1. 2015 READY Fall Principals Meeting
Empowering Environments to GROW – Oh the Places You Will GO!
November 10, 2015 in Asheville
Facilitator:
Dr. James C. Ellerbe

2. Agenda
Introductions
Purpose
360 Degree Feedback Process
Initial Support Meeting
The 5 A’s: Acclamation, Appeal, Arrangement, Action and Advisement
Wrap-Up

3. Introductions
1st – Find a partner and share with them your full name. 2nd – Tell them why your parents gave you your middle name. If you do not, have a middle name, then share with them why you were named your first name. 3rd – Share what you expect to learn from the Empowering Environments to GROW – Oh the Places You Will GO!

4. Purpose
The 5 A’s for growing teachers toward instructional excellence: The quality of classroom teachers is a crucial component for students' success. To guarantee quality, administrators need to cultivate the educational environment to ensure strong and sustained teacher growth. In this session, principals, administrators and aspiring educational leaders will receive tools to enhance their practice for assuring the best performance from their teachers. Through Acclamation, Appeal, Arrangement, Action and Advisement, educators are equipped to grow and retain their most valuable asset in the educational process – the teacher.

5. Empowering an Environment to Grow 360 Degree Feedback Process
Initial Support Meeting
Acclamation
Appeal
Arrangement
Action
Advisement

6. Initial Support Meeting
Acclamation
Appeal
Arrangement
Action
Advisement
Initial Support Meeting
STRATEGIES:
Begin with the End in Mind – Student Achievement!
Ensure teachers understand the North Carolina Teacher Evaluation Process (NCTEP). {Self Assessment, PDP, SMART goals, Evaluation Timeline, etc.}
Support teachers by outlining your expectations for teaching and learning.
{Hire and Retain Like-Minded Teachers who Align with you.}
Find out what are the teacher’s expectations for teaching and learning.
{Coach teachers to set standards with equity in mind. For example, grading practices.}
Ensure the curriculum, instructional design and assessments practices align to support teacher effectiveness and student learning. {Be Involved.}
Analyze data to develop and implement targeted professional learning.
{Design PLCs with specific tasks and like courses/classes/teams.}
Ask questions to provoke critical thinking skills.
{Have all needed materials available and ready.}
Identify and develop resources for continuous educator growth and improvement.
{No Overnight Wonders.}

7. Initial Support Meeting
Acclamation
Appeal
Arrangement
Action
Advisement
Initial Support Meeting
STRATEGIES:

8. Initial Support Meeting
Acclamation
Appeal
Arrangement
Action
Advisement
Initial Support Meeting
STRATEGIES:
Pre-Conference
Date
Observation
Post-Conference
Principal
Pre-Conference Date
Assistant Principal #1
BT1
Finch, Jean
Career
Butler, Rhett
Prior, Tris
Carraway, Nick
Radley, Arthur
Clark, John
BT2
Cage, Penn
Cross, Alex
Everdeen, Katniss
Duncan, Eve
Granger, Hermione
Gatsby, Jay
Lateral Entry
Effie, Trinket
Langdon, Robert
Williams, Abigail
Scarpetta, Kay
2015 – 2016 North Carolina Teacher Evaluation Process (NCTEP) for Bonniesville High School
Round #1 [ September 4 – October 12]
Pre-Conference
Date
Observation
Post-Conference
Assistant Principal #2
Pre-Conference Date
Peer Observer
Career
Proctor, John
BT4
Brigance, Jake
Prynne, Hester
Chillingsworth, R
Rigsbee, Mattie
Potter, Harry
Spade, Sam
BT3
Clark, Abilieen
Ryan, Jack

9. Initial Support Meeting
Acclamation
Appeal
Arrangement
Action
Advisement
Acclamation
STRATEGIES:
What are 3 notable things about my teacher? List and Rehearse them.
Use data to back up your acclamation. For example, student surveys, growth/proficiency increases on common assessments, etc.
Leave a note during the classroom walkthrough process.
Video and share expected teaching and learning outcomes with the staff.
Allow opportunities for the teacher to share and practice with colleagues.
Organize and showcase a celebratory program.

10. Initial Support Meeting
Acclamation
Appeal
Arrangement
Action
Advisement
Acclamation
STRATEGIES:
Now it’s your turn, share with a partner ways you show acclamation with a teacher one-on-one and as a whole.

11. Initial Support Meeting
Acclamation
Appeal
Arrangement
Action
Advisement
Appeal
STRATEGIES:
Identify and use data sources that appeal to a teacher’s need to grow.

12. Initial Support Meeting
Acclamation
Appeal
Arrangement
Action
Advisement
Arrangement
STRATEGIES:
Ensure alignment of the curriculum, lesson plan and assessment.
Coach the teacher in using the lesson plan template effectively.
Coach teachers to be intentional about their action steps by stating them clearly and concisely before moving to practice.
Have the teacher to list the Revised Bloom’s Taxonomy questions for students to ensure consistency.
Ensure teachers have adequate time to script and plan activities for learning.
Assist the teacher in anticipating what students could say/do incorrectly during the planning process.
Teach teachers to always provide students with an exemplar.
Identify the method that will be used to determine whether or not the students “got it!”

13. Initial Support Meeting
Acclamation
Appeal
Arrangement
Action
Advisement
Arrangement
STRATEGIES:

14. Initial Support Meeting
Acclamation
Appeal
Arrangement
Action
Advisement
Action
STRATEGIES:
Practice makes Perfect!
What are the most important actions you model and take/want to see in the students?
Use both quantitative and qualitative data to notate actions. For example, when you asked all students to identify the theme in the story, 11 out of 15 where able….In the cooperative learning groups, 4 out of the 5 students observed were able to articulate how the math word problem was setup to find the mean.
Go for Evidence and Not Opinion!!!

15. Action STRATEGIES: It’s time to do the Evidence or Opinion Activity
Initial Support Meeting
Acclamation
Appeal
Arrangement
Action
Advisement
Action
STRATEGIES:
It’s time to do the Evidence or Opinion Activity

16. Initial Support Meeting
Acclamation
Appeal
Arrangement
Action
Advisement
Advisement
STRATEGIES:
Are you using data from multiple assessments of student learning and examination of profession practices to monitor and adjust instruction?
Support teachers in developing a systematic review process.
Re-evaluate whether or not the lesson plan was aligned to the curriculum.
Allow wait time for the teacher to do his/her own analysis.
Keep your tone neutral, calm and positive while analyzing data and allow the teachers to share finding with your guidance.
Acknowledge the teacher’s data analysis contributions.
Identify next steps.

17. Wrap-Up
Closing thoughts
For additional information