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

3. Session Materials
region8wnc.ncdpi.wikispaces.net
Joyce

4. Your Region 8 Professional Development Team
Joyce Gardner
Becky Pearson
Jason Rhodes

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

6. 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

7. Who is in the room?

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

9. 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

10. 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.

11. North Carolina Professional Teaching Standards

12. Wordle

14. 21st Century Instruction
Engaging, relevant, meaningful content
“covering material” is replaced by uncovering solutions
Critical thinking, problem solving, information literacy

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

16. A Closer Look at Standards 3&4
Joyce

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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

24. 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

25. 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

26. 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

27. 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

28. 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

29. 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

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

31. 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

32. 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.

33. 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.

34. 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.

35. 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.

36. 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, 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.

37. Ratings Matter…

38. 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.

39. 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.

40. 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

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

42. 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.

44. Thinking Fidelity.
Meet Rose Carter…..

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

46. Online Tool (McREL)… McRel log-in site:
McRel Demo Site:

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

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

49. Resources
Directions for electronic signatures x.com/home/ncval/help/EES_NC_Electr onicSignature.pdf
Teacher Effectiveness Coordinator: Jennifer Preston

50. 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

51. Your Region 8 Professional Development Team is here for you.
Joyce Gardner
Becky Pearson
Jason Rhodes

52. Questions

53. Survey