Teacher Leadership Specialist Standards and Evaluation Process Overview

Can We Agree? Appreciation for one another Exchange ideas freely Influence what we can Opportunity to reflect Unite in purpose

Session Outcomes The learner will… ●Read components of the TLS User’s Guide.TLS User’s Guide ●Identify connections between NC Professional Teaching Standards (NCPTS) and Teacher Leadership Specialist Standards (TLSS). ●Deconstruct the TLSS, elements, and descriptors. ●Collaborate with colleagues.

North Carolina Teacher Leadership Specialist Standards – The Role Teacher leadership specialists are district or building-based professionals who help teachers become better teachers. Theirs is a support role involving direct interaction with teachers for the purpose of improving student learning and achievement. Their roles involve individual work with teachers, team development and collaboration, and organizational development. Teacher leadership specialists do not have direct responsibility for a roster of students. They support but neither supervise nor evaluate teachers. They have no fiscal responsibilities and are not tied to a specific license.

Teacher Leadership Specialists The demands of providing a 21st Century education dictate new roles for teacher leadership specialists. They are called on to have a larger role in their schools and school communities. 5

Demonstrate leadership 1 Build a learning environment that meets the instructional needs of a diverse population 2 Incorporate adult learning strategies and effective teaching and learning practices as they implement change 3 Facilit ate the growt h and devel opme nt of educa tors 4 Engage in and facilitate reflective practice 5 Teacher Leadership Specialist Standards

Standards 1-5- Teacher Leadership Specialist Rubric Activity: Focus on the standards and elements that are included in the NC Teacher Leadership Specialist Rubric. How have the NC Teacher Leader Specialist standards and elements been designed to help specialists support teachers as they work toward meeting the NC Professional Standards?

Let’s dig deeper into the Teacher Leadership Specialist Rubric

Standard 1: Teacher leadership specialists demonstrate leadership. a.Lead in their school(s)/discipline(s). b.Model collaboration. They collaborate with colleagues at the district level. They partner with other educators to facilitate professional learning. c.Advocate for students, educators, schools and sound educational programs. d.Demonstrate high ethical standards.

10 Carousel Assessment In what ways can the teacher leadership specialist demonstrate leadership, facilitate teamwork, and facilitate leadership?  Count off by three’s  Go to the numbered poster  Identify a recorder  Record your answer to the question above  Move to the next poster when you hear the signal

Standard 2: Teacher leadership specialists support an environment that is respectful of a diverse population of educators. a.Model respectful communication st strategies. b.Differentiate professional learning to meet the diverse learning needs in the school/district.

Universal Design for Learning at a Glance s/udlcenter/udl

Six-Step Partner Share Walk 6 steps, find a colleague:  Share one strategy you have implemented that models respectful communication strategies. When time is called, go to a second person:  Share with your partner how you differentiate professional learning to meet the diverse learning needs in your school/district.

Standard 3: Teacher leadership specialists incorporate adult learning strategies and effective teaching and learning practices as they implement change. a.Use their knowledge of the structure and content of the NC Standard Course of Study to support educators. b. Apply their understanding of the dynamic nature of teaching and learning.

Cont. Standard 3: Teacher leadership specialists incorporate adult learning strategies and effective teaching and learning practices as they implement change. c.Engage colleagues in challenging conversations about data to develop appropriate solution. d. Plan and deliver professional support. They use effective adult learning strategies. They support stages of change and innovation in the school and district.

Graffiti Write In your group, use the chart paper and markers provided to brainstorm: Group 1Group 2 What effective adult learning strategies do you use in your role as a teacher leadership specialist? What effective teaching and learning practices do you share in a coaching role? Share your findings with the group.

Standard 4: Teacher leadership specialists facilitate the growth and development of educators. a.Deliver a continuum of support strategies to maximize educator effectiveness. b.Employ a variety of resources to help educators improve their effectiveness. c.Effectively employ appropriate and available technology as they support educators. d.Incorporate the Framework for 21st Century Learning to enhance educators’ instructional planning and assessment.

Brainstorm and Sort Activity Image from Microsoft online gallery Locate and read Standard IV on the rubric. On sticky notes record 2-3 evidences you use to demonstrate Standard IV. Discuss and share the evidences with your group. As a group decide which element the evidences best align and then sort the sticky notes under the appropriate element. Look at your poster. Are there elements that need more evidences? If so, add them.

Standard 5: Teacher leadership specialists engage in and facilitate reflective practice. a. Assess the effectiveness of the support they provide and revise their practices based on findings. b. Base their own professional development activities on the needs of those they serve. c. Facilitate reflective practice in others.

Turn and Talk Talk to your table group about data you use to reflect on staff and personal PD needs. What data reflects your effectiveness? What strategies do you find to be effective as you encourage reflective practice in others?

NC DPI Resources

Everything is Connected

Serves as a guide for North Carolina’s educators as they reflect upon and improve their effectiveness as district leaders. Focuses the goals and objectives of districts as they support, monitor and evaluate their students. Guides professional development for staff and serves as a tool in developing coaching and mentoring programs for teachers. Informs higher education programs in developing the content and requirements of teacher education degree programs. 24 The Standards and Evaluation System Formative Growth Data- driven PD Alignment

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

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

Questions

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Break: 10 Minutes