1. A Refresher Course for School Executives Plymouth December 13, 2011
North Carolina Professional Teaching Standards Evaluation with Fidelity
A Refresher Course for
School Executives
Plymouth
December 13, 2011

2. Introductions
Name
Position/School
Experience

3. Can We Agree? To be actively involved Value differences
Agree to disagree
Listen
Don’t take it personally
Be honest
Stay focused on established purpose
No sidebar conversations

4. Participants will:
Describe how the elements of a 21st Century classroom relate to the NCPTS.
Use data to distinguish among the ratings.
Organize the evaluation process and/or assume their role in the process.
Apply coaching strategies to help teachers grow in their effectiveness.
Discuss here that this will not be a repeat of what they already know; it will help them to grow as instructional leaders and give them more guidance to coach teachers.

5. Purpose
To provide school executives with a conceptual perspective of each of the NC Professional Teaching Standards.

6. Table Talk Individually consider the challenges/issues in using
the NC evaluation tool with fidelity
Share one thought that comes to mind with your colleagues at the table
Be prepared to share with the group
Alpha/Beta to record ideas

7. 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
FUTURE-READY STUDENTS for the 21st Century The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.
Goal: NC public schools will produce globally competitive students.
Every student excels in rigorous and relevant core curriculum that reflects what students need to know and demonstrate in a global 21st Century environment, including a mastery of languages, an appreciation of the arts, and competencies in the use of technology.
Every student’s achievement is measured with an assessment system that informs instruction and evaluates knowledge, skills, performance, and dispositions needed in the 21st Century.
Every student will be enrolled in a course of study designed to prepare them to stay ahead of international competition.
Every student uses technology to access and demonstrate new knowledge and skills that will be needed as a life-long learner to be competitive in a constantly changing international environment.
Every student has the opportunity to graduate from high school with an Associates Degree or college transfer credit.

8. Our goal is to have every student graduate ready for the challenges of the 21st Century.
21st Century Learners have: the actions, attitudes, concepts and skills that will allow students to effectively communicate, collaborate and create. These are the skills, knowledge and expertise students should master in order to succeed in work and life in the 21st century.
Well developed 21st Century Learners have specific capacities in:
Creativity and Innovation
Communication and Collaboration
Critical Thinking, Problem Solving, and Decision Making
Digital Citizenship
Research and Information Fluency
Technology Operations and Concepts
Effective 21st Century Educators offer authentic, relevant learning experiences that support the development of these skills.
Toward the development of these outcomes – the Common Core movement began.
Today we’ll be thinking about how skilled teachers create 21st Century classrooms.

9. North Carolina Professional Teaching Standards
The NCPTS describe what teachers should know and be able to do in 21st Century classrooms.
This is the basis for the teacher evaluation tool.

10. Groups to make posters.

11. Visual Concept of Standards
Count off by six
Locate your assigned group
Use the standard assigned to your group to create a visual, a song, a poem, a rap, or any other “right brained” conceptualization
Share with the whole group

12. Gallery Walk with the Standards
Read each of the elements and
descriptors
Write behaviors that exemplify each element on a sticky note
Read any feedback already written by others in the room
Validate what someone else has written by placing a color dot on the sticky note
Approximate Time: 1 hour
Set-Up: Print off black line master provided that has approximately 1 page per standard/element. If you would like, place these in page protectors. Before the session, tape each of these papers to the walls around the room. Leave enough space for groups to maneuver between the papers. Give each pair a stack of sticky notes.
Activity: The idea behind this is to give principals more examples of behaviors that go with each standard/element to help teachers.
Participants will get with a partner and choose a standard/element. They will read all of the text on the page, as well as any comments already made by other participants. They will think of a behavior that exemplifies the element, write it on a sticky, and post it to the paper or wall surrounding the paper. They can also validate others’ work by putting a star, check mark, etc. on another sticky. They may also expand on someone else’s idea. When they are finished they will go to an open paper. Pairs move around the room until they have visited all (or almost all) of the elements. After they are finished, have a person stay at each of the standards and share a best practice listed from that standard/element. You don’t have to do this for all of the elements if you don’t want to.
You will need:
Blackline master with standards/elements. Print this off and put in page protectors if you want to.
Blue tape to tape papers to the walls.
LOTS of sticky notes.

13. Share your Thoughts Any ah ah moments?
Was it difficult to see them in isolation?
Were all comments based on evidence or opinion?

14. Assessing Inter-Rater Reliability
You will need your cell phone for the following activities

15. Rubric for Evaluating North Carolina Teachers
The rubric for evaluating teachers includes four ratings and one designation.
This is a pass-through slide. 

16. “Not Demonstrated” is also included on the rubric to indicate the
Developing Proficient Accomplished Distinguished
Demonstrated
adequate
growth but
did not
demonstrate
competence on
standard(s) of
performance
Demonstrated
basic
competence
on standard(s) of
performance
Exceeded
basic
competence
on standard(s) of
performance
most of the
time
Consistently
and
significantly
exceeded
basic
competence of
standard(s) of
performance
“Not Demonstrated” is also included on the rubric to indicate the
individual did not demonstrate competence, or adequate growth toward, achieving standard(s) of performance. If this rating is chosen, the evaluator must provide a reason.

17. Rate each teacher by choosing a
#1 for distinguished
#2 for accomplished
#3 for proficient
#4 for developing

18. Assessing Inter-Rater Reliability
#1 Mr. Johnson has established effective classroom procedures that require everyone to treat each other with respect. He encourages all students to engage in classroom activities even if they are unsure of their responses. He attends school-related activities to support students.
(Note to presenter – there are 3 scenarios and polls. You can use as many or as few as you would like, according to your time.)
Now we’ll take a look at fidelity in this room.
Based on this information, rate this teacher:
1 = distinguished
2 = accomplished
3 = proficient
4 = developing
The info to respond is also on the agenda. If you are using a cell-phone provider that does not allow short codes, please use  (747) to record your response. You will not receive a reply message.
(Mr. Johnson is proficient in Standard 2, Element A.)

19. Log-in Information:
Username:
Password: instructech

20. Assessing Inter-Rater Reliability
#2 Ms. Ball consistently uses her questioning skills to promote higher-order thinking skills. Her questions help guide students toward developing their own understanding by encouraging them to think creatively, synthesize knowledge, and draw their own conclusions. She models problem solving within her classroom instruction.
Now we’ll take a look at fidelity in this room.
Based on this information, rate this teacher:
1 = distinguished
2 = accomplished
3 = proficient
4 = developing
If you are using a cell-phone provider that does not allow short codes, please use  (747) to record your response. You will not receive a reply message.
(Ms. Ball is accomplished in Standard 4, Element E.)

22. Assessing Inter-Rater Reliability
#3 Ms. Parish knows the acronyms of most educational jargon. She has heard of many innovative practices and changes in the way teachers are teaching and students are learning. She reads a professional journal to keep informed.
Now we’ll take a look at fidelity in this room.
Based on this information, rate this teacher:
1 = distinguished
2 = accomplished
3 = proficient
4 = developing
If you are using a cell-phone provider that does not allow short codes, please use  (747) to record your response. You will not receive a reply message.
(Ms. Parish is developing in Standard 5.)

24. Processing our results At your table, discuss why you gave these ratings. What are some reasons for variations?

25. Return in 15 minutes.
BREAK

26. School Executive Roles
Know and understand the North Carolina Professional Teaching Standards
Participate in training to understand and implement the Teacher Evaluation Process
Supervise the Teacher Evaluation Process and ensure that all steps are conducted according to the approved process
For the evaluation process to serve as an impetus for teacher growth, principals must implement the observation instrument with fidelity. This requires a deep understanding of the NC Professional Teaching Standards, the ability to identify skilled teaching behaviors for 21st Century classrooms, and thoughtful feedback on each teacher’s performance. Teachers deserve the kind of feedback that will help them grow as 21st Century professionals.
Manage the process
Know, understand the NCPTS
Identify teacher’s strengths and areas for growth
Ensure that the Teacher Summary Evaluation Report accurately reflects the teacher’s performance
Develop and supervise implementation of action plans as appropriate

27. School Executive Roles
Identify the teacher’s strengths and areas for improvement and make recommendations for improving performance
Ensure that the contents of the Teacher Summary Evaluation Report accurately reflect the teacher’s performance
Develop and supervise implementation of action plans as appropriate
For the evaluation process to serve as an impetus for teacher growth, principals must implement the observation instrument with fidelity. This requires a deep understanding of the NC Professional Teaching Standards, the ability to identify skilled teaching behaviors for 21st Century classrooms, and thoughtful feedback on each teacher’s performance. Teachers deserve the kind of feedback that will help them grow as 21st Century professionals.
Manage the process
Know, understand the NCPTS
Identify teacher’s strengths and areas for growth
Ensure that the Teacher Summary Evaluation Report accurately reflects the teacher’s performance
Develop and supervise implementation of action plans as appropriate

28. Let’s try it using Standard IV
Watch the video
Focus on Standard IV, Element a and b
Using the rating scale, list examples of evidence that would the progression from Proficient to Distinguished
Using the chart paper provided, record evidence of your observable ratings
*Remember the levels are cumulative across the rows of the rubric
Divide your chart paper into 4 quadrants
Be prepared to share your examples.

29. Checking Evidence
Use the “Checking Evidence Questions” handout to guide your discussion
Have I recorded only facts?
Is my evidence relevant to the criteria being examined?
Whenever possible, have I quantified 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?
Have I included my opinion (in the guise of fact)?

30. Share your Work
Have a few groups share their continuum of teacher behaviors.

31. Lunch Break

32. Coaching for Success
“Coaching gives teachers the opportunity to work alongside another educator to plan, teach, and reflect on instructional processes.”
Liz Hanson, Educational Leadership

33. What do you know about Cognitive Coaching?
Discuss this question with your table buddies
Identify three top ideas discussed
Be prepare to share with the
group
Facilitators will record thoughts on chart paper.

34. The Mission and Goal of Cognitive Coaching
“To produce self-directed persons with cognitive capacity for high performance both independently and as members of a community.”
~Costa and Garmston

35. Research Jigsaw
Time: 15 min (10 min. to read and 5 min. to generate and record 5 big ideas)
Supplies: Book snip-its, 10 pieces of chart paper, markers
Many of you have done some work with cognitive coaching in the past, and you will find that much of this information is the same. There is a clear preference for more programmatic coaching and building on the needs of the coachee.
When do you find (time of day, day of week) that you can most effectively schedule time for coaching?
Jigsaw the book from Donna. At the tables, number off from 1-10 (There will be 2 of each expert group). Then, go to a section of the room and read that piece as a group (Group 1, etc.). Record 5 key elements that they would like to share with their home group. Put this on chart paper that can be posted around the room for all to refer to. Then, they return to their home group and explain their piece to other “numbers” at their table. Each person will be an expert on a different piece.
What makes effective coaching?
Monologue vs. Dialogue
Making sure your coachee is ready
Strategies for Listening
Questioning Techniques
Adaptive Coaching: The Art and Practice of a Client-Centered Approach to Performance Improvement
Terry R. Bacon and Karen I. Spear (2003)

36. What Does the Research Say?
Individually
Read the assigned text
Identify the five most important concepts and record them on the handout provided
Share an overview of the text you read with your jigsaw group
Go back to your table
Discuss the important concepts and ideas
How do the concepts and ideas in the text relate to teacher observation, evaluation, and professional growth?

37. Jigsaw
Count off 1-5 at your table. 1’s-”What Makes Effective Coaching?” 2’s-”Monologue vs. Dialogue” 3’s-”Making Sure your Coachee is Ready” 4’s-”Strategies for Listening” 5’s”Questioning Techniques”

38. Effective Coaching Collect and analyze Self-assess Set goals
Reflect
Collect and analyze
Self-assess
Plan
Set goals
Develop growth plan
Teach
Implement growth plan
Analyze new date
Assess growth
Begin new inquiry
Time: 1 min.
This applies to both the coach and the coachee.
Reflect: Collect and analyze baseline data; self-assess against professional standards
Plan: Set professional goals (aligned with standards) & develop a professional growth plan
Teach: Implement professional growth plan; collect and analyze data
Reflect: Assess growth and revise plan or begin new inquiry

39. Opening Explain HOW? Closure Plan Time: 8 min. (speakable slides)
How do we address concerns?
Opening
-Analysis of your notes from the observation strategies
– Let the teacher know that the meeting is to discuss a concern and to problem solve.
– Reassure the teacher that the reason for the supervision process is to provide support.
“What you have just described has raised a concern that I’d like to take -
some time to discuss.”
“The reason I asked you to meet with me is that I have a concern about . .
“It’s my role to communicate openly with you and to support you as a professional.”
2) Explain the concern
– State the concern and provide evidence.
– Acknowledge the teacher’s feelings and provide the opportunity for questions or comments.
- Identify some stems for Pre-Conference
How does this lesson fit within the context of other lessons you have taught? Do you have any students with concerns? What have you planned to do to engage all students during the lesson?
- Identifying some stems for Post-Conference
How do you think the lesson went? What made it successful for your students? What would you do differently?
“My concern is that because . . .”
“The following comments have been made by students, parents, colleagues . ..“
“Do you have any questions or comments”?
”How do you feel about what I’ve shared?”
3) Plan next steps
– Summarize or clarify the area for growth.
– Create a plan for next steps and write it down.
“ So, your goal would be . . .”
“ So if you could then . . .”
“ Let’s restate your goal . . .” “Let’s talk now about next steps. What steps might you take . . ?
“How would it be if . . ?” “What do you think about . . ?
4) Closure
– Close by asking for feedback about the conference
– Suggest a follow-up meeting.
“It’s not easy when concerns are raised I really appreciated . . .”
“What is some feedback you can give me about this conference and our future work together?”
“Let’s meet in two weeks to discuss progress.”
“I’d like to visit your classroom so I can support you.”
“Please feel free to stop by and let me know how things are going.”

40. Opening Analysis of your notes from the observation strategies
Let the teacher know that the meeting is to discuss a concern and to problem solve.
Reassure the teacher that the reason for the supervision process is to provide support

41. Explain State the concern and provide evidence.
Acknowledge the teacher’s feelings and provide the opportunity for questions or comments.
How does this lesson fit within the context of other lessons you have taught?
Do you have any students with concerns? What have you planned to do to engage all students during the lesson?
How do you think the lesson went?
What made it successful for your students?
What would you do differently?

42. Plan Summarize or clarify the area for growth
Create a plan for next steps and write it down

43. Closure Close by asking for feedback about the conference
Suggest a follow-up meeting

44. Addressing Concerns Where? When? How? Time: 2 minutes
Where: The best place is often in the context of ongoing conversations. May be during a post-observation conference. Decide on physical location – teacher’s classroom vs. principal’s office. (Try to go to the teacher first)
When: A stand-alone conversation may be appropriate. Be careful not to start sharing a concern at the time you make an appointment. This can lead to an unplanned, poorly conducted conversation.
How: Make sure you have enough data to support your concern (this may require informal drop-ins to the classroom to watch what’s going on) Set a collegial and supportive tone to the conversation. “We’re both here for the success of students and the school—and we can problem solve together.” The next slide addresses the “How” in more depth.

45. Things to Remember Body Language Trust Rapport
Quickly discuss how important body language is – it can set the tone for a conversation.
For example, if you are trying to be positive, your body language should represent the same thing. 
 “Your words and what you say must be congruent with your body language.“ 
~Unknown

46. Let’s Talk About a Concern
Think of a concern or coaching scenario
Write 5-10 sentences to depict the scenario or concern on the card provided
Share and discuss with your table
Identify coaching strategies you used or could use
Time: 10 min.
Supplies: Index cards (1 per participant)
Participants reflect on a difficult or complex coaching session where they had to address a specific concern observed. Using the index card, write 5-10 sentences to depict the scenario/concern you had to address. Each participant shares the scenario recorded at their table

47. Questions

48. Evaluation

49. Resources
Online manual for principals
Online manual for teachers
Online manual for superintendents

50. Resources
Directions for electronic signatures
Teacher Effectiveness Coordinator: Jennifer Preston,

51. Contact Information
Beth Edwards, PD Lead, Region 1 (252) Dianne Meiggs, PD Lead, Region 1 (252)
Change this to reflect your PD leads.