Evaluating the 21st Century Educator with Fidelity

School Executive TrainingPitt County Schools

January, 2012

Before We Begin…

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Visit: • http://region1rttt.ncdpi.wikispaces.net

Add this wiki space to your favorites

Download and save the presentation and handouts found under “Region 1 Events”

• https://mxweb3.media-x.com/home/ncval/demo/

Username: Principaldemo (Any number 1-40)

Password: 123456

Can We Agree?To be actively involvedValue differencesAgree to disagreeListenDon’t take it personallyBe honestStay focused on established purpose and goalsRefrain from conducting side bar conversations

Our Agenda • Welcome, introductions, agenda overview

• Assess your Understanding of Fidelity• Discuss Inter-Rater Reliability• Complete an Abbreviated Observation

• Discuss the 21st Century Classroom/Teacher

• Answer Questions

• Complete the Ticket out the Door

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ActivityImagine you are in the classroom of a highly effectiveteacher.

• What would you see?

• What would you hear?

• What would the students be doing or saying?

At your table:

Discuss and record your thoughts on the chart paperprovided.

North Carolina Professional Teaching Standards

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

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Performance Rating Scale

Developing

Proficient

Accomplished

Distinguished

Demonstrated adequate growth during the period of performance, but did not demonstrate competence on standard(s) of performance

Demonstrated basic competence on standards of performance

Exceeded basic competence on standards for performance most of the time

Consistently and significantly exceeded basic competence on standards of performance

Not Demonstrated

Did not demonstrate competence on, or adequate growth

toward, achieving standard(s) of performance

*Requires documentation

Knowledge and skills replicatedExemplar of performance

Innovation + High Performance

Skill not mature or unsuccessful

Solid, effective application + success

Never demonstrated

The developing teacher tells

The proficient teacher explains

The accomplished teacher demonstrates

The distinguished teacher inspires

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Standard I: Teachers Demonstrate Leadership Activity

• Identify the descriptors for Standard 1

• List examples of evidence that would illustrate a teacher who is rated from developed to distinguished

Things to remember:

• 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

• Share with the group

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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

Classroom Observations

The Quick Visit

Elements of the “Quick Visit”• Content

What are the students learning? How are students making sense of the content?NCPTS3: Teachers Know the Content They Teach

• AlignmentHow does this learning connect to standards?NCPTS 4: Teachers Facilitate Learning for Their StudentsNCPTS3: Teachers Know the Content They Teach

• StrategiesWhat are the students and teacher doing? What approach are students using to attack and/or solve problems?

NCPTS2 : Teachers Establish a Respectful Environment for a Diverse Population of Students

• Impact How does it maintain student interest and attention? Describe the impact of the strategy on students. What misconceptions do students hold and where do those misconceptions originate?

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Let’s Practice with Standard 4

• Locate Standard 4 and the descriptors

• View the video

• Record evidence that supports Standard 4

• Discuss your observations with your table

The elements of a “quick visit”

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http://www.insidemathematics.org/index.php/classroom-video-visits/public-lessons-comparing-linear-functions/264-comparing-linear-functions-

introduction?

Table ActivityAs a group:• Go to the McRel demo site

https://mxweb3.media-x.com/home/ncval/demo/– 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• Discuss and share your impressions 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 with numbers?

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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5 MinuteBreak

The 21st Century ClassroomDoes it really matter?

Exploring 21st Century Student Attributes

• Sit with your preferred level– Elementary (Future Ready Elementary

Student “Nicky”)– Middle (Future Ready Middle School Student)– High (Future Read Graduate)

• Identify 3 attributes found on your 21st century learner

• Discuss the “teaching” necessary to develop each attribute (What would you see in the classroom?)

• Chart and share with the group

The P21 Framework

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Student Outcomes

Support Systems

FEBELiteracy

Health Literacy

CivicLiteracy

Global Awareness

Life and Career Skills

Learning and

Innovation Skills

The 4 C’s

Information, Media &

Technology

Skills

NCAE.org

21st Century ClassroomObservation Tools

At your table,• Review the observation tool

Discuss the following: 1. How could you use this for a classroom walk through?

2. What would you add or delete from this tool? 3. How could this 21st century observation tool be used across the district to help with fidelity?

• Identify the best use of 21st century skills that you have observed during your last observation.

• Post your thoughts on Wallwisher

– http://www.wallwisher.com/wall/pittcounty

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Harness Your Students’ Digital Smarts

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Assessing Your Technology Knowledge

At your table discuss the following questions:

1. What are some of your own needs in managing information?

2. What do you know about digital tools?

3. How might digital tools help you in your work?

4. How can digital tools be valuable for students?

Assessing Your Technology Knowledge

• Work in groups of three

• Match the “Needs” cards with the “Solution” cards

• Share your thoughts

• Examine “free web tools”

School Assessment Activity: MILE Guide

Self-Assessment Survey

http://www.p21.org/mileguide

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www.21stcenturyskillsbook.com http://www.p21.org/images/p21_toolkit_final.pdf

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Reflection

• Visit: http://region1rttt.ncdpi.wikispaces.net

Complete the ticket-out-the-door by clicking on the link provided.

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