Log in before presentation http://www.polleverywhere.com/my/polls login: ncdpi.pe.2@gmail.com password: instructech

Evaluation with Fidelity Haywood County Schools and Guests November 2012 Joyce Gardner Becky Pearson Jason Rhodes Region 8 Professional Development Consultants Joyce

Session Materials region8wnc.ncdpi.wikispaces.net Joyce

Your Region 8 Professional Development Team Joyce Gardner joyce.gardner@dpi.nc.gov 828.242.9872 Becky Pearson becky.pearson@dpi.nc.gov 828.803.8315 Jason Rhodes jason.rhodes@dpi.nc.gov 828.279.8020

Purpose To develop a deeper conceptual understanding of each of the NC Professional Teaching Standards. To practice assigning ratings for Inter-rater reliability Joyce

At the end of this meeting, participants will: Identify teacher behaviors and actions that describe the standards and elements of the NC Professional Teaching Standards with a focus on literacy, 21st Century Skills and Global Awareness. Understand the importance of data in distinguishing among the ratings. Improve the fidelity of ratings for teacher evaluation. Explore the “Nuts and Bolts” of the Online Tool Joyce

Who is in the room?

Why are we here? Why are you here? Why is this important?

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

A Coherent Plan for Statewide Impact To achieve the mission established by the State Board of Education, we have in place a Coherent Plan for Statewide Impact. Review the Coherent Plan for Statewide Impact. Go over each of the components. Emphasize the Great Teachers and Principals with the focus on the Evaluation process. Mention: RttT required that specific student-growth be a measure of teacher effectiveness on the teacher evaluation tool.

North Carolina Professional Teaching Standards

Wordle

21st Century Instruction Engaging, relevant, meaningful content “covering material” is replaced by uncovering solutions Critical thinking, problem solving, information literacy

Putting the Pieces Together Effective Leadership Student Learning Quality Teaching promotes Assessing teacher performance Designing a professional growth plan

A Closer Look at Standards 3&4 Joyce

Standard III: Teachers know the content they teach. Teachers align their instruction with the North Carolina Standard Course of Study: Teach the North Carolina Standard Course of Study Develop and apply strategies to make the curriculum rigorous and relevant Develop literacy skills appropriate to specialty area

Standard III: Teachers know the content they teach. B. Teachers know the content appropriate to their teaching specialty: Know subject beyond the content they teach Direct students’ curiosity into an interest in learning

Standard III: Teachers know the content they teach. Teachers recognize the interconnectedness of content areas/disciplines: Know links between grade/subject and the North Carolina Standard Course of Study Relate content to other disciplines Promote global awareness and its relevance

Standard III: Teachers know the content they teach. Teachers make instruction relevant to students: Incorporate life skills : leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self-direction, and social responsibility Demonstrate the relationship between the core content and 21st Century content, including global awareness; financial, economic, business and entrepreneurial literacy; civic literacy; and health and wellness awareness

Standard IV: Teachers facilitate learning for their students. A. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students: Know how students think and learn Understand the influences on student learning and differentiate instruction Keep abreast of evolving research Adapt resources to address the strengths and weaknesses of students

Standard IV: Teachers facilitate learning for their students. B. Teachers plan instruction appropriate for their students: Collaborate with colleagues Use data for short and long range planning Engage students in the learning process Monitor and modify plans to enhance student learning Respond to cultural diversity and learning needs of students

Standard IV: Teachers facilitate learning for their students. C. Teachers use a variety of instructional methods: Choose methods and materials as they strive to eliminate achievement gaps Employ a wide range of techniques using information and communication technology, learning styles, and differentiated instruction

Standard IV: Teachers facilitate learning for their students. D. Teachers integrate and utilize technology in their instruction: Know appropriate use of technology to maximize student learning Help students use technology to learn content, think critically, solve problems, discern reliability, use information, communicate, innovate and collaborate

Standard IV: Teachers facilitate learning for their students. E. Teachers help students develop critical thinking and problem-solving skills: Encourage students to ask questions, think creatively, develop and test innovative ideas, synthesize knowledge and draw conclusions Help students exercise and communicate sound reasoning; understand connections; make complex choices; and frame, analyze, and solve problems

Standard IV: Teachers facilitate learning for their students. F. Teachers help students work in teams and develop leadership qualities: Teach the importance of cooperation and collaboration Organize learning teams in order to help students define roles, strengthen social ties, improve communication and collaborative skills, interact with people from different cultures and backgrounds, and develop leadership qualities

Standard IV: Teachers facilitate learning for their students. G. Teachers communicate effectively: Communicate clearly with students in a variety of ways Assist students in articulating thoughts and ideas clearly and effectively

Standard IV: Teachers facilitate learning for their students. H. Teachers use a variety of methods to assess what each student has learned: Use multiple indicators, both formative and summative, to evaluate student progress Use assessment systems to inform instruction and demonstrate evidence of students’ 21st Century knowledge, skills, performance, and dispositions Provide opportunities for self-assessment

Standard V: Teachers reflect on their practice Teachers analyze student learning: Think systematically and critically about learning in their classroom: why learning happens and what can be done to improve student achievement Collect and analyze student performance data to improve effectiveness

Standard V: Teachers reflect on their practice Teachers link professional growth to their professional goals: Participate in continued, high quality professional development

Standard V: Teachers reflect on their practice C. Teachers function effectively in a complex, dynamic environment: Actively investigate and consider new ideas that improve teaching and learning Adapt practice based on data

Observable Behaviors? Determine if the behaviors suggested by previous participants are clear – or are they more like elements? Is each one observable? Which Standard and Element is represented by each sticky? (Use the Teacher Evaluation Manual). Joyce Approximate Time: 45 minutes Set-Up: Print off charts with 1 page per standard/elements (legal size works great). Post these standards to the walls around the room or in hallway. Leave enough space for groups to maneuver between the papers. Give each pair a stack of sticky notes. Group 1 starts with Standard 1, Group 2 starts with Standard 2, and so on and rotates from one standard to the next. The idea behind this is to give principals more examples of behaviors that go with each standard/element to help teachers. Participants will: read and discuss each Standard and all elements and any comments already made by other participants. think of an observed behavior they have seen that exemplifies the element, write it on a sticky, and post it to the paper or wall surrounding the paper. validate others’ work by putting a star, check mark, etc. on another sticky. expand on other ideas. move around the room until they have visited all (or almost all) of the elements.

Gallery Walk with the Standards Count off 1-5. Start with the Standard that matches your number. Joyce Approximate Time: 45 minutes Set-Up: Print off charts with 1 page per standard/elements (legal size works great). Post these standards to the walls around the room or in hallway. Leave enough space for groups to maneuver between the papers. Give each pair a stack of sticky notes. Group 1 starts with Standard 1, Group 2 starts with Standard 2, and so on and rotates from one standard to the next. The idea behind this is to give principals more examples of behaviors that go with each standard/element to help teachers. Participants will: read and discuss each Standard and all elements and any comments already made by other participants. think of an observed behavior they have seen that exemplifies the element, write it on a sticky, and post it to the paper or wall surrounding the paper. validate others’ work by putting a star, check mark, etc. on another sticky. expand on other ideas. move around the room until they have visited all (or almost all) of the elements.

Gallery Walk with the Standards With a partner, read each of the elements and descriptors posted. Describe an observable behavior that exemplifies this element on a sticky note and post it beside the element. Validate or question what someone else has written Add new behaviors/examples to the Standard. and label with Standard/Element Rotate to the next Standard/Element. Joyce Approximate Time: 45 minutes Set-Up: Print off charts with 1 page per standard/elements (legal size works great). Post these standards to the walls around the room or in hallway. Leave enough space for groups to maneuver between the papers. Give each pair a stack of sticky notes. Group 1 starts with Standard 1, Group 2 starts with Standard 2, and so on and rotates from one standard to the next. The idea behind this is to give principals more examples of behaviors that go with each standard/element to help teachers. Participants will: read and discuss each Standard and all elements and any comments already made by other participants. think of an observed behavior they have seen that exemplifies the element, write it on a sticky, and post it to the paper or wall surrounding the paper. validate others’ work by putting a star, check mark, etc. on another sticky. expand on other ideas. move around the room until they have visited all (or almost all) of the elements.

How do you see the Standards? Let’s Get 21st Century with it! 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: Teachers facilitate learning for their students Standard V: Teachers reflect on their practice. Joyce Total time 20 minutes Supplies: 10 pieces of chart paper and markers Directions: In their Standards Groups, 1-5 Each group is given a piece of chart paper to create a poster of the NC Teacher Evaluation Standards 1 through 5. The group is to focus on the gist of the NCPTS so they recognize what the actual standard is about. They can create a visual, a song, a poem, a “tweet,” a text message, or any other “right-brain” conceptualization of the standard. After about 7 minutes, everyone walks around the room to see all of the posters. One person who helped create that poster stays with the poster to answer questions as others come to see it. Participants bring sticky notes and write one piece of feedback for each poster. Use the next slide to facilitate discussion and sharing of posters.

How do you see the Standards? Let’s Get 21st Century with it! Join your Standard Group. Create a representation (visual, song, poem, “tweet”, text message, or any other “right-brain” idea of the standard). (Think Multiple Representations!) 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: Teachers facilitate learning for their students Standard V: Teachers reflect on their practice. Joyce Total time 20 minutes Supplies: chart paper and markers, camera (You’ll want to remember this!) Directions: Count off and assign each group a standard, 1-5. Each group is given a piece of chart paper to create a representation of the NC Teacher Evaluation Standards 1 through 5. The group is to focus on the gist of the NCPTS so they recognize what the actual standard is about. They can create a visual, a song, a poem, a “tweet,” a text message, or any other “right-brain” conceptualization of the standard. After about 7 minutes, each group presents their interpretation.

Ratings Matter…

Beginning Teachers Effective 2010-2011 Must be rated “Proficient” on all five North Carolina Professional Teaching Standards on the most recent Teacher Summary Rating Form in order to be eligible for the Standard Professional 2 License.

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. Standard VI is new.

Highly Effective Teacher Effective Teachers Student Growth Meets Expectations Proficient or Higher on All Standards Effective Teacher Student Growth Exceeds Expected Growth Accomplished or Higher on All Standards Highly Effective Teacher

Rubric for Evaluating North Carolina Teachers The rubric for evaluating teachers includes four ratings and one designation.

Distinguished Accomplished Proficient Developing Consistently and significantly exceeded basic competence Distinguished Exceeded basic competence most of the time Accomplished Demonstrated basic competence Proficient Demonstrated adequate growth toward achieving standards, but did not demonstrate basic competence Developing Now, think about this in the context of teaching.

Thinking Fidelity. Meet Rose Carter….. http://ncees.ncdpi.wikispaces.net/Inter-rater+Reliability-Evaluating+and+Coaching+Teachers

What about data? Consider the role of data and evidences…

Online Tool (McREL)… McRel log-in site: https://mxweb3.media-x.com/home/ncval/ McRel Demo Site: https://mxweb3.mediax.com/home/ncval/demo/

Pause, reflect and self-check…find the answers in the manual.

Resources Online manual for principals http://www.ncpublicschools.org/docs/profdev/tr aining/online-evaluation/principal-directions.pdf Online manual for teachers http://www.ncpublicschools.org/docs/profdev/tr aining/online-evaluation/teacher.pdf Online manual for superintendents http://www.ncpublicschools.org/docs/profdev/tr aining/online-evaluation/superintendent.pdf

Resources Directions for electronic signatures https://mxweb.media- x.com/home/ncval/help/EES_NC_Electr onicSignature.pdf Teacher Effectiveness Coordinator: Jennifer Preston jennifer.preston@dpi.nc.gov

Drop-In NCEES support… coming to a location near you Drop-In NCEES support… coming to a location near you! Face-to- Face and Virtual

Your Region 8 Professional Development Team is here for you. Joyce Gardner joyce.gardner@dpi.nc.us 828.242.9872 Becky Pearson becky.pearson@dpi.nc.us 828.803.8315 Jason Rhodes jason.rhodes@dpi.nc.us 828.279.8020

Questions

Survey