1. 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

2. 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

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

4. Deep Understanding of the Rubric Will Lead to Well Aligned Supervision

5. 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

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

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

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

9. Aligning Actions with Standards

10. 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

11. Content Context Cognitive Type

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

13. 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.

14. 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.

15. 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.

16. 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.

17. 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.

18. The Indicators Confirm It

19. 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

20. Content Context Cognitive Type

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

22. 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?”

23. 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

24. Content Context Cognitive Type

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

26. 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.

27. 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

28. Why does it matter?

29. 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

30. Thoughts - Questions