate competence

on standard(s) of performance

Demonstrated basic

competence on standard(s)

of performance

Exceeded basic

competence on standard(s)

of performance most of the

time

Consistently and

significantly exceeded

basic competence of standard(s) of performance

“Not Demonstrated” is also included on the rubric to indicate the

individual did not demonstrate competence, or adequate growth toward, achieving standard(s) of performance. If this rating is chosen, the evaluator must provide a reason.

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How would you rate these teachers?

You will need your or

You will need the NC professional Teaching Standards http://region1rttt.wikispaces.com

Assessing Inter-Rater Reliability

• #1 Mr. Johnson has established effective classroom procedures that require everyone to treat each other with respect. He encourages all students to engage in classroom activities even if they are unsure of their responses. He attends school-related activities to support students.

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Assessing Inter-Rater Reliability

• #2 Ms. Ball consistently uses her questioning skills to promote higher-order thinking skills. Her questions help guide students toward developing their own understanding by encouraging them to think creatively, synthesize knowledge, and draw their own conclusions. She models problem solving within her classroom instruction.

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Assessing Inter-Rater Reliability

• #3 Ms. Parish knows the acronyms of most educational jargon. She has heard of many innovative practices and changes in the way teachers are teaching and students are learning. She reads a professional journal to keep informed.

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Processing our results

At your table, discuss why you gave these ratings.

What are some reasons for variations?

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BREAKReturn in 15 minutes.

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School Executive RolesKnow and understand the North Carolina

Professional Teaching Standards

Participate in training to understand and implement the Teacher Evaluation Process

Supervise the Teacher Evaluation Process and ensure that all steps are conducted according to the approved process

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School Executive RolesIdentify the teacher’s strengths and areas for

improvement and make recommendations for improving performance

Ensure that the contents of the Teacher Summary Evaluation Report accurately reflect the teacher’s performance

Develop and supervise implementation of action plans as appropriate

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Let’s try it using Standard IVWatch the videoFocus on Standard IV, Element a and b Using the rating scale, list examples of evidence

that would the progression from Developing to Distinguished

Using the chart paper provided, record evidence of your observable ratings

*Remember the levels are cumulative across the rows of the rubricDivide your chart paper into 4 quadrants Be prepared to share your examples.

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Checking EvidenceUse the “Checking Evidence Questions” handout to

guide your discussionHave I recorded only facts?Is my evidence relevant to the criteria being examined?Whenever possible, have I quantified words such as few,

some, most?Have I used quotation marks when quoting a teacher or

student?Does my selection or documentation of evidence indicate any

personal or professional biases?Have I included my opinion (in the guise of fact)?

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Share your Work

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Lunch Break

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Coaching for Success

“Coaching gives teachers the opportunity to work alongside another educator to plan, teach, and reflect on

instructional processes.” » Liz Hanson, Educational Leadership

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What do you know about Cognitive Coaching?

• Discuss this question with your table buddies

• Identify three top ideas discussed

• Be prepare to share with the group

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The Mission and Goal of Cognitive Coaching

“To produce self-directed persons with cognitive capacity for high performance both independently and as members of a community.”

~Costa and Garmston

http://www.pd360.com/index.cfm?ContentId=1190

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Research Jigsaw

http://ps.edu/wp-content/themes/Phoenix%20Seminary/images/photos/mentor-and-protege.jpg

Adaptive Coaching: The Art and Practice of a Client-Centered Approach to Performance ImprovementTerry R. Bacon and Karen I. Spear (2003)

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What Does the Research Say?Individually

• Read the assigned text

• Identify the five most important concepts and record them on the handout provided

• Share an overview of the text you read with your jigsaw group

Go back to your table

• Discuss the important concepts and ideas

• How do the concepts and ideas in the text relate to teacher observation, evaluation, and professional growth?

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Jigsaw Count off 1-5 at your table.

1’s-”What Makes Effective Coaching?”

2’s-”Monologue vs. Dialogue”

3’s-”Making Sure your Coachee is Ready”

4’s-”Strategies for Listening”

5’s”Questioning Techniques”

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Effective Coaching

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OpeningAnalysis of your notes from the

observation strategies Let the teacher know that the meeting

is to discuss a concern and to problem solve.

Reassure the teacher that the reason for the supervision process is to provide support

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Explain State the concern and

provide evidence. Acknowledge the

teacher’s feelings and provide the opportunity for questions or comments.

How does this lesson fit within the context of other lessons you have taught?

Do you have any students with concerns? What have you planned to do to engage all students during the lesson?

How do you think the lesson went?

What made it successful for your students?

What would you do differently?

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PlanSummarize or clarify the area for growth

Create a plan for next steps and write it down

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ClosureClose by asking for feedback about the

conference

Suggest a follow-up meeting

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Addressing Concerns

• Where?

• When?

• How?

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Things to Remember

Body Language

Language

Trust

Rapport

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http://www.pd360.com/index.cfm?ContentId=1192

Let’s Talk About a Concern• Think of a concern or

coaching scenario• Write 5-10 sentences

to depict the scenario or concern on the card provided

• Share and discuss with your table

• Identify coaching strategies you used or could use

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Questions

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Evaluation

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Resources• Online manual for principals

http://www.ncpublicschools.org/docs/profdev/training/online-evaluation/principal-directions.pdf

• Online manual for teachers http://www.ncpublicschools.org/docs/profdev/training/online-evaluation/teacher.pdf

• Online manual for superintendents http://www.ncpublicschools.org/docs/profdev/training/online-evaluation/superintendent.pdf

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Resources• Directions for electronic signatures

https://mxweb.media-x.com/home/ncval/help/EES_NC_ElectronicSignature.pdf

• Teacher Effectiveness Coordinator: Jennifer Preston, jennifer.preston@dpi.nc.gov

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Contact Information

Beth Edwards, PD Lead, Region 1elizabeth.edwards@dpi.nc.gov (252) 916-6842

Dianne Meiggs, PD Lead, Region 1dianne.meiggs@dpi.nc.gov (252) 340-0113

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