1. Common Core State Standards & North Carolina Essential Standards
Support for School Executives
Catawba County

2. Find today’s presentation and hand-outs at: http://rt3region7. ncdpi
Find today’s presentation and hand-outs at: (save to favorites if you haven’t already) Some hard copies available
Different style of presentation
Presenter----Facilitator

3. Outcomes
I will have a clearer understanding of the 21st century classroom.
I will be able to relate instructional strategies back to the NCEES.
I will develop next steps for this initiative.
I will investigate valuable resources for my support of the work.
Different sort of presentation- very little direct instruction will happen- this session is about your LEA and how you will collaborately create tools to support your teachers and students.

4. Focus on Leadership O
To achieve these outcomes, we must focus on our leadership.
Remind participants of their professional standards. (Instructional Leadership)
If it isn’t important to you, it won’t be important in your school.
Image from Microsoft Office

5. Numerous roles of support
3 posters will be hanging. Principals will move to the poster that they think represents the role of support that their school needs.

6. Assessing Your Readiness
How is this change affecting you?
We are beginning today with a look in the mirror.
“Put on your instructional leadership hat.”
Are you ready to model 21st century instruction?
Image from Microsoft online gallery

7. Identify your stage- then identify where most of your staff is at this time.
Now- think of your best teacher—we may refer her to as Teacher A, think of your teacher that is struggling most with the Common Core and Essential Standards Initiative- refer to this teacher as Teacher B- try to attach a real person and think about their specific characteristics if possible

8. So what is 21st century education. It is bold. It breaks the mold
So what is 21st century education? It is bold. It breaks the mold. It is flexible, creative, challenging, and complex. It addresses a rapidly changing world filled with fantastic new problems as well as exciting new possibilities.

9. 20th Century Classroom 21st Century Classroom
Teacher Centered
Students work in isolation
Memorizing facts
Textbook Driven
Student Centered
Students work collaboratively
Solving Problems
Research Driven
Here we have some comparisons of the 20th century classroom and the 21st century classroom. At your tables, brainstorm other differences;
Reference Teacher A
Time-based
Outcome-based
Focus: memorization of discrete facts
Focus: what students Know, Can Do and Are Like after all the details are forgotten.
Lessons focus on the lower level of Bloom’s Taxonomy – knowledge, comprehension and application.
Learning is designed on upper levels of Blooms’ – synthesis, analysis and evaluation (and include lower levels as curriculum is designed down from the top.)
Textbook-driven
Research-driven
Passive learning
Active Learning
Learners work in isolation – classroom within 4 walls
Learners work collaboratively with classmates and others around the world – the Global Classroom
Teacher-centered: teacher is center of attention and provider of information
Student-centered: teacher is facilitator/coach
Little to no student freedom
Great deal of student freedom
“Discipline problems" – educators do not trust students and vice versa. No student motivation.
No “discipline problems” – students and teachers have mutually respectful relationship as co-learners; students are highly motivated.
Fragmented curriculum
Integrated and Interdisciplinary curriculum
Grades averaged
Grades based on what was learned
Low expectations
High expectations – “If it isn’t good it isn’t done.” We expect, and ensure, that all students succeed in learning at high levels. Some may go higher – we get out of their way to let them do that.
Teacher is judge. No one else sees student work.
Self, Peer and Other assessments. Public audience, authentic assessments.
Curriculum/School is irrelevant and meaningless to the students.
Curriculum is connected to students’ interests, experiences, talents and the real world.
Print is the primary vehicle of learning and assessment.
Performances, projects and multiple forms of media are used for learning and assessment
Diversity in students is ignored.
Curriculum and instruction address student diversity
Literacy is the 3 R’s – reading, writing and math
Multiple literacies of the 21st century – aligned to living and working in a globalized new millennium.
Factory model, based upon the needs of employers for the Industrial Age of the 19th century. Scientific management.
Global model, based upon the needs of a globalized, high-tech society. Driven by the NCLB and standardized testing mania.
Standardized testing has its place. Education is not driven by the NCLB and standardized testing mania.

10. What are the benefits of this classroom- how could it be improved

11. Teacher is a facilitator of Learning- think about Teacher A and B
Do you have a networked teacher in every grade? each department? Are your department chairs and grade level leaders networked? Is your counselor networked?

12. Activity Imagine you are in the classroom of a highly effective
teacher.
What would you see?
What would you hear?
What would the students be doing or saying?
At your table:
Discuss and record your thoughts on the chart paper
provided.
Would you be able to match these to the standards?
Tables will record on chart paper and share

13. 5 Minute Break

14. Interactive Stations: Increase Engagement and Understanding
This video is being used as a teaching tool with the ELA folks in Catawba today- Heather Mullins is leading this lesson. We thought it would be beneficial to show the administrators the same video – this could foster later discussions and/or references. See hand-out – Assign Wall of Silence, Power Tableau and Circle Discussion to three groups- Assign “how this hand-out can be used with a future discussion of an ELA Teacher”
Worksheet Support:

15. Classroom Observations
The Quick Visit

16. Elements of the “Quick Visit”
Content
What are the students learning? How are students making sense of the content?
NCPTS3: Teachers Know the Content They Teach
Alignment
How does this learning connect to standards?
NCPTS 4: Teachers Facilitate Learning for Their Students
Strategies
What are the students and teacher doing?
What approach are students using to attack and/or solve problems?
NCPTS2 : Teachers Establish a Respectful Environment for a Diverse Population of Students
Impact
How does it maintain student interest and attention? Describe the impact of the
strategy on students. What misconceptions do students hold and
where do those misconceptions originate?
Classroom Videos
Public Lessons
Area and Perimeter
Problem 1

17. Practice with Standard 4
View the video
Record evidence that supports Standard 4
Discuss observations with your table
Area and Perimeter Problem 2
Continue with lesson and have principals record additional information.
Ask them to talk around their table to see what common thing they recorded about the lesson.
Answer the question: “What did you observe that showed how students interact with each other?”
The elements of a “quick visit”

18. Table Activity As a group: Go to the McRel demo site
Username: Principaldemo (any number 1-40)
Password:
Open a “New Observation”
Complete an Abbreviated Observation using the rubric
Use the “Checking Evidence” guide to review the evidence collected by your group
Discuss and share your impressions with the group
After the video- as a table group they will record their comments using McRel. Standard 4 only-
Hard copy of st 4 too

19. Checking Evidence
Use the self-check questions to review your evidence collection
Have I recorded only facts (not my opinion)?
Is my evidence relevant to the criteria being examined?
Whenever possible, have I avoided using 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?

20. Next Steps? R
Audio (cont.): The Stoplight Activity you just completed may provide some insight into strengths in your school as well as shed light on next steps on the path towards implementation of the new standards.
Trainer Note: Next steps discussion could be a think-pair-share, quick write, or group with colleagues who have similar ‘next steps’ to discuss as a group. Facilitators should make this choice based on their group size, time, etc.
Image from Microsoft online gallery

21. Let’s work smarter because we can’t work harder.

22. Transform your expectations for instruction

23. Make your expectations transparent to everyone.
Educate students, teachers, parents and all other stakeholders on 21 century instructional skills and how the classroom will look different beginning NOW. Model this skill by creating a 21 st century communication resource to communicate.

24. Clearly communicate this initiative as a priority
Clearly communicate this initiative as a priority... It is what’s right for students.

25. Meet teachers where they are, then push forward.

26. Know all your resources
State
Local
School
National
Poster hanging individual copy per table
Whole group
Highlight virtual resources

27. Organize your resources
Livebinder
Files
Wiki
Delicious stack

28. Resources Region 7 Northwest Wiki MESSAGING TOOLKIT Teaching Channel
Link
Teaching Channel

29. Contact Information
Heather Mullins
(c)
waterlovers3 (Skype)
Kimberly Simmons
(c)
kim.simmons222 (Skype)
Kimberly Simmons