1. So, What is Teacher Leadership?
How does Teacher Leadership support school success?
Who are your Teacher Leaders?
What do they do?
How do they know what they should do?
How do they learn to do it better?
How is Teacher Leadership measured?

2. Robert Sox Educator Effectiveness
The North Carolina Teacher Leadership Specialist Exploring the Standards
Robert Sox
Educator Effectiveness

3. Span of Educator Roles Beginning Teachers Experienced Teachers Model
Teacher Leaders (internal to classroom)
Leaders of Teachers (external to classroom)
Teacher Leadership Specialists
Principals/Assistant Principals
Central Office
Description
Educators in their first three years of teaching
Educators with greater than four years of teaching experience
Educators who share and model best practices for others
Educators (who still have responsibility for a roster of students) who provide leadership and support to other teachers..
Educators (who no longer have responsibility for a roster 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
North Carolina Professional Teaching Standards
Teacher Leadership Specialist Standards
School Executive Standards
Instructional Central Office Standards

4. I know where to find an electronic copy of NC Educator Evaluation Materials

5. NCEES.ncdpi.wikispaces.net

6. The Teacher Evaluation Process
(a) Definition of Terms:
(6) "Teacher" means a person who holds at least a current, not provisional or expired, Class A license or a regular, not provisional or expired, vocational license issued by the State Board of Education; whose major responsibility is to teach or directly supervises teaching or who is classified by the State Board of Education or is paid either as a classroom teacher or instructional support personnel; and who is employed to fill a full-time, permanent position.
§ 115C‑333.1.
(a) Annual Evaluations.
All teachers who are assigned to schools that are not designated as low‑performing and who have not been employed for at least three consecutive years shall be observed at least three times annually by the principal or the principal's designee and at least once annually by a teacher and shall be evaluated at least once annually by a principal. All teachers who have been employed for three or more years who are assigned to schools that are not designated as low‑performing shall be evaluated annually unless a local board adopts rules that allow teachers employed for three or more years to be evaluated more or less frequently…

7. Common Rubric Structure
Standard I
Standard II
Standard III
Standard IV
Standard V
Leadership
Equity
Content Knowledge
Facilitating Instruction
Reflection

8. Teacher Leader Specialists
Help Other Teachers
to Teach Better

9. The Product of Various InfluencesX =

10. Deep Understanding is Essential
Teacher Leader Specialists
Deep Understanding is Essential

11. Have you Heard?

12. Teachers get evaluated 3 to 4 times per year.

13. Teachers in their first year can’t get higher than Proficient.

14. Teachers have to do something at the district level to be distinguished.

15. During observations, everything in the first column must be checked before anything in the next column can be checked.

16. Multipurpose Rubrics Summary Rating Form Observation Rubric
Formative Tool
Data Container
Evaluation Criteria
Observation Rubric
Summary Rating Form

17. A Series of Formative Assessments
Feedback
Summative Evaluation
Developing
Proficient
Accomplished
Distinguished 3 2 1

18. What Goes in?
NOTE: The observation cycle schedule determines when data must be collected, but it does not restrict which data may be collected.

19. Educator Evaluation is about Growth and Improvement

20. When you’re green, you grow

21. When you’re ripe, you rot

22. Teacher Leaders Help Keep Teachers Ripe and Growing?

23. Feedback is Essential

24. to believe there are always ways to improve
North Carolina Educator Evaluation Process Process
The evaluation process requires bravery and the ability to have challenging conversations about practice.
Bravery
to believe there are always ways to improve
to invite critical feedback
to give critical feedback

25. The Context Must Be Clear
It is important to apply close-reading techniques to the language of NCEES rubric to make distinctions between rating levels when observing, evaluating or using the rubric to self-assess.

26. 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

27. Why does it matter?

28. Artifacts and Evidence of Great Teaching

29. Evidence of:
Knowledge
Action
Interaction
Extension

30. Evidence of:
Knowledge
Action
Interaction
Extension

31. Evidence of: Knowledge Action Interaction Extension
... At all stages of inquiry, teachers guide, focus, challenge, and encourage student learning
The National Science Foundation
Knowledge
Action
Interaction
Extension

32. Evidence of:
Knowledge
Action
Interaction
Extension

33. Understanding Helps Teachers
Knowledge
Action
Interaction
Extension
Is It Visible In the Actions of Your Students?
Is It Visible Beyond the Instructional Space of Your Classroom?
Do You Show It?
Do You Know It?
Use the Most Appropriate Examples

34. Specific Feedback
Takes advantage of the language in the rubric to frame discussions about practice

35. Using the Rubric to Give Helpful Feedback

36. How do you help colleagues grow?
Provide feedback within the context of the teaching standards
Promote
Probe
Push

37. Supporting Improvement
Promote
Identify behaviors or practices that were successful
Probe
Ask questions to better understand or confirm your understanding
Push
Ask questions to push or stretch

38. Standard IV Facilitating Instruction
Do You Know It?
Do You Show It?
Is It Visible In Your Students?
Is It Visible Beyond Your Classroom Walls?
Promote
Probe
Push
Knowledge
Action
Interaction
Extension

39. Building Proactive Improvement
So… What strategies would YOU like to see promoted with the 3rd grade team this year?
PDP

40. So What Should Be Measured?

41. Aligned Domains
Leadership
Equity
Content
Instruction
Reflection

42. Expecting More of Teacher Leaders
Developing
Proficient
Accomplished
Distinguished
Developing
Proficient
Accomplished
Distinguished
Knowledge
Action
Interaction
Extension
Developing
Proficient
Accomplished
Distinguished
Action
Interaction
Extension
Synthesis

43. Exploring the Standards
What do you notice?
What do you wonder?
Which descriptors most deeply align with
the work Teacher Leaders do in WCPSS?
Which descriptors best support district priorities for your teacher leadership roles?
Where do the standards suggest areas for future PD for your teacher leaders?

44. Thoughts... Questions… Ponderings…

45. Planning for Training
Who?
What?
When?
Where?
How?
Then What?