Evaluating the 21st Century Educator with Fidelity

A closer look at the Standards

School Executive Training

Before We Begin…

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Housekeeping

• Parking Lot

• Penzu.com

• Breaks

• Reflection - Your input is essential and valued!

Can We Agree?

Appreciation for one another

Exchange ideas freely

Influence what we can

Opportunity to reflect

Unite in purpose

Our Agenda

• Review the standards and the evaluation rubric with a focus on inter-rater reliability.

• Discuss observations and recording evidence: A closer look at a lesson and how your colleagues rate the teacher (Standards I, II, IV).

• Review the Teacher Evaluation Process and 2012/13 updates.

• Identify the effective teaching practices found in the 21st Century classroom.

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State Board of Education’s Mission Statement

The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally

competitive for workand postsecondary education and

prepared for life in the 21st Century.

Produce globally competitive students

Be led by 21st century professionals

Be governed and supported by 21st Century Systems

Produce globally competitive students

Be led by 21st century professionals

Be governed and supported by 21st Century Systems

ActivityImagine you are in the classroom of a highly effective teacher. How does this teacher communicate the vision of being prepared for life in the 21st century to his or her students?

– What would you see?

– What would you hear?

– What would the students be doing or saying?

Exploring 21st Century Student Attributes• Choose one of the 21st Century Students

– Elementary Future Ready Elementary Student “Nicky”

– Middle Future Ready Middle School Student

– High Future Read Graduate

• Discuss the “teaching” necessary to develop each attribute

• Record on your responses on the chart and be prepared share with the group.

20th Century Classroom

• Teacher centered

• Students work in isolation

• Memorizing facts

• Textbook driven

21st Century Classroom

• Student centered

• Students work collaboratively

• Solving problems

• Research driven10

vs

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The Networked Teacher

The developing teacher tells

The proficient teacher explains

The accomplished teacher demonstrates

The distinguished teacher inspires

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The 21st Century Teacher

North Carolina Professional Teaching Standards

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https://mxweb.media-x.com/home/ncval/help/20081028_NCteacherbooklet.pdf

5 Elements

• Teachers lead in the classroomclassroom

• Teachers lead in the schoolschool

• Teachers lead in the professionprofession

• Teachers advocateadvocate for school and students

• Teachers demonstrate high ethical ethical standards

Standard 1: Teachers Demonstrate

LeadershipLeadership

Standard I: Teachers Demonstrate Leadership Activity

• Review the descriptors for Standard 1, Element a

• As a table team list examples of evidence that would illustrate a teacher who is rated from developed to distinguished

Things to remember when recording your answers

on the chart paper:

• The levels are cumulative across the rows of the rubric

• List teacher and students behavior

• It may be helpful to divide your paper into 4 quadrants

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Standard ITeachers Demonstrate Leadership

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Element A Teachers lead in their classrooms.

Developing -Has assessment data available and refers to it to understand the skills and abilities of students‐ Accesses data from district assessments‐ Has written classroom management plan available and posted-Links lessons to prior learning-Has college displays-Clarifies that passing is necessary for graduation-Assumes responsibility for student achievement/proficiency/growth

Standard ITeachers Demonstrate Leadership

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Proficient ‐ Uses a variety of formative and summative assessments to evaluate student progress and guide instruction‐ Data analysis guides lesson plans, activities, and group assignments‐ Communicates vision to students‐ Enforces the written classroom management plans‐ Reshapes instruction to fit needs of individual students- Provides extra assistance to students as needed- Refers to current events- Relates instruction to preparation for life-Continually encourages students to graduate and plan for college/career-Correlates best instructional practices with progress of students to ensure student college and career readiness-Generates data driven interventions to support student mastery of and concepts taught

Standard ITeachers Demonstrate Leadership

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Accomplished ‐ Uses portfolios, rubrics, and other types of assessments to evaluate progress‐ Uses protocols for collaborative activities‐ Includes real‐life situations and 21st century skills in lesson plans-Discusses impact of current events‐ Provides leadership opportunities in classroom‐ Vision is communicated/modeled to produce student leaders in the classroom‐ Differentiates instruction and assignments based on data-Creates processes and procedures to align best practices and data driven interventions to facilitate replication of best practices among peers

Standard ITeachers Demonstrate

Leadership Distinguished -Analyzes data with colleagues to make decisions about

student needs and instructional planning-Maintains accurate records of every student's progress-Establishes procedures to ensure that all students participate in discussions and share roles in group work‐ Facilitates workshops at the school level to ensure all students succeed by using best practices connected to student data‐ Leads school wide workshops on how to differentiate instruction and assignments based on data and/or how to create a safe and orderly learning environment-Demonstrates processes and procedures to align best practices and data driven interventions to colleagues and coaches peers for implementation of best practices-Leads school and district PLCs in collaborative work to support teachers and improve effectiveness

5 Elements

• Teachers provide an environment with a positive, nurturing relationshiprelationship

• Teachers embrace diversity embrace diversity in school and world

• Teachers treat students as individualsindividuals

• Teachers adaptadapt their teaching for the benefit of students with special needs

• Teachers work collaboratively with familiescollaboratively with families

Standard 2 Teachers Establish a Respectful Environment

for a Diverse Population of Students

Six-Step Partner Share• Walk 6 steps, find a colleague:

Share one strategy you have seen or used that models an environment that is inviting, respectful, supportive, inclusive & flexible

• When time is called, go to a second person:

Share one strategy for maintaining high expectations for students.

• When time is called, choose a third person:

Share one strategy for collaboration with families/significant adults of students.

http://goo.gl/Vb2g8

4 Elements

• Teachers align their instruction with the NCSCS

• Teachers know the content appropriate to their teaching specialty

• Teachers recognize the interconnectedness of content areas/ disciplines

• Teachers make instruction relevant to students

Standard 3 Teachers Know the Content they Teach

http://www.ncpublicschools.org/acre/

Standard 4 Teachers Facilitate Learning for Their Students

8 Elements

• Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, intellectual, physical, social, and emotional developmentphysical, social, and emotional development of their students

• Teachers plan instruction appropriateappropriate for their students

• Teachers use a variety of instructional methodsvariety of instructional methods

• Teachers integrate and utilize technologytechnology in their instruction

Continued Standard 4

• Teachers help students develop critical thinking and critical thinking and problem solving skillsproblem solving skills

• Teachers help students work in teams and develop leadership qualitiesleadership qualities

• Teachers communicate effectivelycommunicate effectively

• Teachers use a variety of methods to assess variety of methods to assess what each student has learned

Let’s Practice with Standard 4

• Locate Standard 4

• View the video demonstration lesson

• Record evidence that supports Standard 4

• Discuss your observations with your table

• Be prepared to share with the whole group<script src='https://www.teachingchannel.org/videos/literacy-analysis-lesson/embed?format=js'

type='text/javascript'></script>

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Table Activity

As a table team:• Choose one person to go to the McRel demo site

http://bit.ly/McReldemo

Username: Principaldemo (any number 1-40)

Password: 123456• Open a “New Observation”• Complete an abbreviated observation using the rubric• Use the “Checking Evidence” guide to review the evidence

collected by your group• Be prepared to share your screen of the abbreviated

observation with the group

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Checking EvidenceUse the self-check questions to review your evidence

collection

Have I recorded only facts (not my opinion)?

Is my evidence relevant to the criteria being examined?

Whenever possible, have I avoided using 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?

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Teacher Evaluation Process Review

Component 1: TrainingBefore participating in the evaluation process, all teachers, principals and peer evaluators must complete training on the evaluation process.

Component 2: Orientation

Within two weeks of teacher’s first day, the principal will provide:

A. The Rubric for Evaluating North Carolina Teachers;

B. Teacher Evaluation Policy ID Number: TCP-C-004

C. A schedule for completing evaluation process.

Before Week 3 of School Year

STEP 1:

Training and Orientation

Component 4: Pre-Observation Conference Before the first formal observation, the principal meets with the teacher to discuss: self- assessment, professional growth plan a written description of the lesson(s) to be observed. Goal: To prepare principal for the observation.

Before First Formal Observation

STEP 2:

Self-Assessment, Goal Setting and Pre-Conference

Component 3: Teacher Self-AssessmentUsing the Rubric , the teacher shall rate their performance and reflect on his or her performance throughout the year.

STEP 2:

Self-Assessment, Goal Setting and Pre-Conference

Component 5: Observations

A. Formal observation:

45 min. or entire class period

B. Probationary Teachers:

3 formal by principal and 1 formal by peer

C. Career Status Teachers: Evaluated annually.

During the renewal year: 3 total- 1 must be formal

Observations shall be noted using the Rubric.

Within the 1st Nine Weeks

STEP 3:

Observation Cycle

(Administrative and Peer)

STEP 3:

Observation Cycle

(Administrative and

Peer)

Component 6: Post-Observation ConferenceThe principal shall conduct a post-observation conference no later than ten school days after each formal observation. Discuss and Document strengths and weaknesses on the Rubric

Component 7: Summary Evaluation Conference and Scoring the Teacher Summary Rating Form-

A. Give rating for each Element in Rubric B. Comment on “Not Demonstrated” C. overall rating of each Standard D. Provide teacher with opportunity to add comments to the Summary Rating Form E. Review completed Teacher Summary Rating Form with teacher and F. Secure the teacher’s signature on the Record of Teacher Evaluation Activities and Teacher Summary Rating Form.

Component 8: PD PlansIndividual Growth Plans-“Proficient” or better Monitored Growth Plans-At least 1 “Developing” Directed Growth Plans-“not Demonstrated” or“Developing” rating for 2 sequential yrs.

Before the End of the School Year

STEP 4:

Summary Evaluation and Goal

Setting

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Summary

Monitored Growth PlansA teacher shall be placed on a Monitored Growth Plan whenever he or she:Is rated “Developing” on one or more Standards on the Teacher Summary Rating Form; and Is not recommended for dismissal, demotion or nonrenewal

A Monitored Growth Plan shall;identify the standards and elements to be improvedIdentify the goals to be accomplished and the activities the

teacher should undertake to achieve “Proficiency”provide a timeline which allows the teacher one school year to

achieve “Proficiency”. A Monitored Growth Plan that meets those criteria shall be deemed to satisfy the requirements of N.C. Gen. Stat. § 115C-333(b).

Directed Growth Plans

A teacher shall be 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 and;

Is not recommended for dismissal, demotion or nonrenewal.

The Directed Growth Plan shall; identify the standards and elements to be improved identify the goals to be accomplished identify the activities the teacher shall complete to achieve “Proficiency”Provide a timeline for achieving “Proficiency” within one

school year or such shorter time as determined by the LEA.

A Directed Growth Plan that meets those criteria shall be deemed to satisfy the requirements of N.C. Gen. Stat. § 115C-333(b).

2012-2013 UpdatesRecord of Teacher Activity form is created automaticallyOnly One Summary Rating form per teacher, per yearA rollover Professional Development Plan is automatically created when the Summary Rating Form was signed/completed during the previous year (editing will be active once the new school year begins)Warning message will appear if teachers try to create a Preliminary Professional Development Plan and they have a rollover PDPStand alone Professional Development Plans are no longer an option to createMentor assignments appear under the correct headings when viewed under the Teacher Peer Assessment ManagerTeacher comment box on the Summary Rating Form appears gray

Online Modules LaunchedJune 2012

Connecting with Our 21st Century Learners Introduction to Data Literacy NC School Executive Standards and Evaluation Process Digital Literacies in the K-12 Classroom Understanding the Young Student Behavior in the Classroom Literacy in History/Social Studies, Science, and Technical Subjects

Additional modules: The North Carolina Educator Evaluation System; Online Tutorials for Administrators NC FLACON: Student Ownership modules The North Carolina Professional Teaching Standards

NC Education site (You will need an NC Education account to enrollhttps://center.ncsu.edu/nc/course/category.php?id=33281

Reflection

• Visit: http://bit.ly/Region1RttTwiki

Complete the reflection by clicking on the link provided on the agenda.

Your feedback is important to us!

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

Abbey Askew Futrell, PD Lead, Region 1abbey.futrell@dpi.nc.gov (252) 227-0838