Evaluating the 21 st Century Educator with Fidelity School Executive Training Pitt County Schools January, 2012

Before We Begin… 2 Visit:  Add this wiki space to your favorites  Download and save the presentation and handouts found under “Region 1 Events”  Username: Principaldemo (Any number 1-40)  Password:

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 and goals  Refrain from conducting side bar conversations

Our Agenda Welcome, introductions, and agenda overview Identify the effective teaching practices found in the 21 st Century classroom? Review of the standards and the evaluation rubric with a focus on inter-rater reliability. The basic elements of a “quick visit”. Observation and recording evidence for Standard 4. Exploring the attributes of the 21 st Century Student Ticket-out-the-Door 4

Activity Imagine you are in the classroom of a highly effective teacher. 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 paper provided.

North Carolina Professional Teaching Standards STANDARD I: Teachers demonstrate leadership. STANDARD II: Teachers establish a respectful environment for a diverse population of students. STANDARD III: Teachers know the content they teach. STANDARD IV: Teacher facilitate learning for their students. STANDARD V: Teachers reflect on their practice. STANDARD VI: Teachers facilitate academic growth. 6

7 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 replicated Exemplar 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 8

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 9

Standard I Teachers Demonstrate Leadership 10 Element ATeachers 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 I Teachers Demonstrate Leadership 11 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 I Teachers Demonstrate Leadership 12 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 I Teachers Demonstrate Leadership Distinguished -Analyzes data with colleagues to make decisions about student needs and instructional planning -Maintains and fully utilizes data to measure student 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 Alignment How does this learning connect to standards? NCPTS 4: Teachers Facilitate Learning for Their Students NCPTS3: Teachers Know the Content They Teach Strategies What 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? 15

Let’s Practice with Standard 4 Locate Standard 4 View the video Record evidence that supports Standard 4 Discuss your observations with your table The elements of a “quick visit” 16 visits/public-lessons-comparing-linear-functions/264-comparing-linear- functions-introduction ?

Table Activity As a group: Go to the McRel demo site –Username: Principaldemo (any number 1-40) –Password: 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 17

Checking Evidence Use 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? 18

5 Minute Break

The 21 st Century Classroom Does it really matter?

Exploring 21 st 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 21 st century learner Discuss the “teaching” necessary to develop each attribute (What would you see in the classroom?) Chart and share with the group

Reflection Visit: 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 1 (252) Dianne Meiggs, PD Lead, Region 1 (252)