1. Individually page 3 handout
Write three words that describe your best experiences with evaluation as a teacher. Write three words that describe your worst experience with evaluation teacher.

2. Partner
Share the three words that describe your best experiences with evaluation. Share the three words that describe your worst experience with evaluation. Combine the three words and come up with one list of three words for the best and worst as a pair.

3. Table
Share the three words that describe your best experiences with evaluation. Share the three words that describe your worst experience with evaluation. Combine the three words and come up with one list of three words for the best and worst as a pair. Write the three words on the large sheet of paper and post at the front of the room.

4. 3 words about evaluation
best
worst

5. Group Review Whole Group Discussion and Reflection
What is similar among all lists of words?
What is different?
How do these words (and the experiences and stories behind them) help us collectively envision what an effective evaluation process can and should accomplish?
Call for the group’s attention using the chime or other pre-determined signal.
“Now share your lists with the other pairs at your table and then determine which three words best represent your table’s views for each column. Designate someone at the table to record your large group list onto chart paper. Share your partner lists quickly, in the first minute, and use the remaining 4 minutes to summarize those into 1 group list.”
Give groups 5 minutes. Ask each table group to record their two sets of words on chart paper and be prepared to share out to the whole room (5 minutes). Ask groups share out the words on their chart paper lists.
Post these lists (or a single piece of chart paper with all words compiled) somewhere near the main facilitation center (e.g. the front of the room, near the screen, etc.) for referencing throughout the session.
Possible Facilitation Challenges and Solutions:
Participants will continue talking after the chime to wrap up. This will cause the timing for subsequent activities and learning to be delayed.
Be emphatic (but fun) about the amount of time participants have. Present it like a challenge to accomplish the conversation in that amount of time. Also walking around (proximity) will support participants to wrap up. Give them a 1-minute warning signal.
There is a small audience size and/or some table groups are fewer than four people.
Skip the Partner-Tabletop condensing of words and just have partners share out. Modify slides 8-9 appropriately to remove references to the large groups share-out.
Guiding Questions:
What do we notice about these lists?
How do they compare – to each other, to your own individual list?
What is similar/different about each group’s list?
How do these words (and the experiences and stories behind them) help us collectively envision what an effective evaluation process can and should accomplish?
Connecting Wrap-up/Debrief (5 minutes)
Ask participants to consider each of the questions on slide 9. Feel free to move quickly through the first two questions. Most time and discussion should be spent on the third question because this is the KEY question to ask and generate conversation with the group about as it provides the transition to the next piece of content.
Groups’ words that describe their best experiences with evaluation should start to create a vision for what evaluation can and should be. There will probably be significant overlap in the words or at least the ideas. If not, identify some themes or key words to highlight as you transition to the next section. Key words you may want to emphasize include collaborative, educator-led, meaningful, ongoing, fair, or formative.
Transitioning to Slide 10, explain:
“The new educator evaluation cycle, tools, process, regulations are intended to help us get to what you’ve all just envisioned for what an evaluation should represent. You’ve captured this vision in words such as _________ and __________ [from lists above].”
ND LEAD
ND LEAD Department of Elementary and Secondary Education

6. Meet with Apt 1 and share your greatest hope for the new supervision process.

7. What Does It Look Like for Classroom Management?
Know
Say
Describe the activity purpose to participants:
“This activity focuses attention on the Standard level to get you more familiar with these organizing categories of the Model System Teacher Rubric. We will be brainstorming key behaviors and actions related to Standards I and II, which we’ll use again in a subsequent activity.”
Explain: “In the center of your tables, you will see an index card labeled Standard I or Standard II with their respective definitions. Think of a great teacher that you know—any grade level or content area. Working as a school team, use the guiding questions on Slide 15 to frame your discussions for the Standard your team has been assigned. There are Post-it Notes in the middle of your tables that you can use to record your ideas. Please list one idea per Post-it.”
Bring the whole group’s attention to the center/front of the room where there should be two pieces of chart paper, one labeled “Standard 1” with the definition, and the other labeled “Standard 2” with the definition. Both pieces of chart paper should have a simple stick figure drawing below the title and definition. Begin with Standard I. Start by asking one school team to share the ideas they identified for Curriculum, Planning, and Assessment. Ask the team to send one person to the front/center of the room and share aloud the team’s Post-it Notes. Place the Post-its on the chart paper labeled Standard I. Actions the teacher does should be placed by the hands/feet of the stick figure, words the teacher says should be placed by the mouth, and knowledge and understanding should be placed over the head.
Ask the school teams if any of them have similar ideas. If so, invite them to add their Post-its to the chart paper. Ask if any teams have different or additional ideas, invite them to share, and then add their Post-its to the chart paper.
Repeat the process for Standard II.
Common facilitation challenges and solutions:
Teams may struggle to identify knowledge, skills, or behaviors.
Prompt them with the following: What would this teacher be saying? What would the teacher know and be thinking? What would the teacher be doing/what are his or her actions?
Teams may identify concepts that are part of Standard III or IV.
In the wrap-up (following), you will ask participants if there is anything listed that might go under another Standard.
Participants identify ideas that are not really critical skills, knowledge, or behaviors. They identify specific strategies or resources teachers should use.
Allow them to post ideas. As they engage in the learning activities, they will have the opportunity to see that the Standards don’t really include this. You can also share that Standards are theory-, disposition-, and strategy-neutral, meaning that there are many ways a teacher can demonstrate success.
Participants have a jumble of ideas that don’t really answer the question.
Proactive solution—divide them into two subteams with specific brainstorming on the “know” and “do” questions.
Learning Wrap-Up/Debrief 1: Describing Effective Practice (10 minutes)
Briefly summarize the ideas with regard to Standards I and II. Ask participants: “Are we missing any tenets of effective curriculum, planning, assessment, or instruction? Is there anything listed here that you think should go in another Standard (Family and Community Engagement or Professional Culture)?”
As participants respond, write new ideas on Post-its and add them to the chart papers. If there are some ideas that belong to another Standard, move them to the chart paper labeled Parking Lot. You’ll ignore these disputed Post-its during the next activity. Be prepared to recognize examples of knowledge, skills, and/or behaviors that might appear applicable to more than one Standard, and help participants select the best fit while acknowledging that the Standards are interrelated and some overlap is expected. Note: If you are running short on time, you may need to omit the portion of the wrap-up described above.
Feel-attitude Do
ND LEAD
ND LEAD Department of Elementary and Secondary Education

8. Write examples or descriptors of effective practice for Classroom Management on the Paper as a group?
Post on the wall
Prepare to share out
Describe the activity purpose to participants:
“This activity focuses attention on the Standard level to get you more familiar with these organizing categories of the Model System Teacher Rubric. We will be brainstorming key behaviors and actions related to Standards I and II, which we’ll use again in a subsequent activity.”
Explain: “In the center of your tables, you will see an index card labeled Standard I or Standard II with their respective definitions. Think of a great teacher that you know—any grade level or content area. Working as a school team, use the guiding questions on Slide 15 to frame your discussions for the Standard your team has been assigned. There are Post-it Notes in the middle of your tables that you can use to record your ideas. Please list one idea per Post-it.”
Bring the whole group’s attention to the center/front of the room where there should be two pieces of chart paper, one labeled “Standard 1” with the definition, and the other labeled “Standard 2” with the definition. Both pieces of chart paper should have a simple stick figure drawing below the title and definition. Begin with Standard I. Start by asking one school team to share the ideas they identified for Curriculum, Planning, and Assessment. Ask the team to send one person to the front/center of the room and share aloud the team’s Post-it Notes. Place the Post-its on the chart paper labeled Standard I. Actions the teacher does should be placed by the hands/feet of the stick figure, words the teacher says should be placed by the mouth, and knowledge and understanding should be placed over the head.
Ask the school teams if any of them have similar ideas. If so, invite them to add their Post-its to the chart paper. Ask if any teams have different or additional ideas, invite them to share, and then add their Post-its to the chart paper.
Repeat the process for Standard II.
Common facilitation challenges and solutions:
Teams may struggle to identify knowledge, skills, or behaviors.
Prompt them with the following: What would this teacher be saying? What would the teacher know and be thinking? What would the teacher be doing/what are his or her actions?
Teams may identify concepts that are part of Standard III or IV.
In the wrap-up (following), you will ask participants if there is anything listed that might go under another Standard.
Participants identify ideas that are not really critical skills, knowledge, or behaviors. They identify specific strategies or resources teachers should use.
Allow them to post ideas. As they engage in the learning activities, they will have the opportunity to see that the Standards don’t really include this. You can also share that Standards are theory-, disposition-, and strategy-neutral, meaning that there are many ways a teacher can demonstrate success.
Participants have a jumble of ideas that don’t really answer the question.
Proactive solution—divide them into two subteams with specific brainstorming on the “know” and “do” questions.
Learning Wrap-Up/Debrief 1: Describing Effective Practice (10 minutes)
Briefly summarize the ideas with regard to Standards I and II. Ask participants: “Are we missing any tenets of effective curriculum, planning, assessment, or instruction? Is there anything listed here that you think should go in another Standard (Family and Community Engagement or Professional Culture)?”
As participants respond, write new ideas on Post-its and add them to the chart papers. If there are some ideas that belong to another Standard, move them to the chart paper labeled Parking Lot. You’ll ignore these disputed Post-its during the next activity. Be prepared to recognize examples of knowledge, skills, and/or behaviors that might appear applicable to more than one Standard, and help participants select the best fit while acknowledging that the Standards are interrelated and some overlap is expected. Note: If you are running short on time, you may need to omit the portion of the wrap-up described above.
ND LEAD
ND LEAD Department of Elementary and Secondary Education

9. Gallery Walk at Pictures
Look for common themes
What is similar?
What is different?
Describe the activity purpose to participants:
“This activity focuses attention on the Standard level to get you more familiar with these organizing categories of the Model System Teacher Rubric. We will be brainstorming key behaviors and actions related to Standards I and II, which we’ll use again in a subsequent activity.”
Explain: “In the center of your tables, you will see an index card labeled Standard I or Standard II with their respective definitions. Think of a great teacher that you know—any grade level or content area. Working as a school team, use the guiding questions on Slide 15 to frame your discussions for the Standard your team has been assigned. There are Post-it Notes in the middle of your tables that you can use to record your ideas. Please list one idea per Post-it.”
Bring the whole group’s attention to the center/front of the room where there should be two pieces of chart paper, one labeled “Standard 1” with the definition, and the other labeled “Standard 2” with the definition. Both pieces of chart paper should have a simple stick figure drawing below the title and definition. Begin with Standard I. Start by asking one school team to share the ideas they identified for Curriculum, Planning, and Assessment. Ask the team to send one person to the front/center of the room and share aloud the team’s Post-it Notes. Place the Post-its on the chart paper labeled Standard I. Actions the teacher does should be placed by the hands/feet of the stick figure, words the teacher says should be placed by the mouth, and knowledge and understanding should be placed over the head.
Ask the school teams if any of them have similar ideas. If so, invite them to add their Post-its to the chart paper. Ask if any teams have different or additional ideas, invite them to share, and then add their Post-its to the chart paper.
Repeat the process for Standard II.
Common facilitation challenges and solutions:
Teams may struggle to identify knowledge, skills, or behaviors.
Prompt them with the following: What would this teacher be saying? What would the teacher know and be thinking? What would the teacher be doing/what are his or her actions?
Teams may identify concepts that are part of Standard III or IV.
In the wrap-up (following), you will ask participants if there is anything listed that might go under another Standard.
Participants identify ideas that are not really critical skills, knowledge, or behaviors. They identify specific strategies or resources teachers should use.
Allow them to post ideas. As they engage in the learning activities, they will have the opportunity to see that the Standards don’t really include this. You can also share that Standards are theory-, disposition-, and strategy-neutral, meaning that there are many ways a teacher can demonstrate success.
Participants have a jumble of ideas that don’t really answer the question.
Proactive solution—divide them into two subteams with specific brainstorming on the “know” and “do” questions.
Learning Wrap-Up/Debrief 1: Describing Effective Practice (10 minutes)
Briefly summarize the ideas with regard to Standards I and II. Ask participants: “Are we missing any tenets of effective curriculum, planning, assessment, or instruction? Is there anything listed here that you think should go in another Standard (Family and Community Engagement or Professional Culture)?”
As participants respond, write new ideas on Post-its and add them to the chart papers. If there are some ideas that belong to another Standard, move them to the chart paper labeled Parking Lot. You’ll ignore these disputed Post-its during the next activity. Be prepared to recognize examples of knowledge, skills, and/or behaviors that might appear applicable to more than one Standard, and help participants select the best fit while acknowledging that the Standards are interrelated and some overlap is expected. Note: If you are running short on time, you may need to omit the portion of the wrap-up described above.
ND LEAD
ND LEAD Department of Elementary and Secondary Education

10. Tables Compare your drawing with Rubric on Page 8 of handout
B. Classroom Management
How are they similar?
How are they different?
Describe the activity purpose to participants:
“This activity focuses attention on the Standard level to get you more familiar with these organizing categories of the Model System Teacher Rubric. We will be brainstorming key behaviors and actions related to Standards I and II, which we’ll use again in a subsequent activity.”
Explain: “In the center of your tables, you will see an index card labeled Standard I or Standard II with their respective definitions. Think of a great teacher that you know—any grade level or content area. Working as a school team, use the guiding questions on Slide 15 to frame your discussions for the Standard your team has been assigned. There are Post-it Notes in the middle of your tables that you can use to record your ideas. Please list one idea per Post-it.”
Bring the whole group’s attention to the center/front of the room where there should be two pieces of chart paper, one labeled “Standard 1” with the definition, and the other labeled “Standard 2” with the definition. Both pieces of chart paper should have a simple stick figure drawing below the title and definition. Begin with Standard I. Start by asking one school team to share the ideas they identified for Curriculum, Planning, and Assessment. Ask the team to send one person to the front/center of the room and share aloud the team’s Post-it Notes. Place the Post-its on the chart paper labeled Standard I. Actions the teacher does should be placed by the hands/feet of the stick figure, words the teacher says should be placed by the mouth, and knowledge and understanding should be placed over the head.
Ask the school teams if any of them have similar ideas. If so, invite them to add their Post-its to the chart paper. Ask if any teams have different or additional ideas, invite them to share, and then add their Post-its to the chart paper.
Repeat the process for Standard II.
Common facilitation challenges and solutions:
Teams may struggle to identify knowledge, skills, or behaviors.
Prompt them with the following: What would this teacher be saying? What would the teacher know and be thinking? What would the teacher be doing/what are his or her actions?
Teams may identify concepts that are part of Standard III or IV.
In the wrap-up (following), you will ask participants if there is anything listed that might go under another Standard.
Participants identify ideas that are not really critical skills, knowledge, or behaviors. They identify specific strategies or resources teachers should use.
Allow them to post ideas. As they engage in the learning activities, they will have the opportunity to see that the Standards don’t really include this. You can also share that Standards are theory-, disposition-, and strategy-neutral, meaning that there are many ways a teacher can demonstrate success.
Participants have a jumble of ideas that don’t really answer the question.
Proactive solution—divide them into two subteams with specific brainstorming on the “know” and “do” questions.
Learning Wrap-Up/Debrief 1: Describing Effective Practice (10 minutes)
Briefly summarize the ideas with regard to Standards I and II. Ask participants: “Are we missing any tenets of effective curriculum, planning, assessment, or instruction? Is there anything listed here that you think should go in another Standard (Family and Community Engagement or Professional Culture)?”
As participants respond, write new ideas on Post-its and add them to the chart papers. If there are some ideas that belong to another Standard, move them to the chart paper labeled Parking Lot. You’ll ignore these disputed Post-its during the next activity. Be prepared to recognize examples of knowledge, skills, and/or behaviors that might appear applicable to more than one Standard, and help participants select the best fit while acknowledging that the Standards are interrelated and some overlap is expected. Note: If you are running short on time, you may need to omit the portion of the wrap-up described above.
ND LEAD
ND LEAD Department of Elementary and Secondary Education

11. Meet with Apt 2 and share your observations about the rubrics on Classroom Management.