North Carolina Professional Teaching Standards Evaluation with Fidelity A Refresher Course for School Executives Plymouth December 13,

Introductions Name Position/School Experience 2

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 No sidebar conversations 3

Participants will: Describe how the elements of a 21 st Century classroom relate to the NCPTS. Use data to distinguish among the ratings. Organize the evaluation process and/or assume their role in the process. Apply coaching strategies to help teachers grow in their effectiveness. 4

Purpose To provide school executives with a conceptual perspective of each of the NC Professional Teaching Standards. 5 multimedia/

Table Talk  Individually consider the challenges/issues in using the NC evaluation tool with fidelity  Share one thought that comes to mind with your colleagues at the table  Be prepared to share with the group 6

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 21 st Century.” -Adopted August

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North Carolina Professional Teaching Standards 9

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Visual Concept of Standards Count off by six Locate your assigned group Use the standard assigned to your group to create a visual, a song, a poem, a rap, or any other “right brained” conceptualization Share with the whole group 11

Gallery Walk with the Standards Read each of the elements and descriptors Write behaviors that exemplify each element on a sticky note Read any feedback already written by others in the room  Validate what someone else has written by placing a color dot on the sticky note 12

Share your Thoughts 13

Assessing Inter-Rater Reliability You will need your cell phone for the following activities 14

Rubric for Evaluating North Carolina Teachers 15

Developing Proficient Accomplished Distinguished Demonstrated adequate growth but did not demonstrate competence on standard(s) of performance Demonstrated basic competence on standard(s) of performance Exceeded basic competence on standard(s) of performance most of the time Consistently and significantly exceeded basic competence of standard(s) of performance “Not Demonstrated” is also included on the rubric to indicate the individual did not demonstrate competence, or adequate growth toward, achieving standard(s) of performance. If this rating is chosen, the evaluator must provide a reason.

17 How would you rate these teachers ? You will need your or You will need the NC professional Teaching Standards

Assessing Inter-Rater Reliability #1 Mr. Johnson has established effective classroom procedures that require everyone to treat each other with respect. He encourages all students to engage in classroom activities even if they are unsure of their responses. He attends school-related activities to support students. 18

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Assessing Inter-Rater Reliability #2 Ms. Ball consistently uses her questioning skills to promote higher-order thinking skills. Her questions help guide students toward developing their own understanding by encouraging them to think creatively, synthesize knowledge, and draw their own conclusions. She models problem solving within her classroom instruction. 20

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Assessing Inter-Rater Reliability #3 Ms. Parish knows the acronyms of most educational jargon. She has heard of many innovative practices and changes in the way teachers are teaching and students are learning. She reads a professional journal to keep informed. 22

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Processing our results At your table, discuss why you gave these ratings. What are some reasons for variations? 24

BREAK Return in 15 minutes. 25

School Executive Roles Know and understand the North Carolina Professional Teaching Standards Participate in training to understand and implement the Teacher Evaluation Process Supervise the Teacher Evaluation Process and ensure that all steps are conducted according to the approved process 26

School Executive Roles Identify the teacher’s strengths and areas for improvement and make recommendations for improving performance Ensure that the contents of the Teacher Summary Evaluation Report accurately reflect the teacher’s performance Develop and supervise implementation of action plans as appropriate 27

Let’s try it using Standard IV  Watch the video Watch the video  Focus on Standard IV, Element a and b  Using the rating scale, list examples of evidence that would the progression from Proficient to Distinguished  Using the chart paper provided, record evidence of your observable ratings  *Remember the levels are cumulative across the rows of the rubric  Divide your chart paper into 4 quadrants  Be prepared to share your examples. 28

Checking Evidence  Use the “Checking Evidence Questions” handout to guide your discussion  Have I recorded only facts?  Is my evidence relevant to the criteria being examined?  Whenever possible, have I quantified 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?  Have I included my opinion (in the guise of fact)? 29

Share your Work 30

Lunch Break 31

Coaching for Success “Coaching gives teachers the opportunity to work alongside another educator to plan, teach, and reflect on instructional processes.” »Liz Hanson, Educational Leadership 32

What do you know about Cognitive Coaching? Discuss this question with your table buddies Identify three top ideas discussed Be prepare to share with the group 33

The Mission and Goal of Cognitive Coaching “To produce self-directed persons with cognitive capacity for high performance both independently and as members of a community.” ~Costa and Garmston 34

Research Jigsaw content/themes/Phoenix%20Seminary/images/photos/mentor-and-protege.jpg Adaptive Coaching: The Art and Practice of a Client-Centered Approach to Performance Improvement Terry R. Bacon and Karen I. Spear (2003) 35

What Does the Research Say? Individually Read the assigned text Identify the five most important concepts and record them on the handout provided Share an overview of the text you read with your jigsaw group Go back to your table Discuss the important concepts and ideas How do the concepts and ideas in the text relate to teacher observation, evaluation, and professional growth? 36

Jigsaw Count off 1-5 at your table. 1’s-”What Makes Effective Coaching?” 2’s-”Monologue vs. Dialogue” 3’s-”Making Sure your Coachee is Ready” 4’s-”Strategies for Listening” 5’s”Questioning Techniques” 37

Effective Coaching R eflec t Collect and analyze Self-assess Plan Set goals Develop growth plan Teach Implement growth plan Analyze new date Reflect Assess growth Begin new inquiry 38

OpeningExplain PlanClosure HOW? 39

Opening Analysis of your notes from the observation strategies  Let the teacher know that the meeting is to discuss a concern and to problem solve.  Reassure the teacher that the reason for the supervision process is to provide support 40

Explain  State the concern and provide evidence.  Acknowledge the teacher’s feelings and provide the opportunity for questions or comments.  How does this lesson fit within the context of other lessons you have taught?  Do you have any students with concerns? What have you planned to do to engage all students during the lesson?  How do you think the lesson went?  What made it successful for your students?  What would you do differently? 41

Plan  Summarize or clarify the area for growth  Create a plan for next steps and write it down 42

Closure  Close by asking for feedback about the conference  Suggest a follow-up meeting 43

Addressing Concerns Where? When? How? 44

Things to Remember Body Language Language Trust Rapport 45

Let’s Talk About a Concern Think of a concern or coaching scenario Write 5-10 sentences to depict the scenario or concern on the card provided Share and discuss with your table Identify coaching strategies you used or could use 46

Questions 47

Evaluation 48

Resources Online manual for principals raining/online-evaluation/principal- directions.pdf raining/online-evaluation/principal- directions.pdf Online manual for teachers raining/online-evaluation/teacher.pdf raining/online-evaluation/teacher.pdf Online manual for superintendents raining/online-evaluation/superintendent.pdf raining/online-evaluation/superintendent.pdf 49

Resources Directions for electronic signatures x.com/home/ncval/help/EES_NC_ElectronicSi gnature.pdf x.com/home/ncval/help/EES_NC_ElectronicSi gnature.pdf Teacher Effectiveness Coordinator: Jennifer Preston, 50

Contact Information Beth Edwards, PD Lead, Region 1 (252) Dianne Meiggs, PD Lead, Region 1 (252)