Building Understanding of the North Carolina Professional Teaching Standards How to READ the North Carolina Teacher Evaluation Rubric Using language and structure to find critical points and main ideas Robert Sox Professional Development Leadership Coordinator North Carolina Department of Public Instruction

Leaders of Teachers (external to classroom) Span of Educator Roles Aspiring Teacher Beginning Teacher Experienced Teacher Model Teacher Leader Leaders of Teachers (external to classroom) Single Classroom Multiple Classroom Teacher Leadership Specialists Principals/Assistant Principals Central Office Description Students enrolled in a teacher education program Educators in their first three years of teaching Educators who have completed all beginning teacher requirements Educators who share and model best practices for others Educators (who still have responsibility for regular direct instruction of students) who also provide leadership and support to other teachers Educators who provide leadership and support to other teachers, and take responsibility for the learning of the students they teach, as well as those they reach through those teachers they lead and serve Educators (who no longer have responsibility for regular direct instruction of students) who provide leadership and support to other teachers, Educators who serve as instructional leaders who provide building-level leadership and support Educators who serve as instructional leaders who provide district-level leadership and support Performance Evaluation NC Preservice Rubric NC Professional Teaching Standards NC Teacher Leadership Specialist Standards NC School Executive Standards NC Instructional Central Office Standards As an agent of the Educator Effectiveness Division of North Carolina Department of Public Instruction, I have a responsibility to support Educator Evaluation Processes throughout the state. Standards for evaluation are available for various positions across the span of educator roles in the state. While some school districts have established teacher leadership roles, historically, the North Carolina Department of Public Instruction (NCDPI) has never offered resources for evaluating teacher leadership functions directly. Without such tools, there was a gap in resources to provide aligned support to teacher leaders in an intentional, focused manner, In October of 2014, the State Board of Education approved a new set of standards designed to support the supervision and evaluation of a unique teacher leadership role. These standards are designed to define and evaluate the work of teacher leaders who have the primary role of helping other teachers to improve their instructional practices. There are multiple models of and strategies for teacher leadership in the research literature, and it is firmly established that expertise, collaboration, reflection and empowerment are essential elements of teacher leadership (Snell & Swanson, 2000). Draft: January 2017

Teacher Evaluation: An Element of a Complex System for Improving Educator Effectiveness

Deep Understanding of the Rubric Will Lead to Well Aligned Supervision

Two Important Terms Evaluation: Supervision: Systematic judgement of evidences, by a knowledgeable other, for the summative purpose of assigning a rating of quality Intentional interaction, with knowledgeable other(s), for the formative purpose of improving practice

A Multipurpose Rubric It gets used for supervision and evaluation Formative Tool Data Container Evaluation Criteria Observation Rubric Summary Rating Form

A Series of Formative Assessments Summative Evaluation Rating the Elements Formative Feedback Developing Proficient Accomplished Distinguished 3 2 1 Supervision Evaluation

In What Ways are These Two Things Alike? NC Professional Teaching Standards NC Standard Course of Study

Aligning Actions with Standards

What are the topical expectations? Dimensions of Alignment Content What are the topical expectations? Context We will be spending the next few minutes talking briefly about each of these…. Cognitive

Content Context Cognitive Type

Standard 3d Teachers make instruction relevant to students. There is a lot of information in the gray area!!

It is a real mouth full! So… What’s the most important part? Element IIId. Teachers make instruction relevant to students. Teachers incorporate 21st century life skills into their teaching deliberately, strategically, and broadly. These skills include leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self- direction, and social responsibility. Teachers help their students understand the relationship between the North Carolina Standard Course of Study and 21st century content, which includes global awareness; financial, economic, business and entrepreneurial literacy; civic literacy and health awareness.

Finding the Main Idea Standards and elements begin by setting the bar Element IIId. Teachers make instruction relevant to students. Teachers incorporate 21st century life skills into their teaching deliberately, strategically, and broadly. These skills include leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self- direction, and social responsibility. Teachers help their students understand the relationship between the North Carolina Standard Course of Study and 21st century content, which includes global awareness; financial, economic, business and entrepreneurial literacy; civic literacy and health awareness.

Finding the Main Idea Standards and elements begin by setting the bar Sometimes additional context is noted Element IIId. Teachers make instruction relevant to students. Teachers incorporate 21st century life skills into their teaching deliberately, strategically, and broadly. These skills include leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self- direction, and social responsibility. Teachers help their students understand the relationship between the North Carolina Standard Course of Study and 21st century content, which includes global awareness; financial, economic, business and entrepreneurial literacy; civic literacy and health awareness.

Finding the Main Idea There is always a “By Doing What” statement Element IIId. Teachers make instruction relevant to students. Teachers incorporate 21st century life skills into their teaching deliberately, strategically, and broadly. These skills include leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self- direction, and social responsibility. Teachers help their students understand the relationship between the North Carolina Standard Course of Study and 21st century content, which includes global awareness; financial, economic, business and entrepreneurial literacy; civic literacy and health awareness.

Even once you pull things apart, it is easy to get lost in all the words All elements have a main idea if you take time to locate it Element IIId. Teachers make instruction relevant to students. Teachers incorporate 21st century life skills into their teaching deliberately, strategically, and broadly. These skills include leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self- direction, and social responsibility. Teachers help their students understand the relationship between the North Carolina Standard Course of Study and 21st century content, which includes global awareness; financial, economic, business and entrepreneurial literacy; civic literacy and health awareness. … and environmental literacy.

The Indicators Confirm It

Dimensions of Alignment Content What are the topical expectations? Context Where do the topical expectations take place? We will be spending the next few minutes talking briefly about each of these…. Cognitive

Content Context Cognitive Type

Context It is ALL Observable Seen during an observation event Seen within the time period of an observation cycle

Dimensions of Alignment Content What are the topical expectations? Context Where do the topical expectations take place? We will be spending the next few minutes talking briefly about each of these…. Cognitive What is the expected “level of performance?”

The Revised Bloom’s Taxonomy The Knowledge Dimension The Cognitive Process Dimension 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create A. Factual B. Conceptual C. Procedural D. Meta- Cognitive A1 B2 The Revised Bloom’s Taxonomy Provide brief overview of the taxonomy Talking notes available via separate word document The most common types of classroom thinking are: A1-Remember Facts (Who was the 15th president of the United States?) B2-Understand Concepts (Why is a whale a Mammal) C3-Apply Procedures (Use the FOIL method to solve a math problem) D4-Analyze Meta-cognition (What do you do when you are reading, and come to a word you do not know?) What kind of thinking was happening in this room with the Red instructions Yellow instructions Green instructions C3 D4

Content Context Cognitive Type

Try to say it with just: Deepens Identifies Integrates Identifies Understandings Relationships Content Relationships Tan Green Blue Yellow

Understanding the Progression It is important to apply close-reading techniques to the language of NCEES rubric to make distinctions between rating levels when observing, supervising, evaluating or using the rubric to self-assess.

Standard IV Facilitating Instruction Do You Know It? Do You Show It? Is It Visible In the Actions of Your Students? Is It Visible Beyond the Instructional Space of Your Classroom? Knowledge Action Interaction Extension

Why does it matter?

To Promote Your Practice! Knowledge Action Interaction Extension Do You Show It? Is It Visible In the Actions of Your Students? Is It Visible Beyond the Instructional Space of Your Classroom? Do You Know It? Teachers Must Recognize Appropriate Examples

Thoughts - Questions