1. Evaluating the 21 st Century Educator with Fidelity A closer look at the Standards School Executive Training

2. Before We Begin… 2 Visit: http://bit.ly/Region1RttTwiki  Add this wiki space to your favorites  Download and save the presentation and handouts found under “Region 1 Events ” http://bit.ly/McReldemo  Username: Principaldemo (Any number 1-40)  Password: 123456

3. http://region1rttt.ncdpi.wikispaces.net/ or http://bit.ly/Region1RttTwiki

4. Housekeeping Parking Lot Penzu.com Breaks Reflection - Your input is essential and valued!

5. Can We Agree? Appreciation for one another Exchange ideas freely Influence what we can Opportunity to reflect Unite in purpose

6. Our Agenda Review the standards and the evaluation rubric with a focus on inter-rater reliability. Discuss observations and recording evidence: A closer look at a lesson and how your colleagues rate the teacher (Standards I, II, IV). Review the Teacher Evaluation Process and 2012/13 updates. Identify the effective teaching practices found in the 21 st Century classroom. 6

7. 7 State Board of Education’s Mission Statement 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. Produce globally competitive students Be led by 21st century professionals Be governed and supported by 21st Century Systems Produce globally competitive students Be led by 21st century professionals Be governed and supported by 21st Century Systems

8. Activity Imagine you are in the classroom of a highly effective teacher. How does this teacher communicate the vision of being prepared for life in the 21 st century to his or her students? –What would you see? –What would you hear? –What would the students be doing or saying?

9. Exploring 21 st Century Student Attributes Choose one of the 21 st Century Students –Elementary Future Ready Elementary Student “Nicky” –Middle Future Ready Middle School Student –High Future Read Graduate Discuss the “teaching” necessary to develop each attribute Record on your responses on the chart and be prepared share with the group.

10. 20 th Century Classroom Teacher centered Students work in isolation Memorizing facts Textbook driven 21 st Century Classroom Student centered Students work collaboratively Solving problems Research driven 10 vs

11. 11 The Networked Teacher

12. The developing teacher tells The proficient teacher explains The accomplished teacher demonstrates The distinguished teacher inspires 12

13. The 21 st Century Teacher

14. North Carolina Professional Teaching Standards STANDARD I: Teachers demonstrate leadership. STANDARD II: Teachers establish a respectful environment for a diverse population of students. STANDARD III: Teachers know the content they teach. STANDARD IV: Teacher facilitate learning for their students. STANDARD V: Teachers reflect on their practice. STANDARD VI: Teachers facilitate academic growth. 14 https://mxweb.media-x.com/home/ncval/help/20081028_NCteacherbooklet.pdf

15. 5 Elements classroomTeachers lead in the classroom schoolTeachers lead in the school professionTeachers lead in the profession advocateTeachers advocate for school and students ethicalTeachers demonstrate high ethical standards Leadership Standard 1: Teachers Demonstrate Leadership

16. Standard I: Teachers Demonstrate Leadership Activity Review the descriptors for Standard 1, Element a As a table team list examples of evidence that would illustrate a teacher who is rated from developed to distinguished Things to remember when recording your answers on the chart paper: The levels are cumulative across the rows of the rubric List teacher and students behavior It may be helpful to divide your paper into 4 quadrants 16

17. Standard I Teachers Demonstrate Leadership 17 Element ATeachers lead in their classrooms. Developing-Has assessment data available and refers to it to understand the skills and abilities of students ‐ Accesses data from district assessments ‐ Has written classroom management plan available and posted -Links lessons to prior learning -Has college displays -Clarifies that passing is necessary for graduation -Assumes responsibility for student achievement/proficiency/growth

18. Standard I Teachers Demonstrate Leadership 18 Proficient ‐ Uses a variety of formative and summative assessments to evaluate student progress and guide instruction ‐ Data analysis guides lesson plans, activities, and group assignments ‐ Communicates vision to students ‐ Enforces the written classroom management plans ‐ Reshapes instruction to fit needs of individual students - Provides extra assistance to students as needed - Refers to current events - Relates instruction to preparation for life -Continually encourages students to graduate and plan for college/career -Correlates best instructional practices with progress of students to ensure student college and career readiness -Generates data driven interventions to support student mastery of and concepts taught

19. Standard I Teachers Demonstrate Leadership 19 Accomplished ‐ Uses portfolios, rubrics, and other types of assessments to evaluate progress ‐ Uses protocols for collaborative activities ‐ Includes real ‐ life situations and 21st century skills in lesson plans -Discusses impact of current events ‐ Provides leadership opportunities in classroom ‐ Vision is communicated/modeled to produce student leaders in the classroom ‐ Differentiates instruction and assignments based on data -Creates processes and procedures to align best practices and data driven interventions to facilitate replication of best practices among peers

20. Standard I Teachers Demonstrate Leadership Distinguished - Analyzes data with colleagues to make decisions about student needs and instructional planning -Maintains accurate records of every student's progress -Establishes procedures to ensure that all students participate in discussions and share roles in group work ‐ Facilitates workshops at the school level to ensure all students succeed by using best practices connected to student data ‐ Leads school wide workshops on how to differentiate instruction and assignments based on data and/or how to create a safe and orderly learning environment -Demonstrates processes and procedures to align best practices and data driven interventions to colleagues and coaches peers for implementation of best practices -Leads school and district PLCs in collaborative work to support teachers and improve effectiveness

21. 5 Elements relationshipTeachers provide an environment with a positive, nurturing relationship embrace diversityTeachers embrace diversity in school and world individualsTeachers treat students as individuals adaptTeachers adapt their teaching for the benefit of students with special needs collaboratively with familiesTeachers work collaboratively with families Standard 2 Teachers Establish a Respectful Environment for a Diverse Population of Students

22. Six-Step Partner Share Walk 6 steps, find a colleague:  Share one strategy you have seen or used that models an environment that is inviting, respectful, supportive, inclusive & flexible When time is called, go to a second person:  Share one strategy for maintaining high expectations for students. When time is called, choose a third person:  Share one strategy for collaboration with families/significant adults of students. http://goo.gl/Vb2g8

23. 4 Elements Teachers align their instruction with the NCSCS Teachers know the content appropriate to their teaching specialty Teachers recognize the interconnectedness of content areas/ disciplines Teachers make instruction relevant to students Standard 3 Teachers Know the Content they Teach

24. http://www.ncpublicschools.org/acre/

25. Standard 4 Teachers Facilitate Learning for Their Students 8 Elements intellectual, physical, social, and emotional developmentTeachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students appropriateTeachers plan instruction appropriate for their students variety of instructional methodsTeachers use a variety of instructional methods technologyTeachers integrate and utilize technology in their instruction

26. Continued Standard 4 critical thinking and problem solving skillsTeachers help students develop critical thinking and problem solving skills leadership qualitiesTeachers help students work in teams and develop leadership qualities communicate effectivelyTeachers communicate effectively variety of methods to assessTeachers use a variety of methods to assess what each student has learned

27. Let’s Practice with Standard 4 Locate Standard 4 View the video demonstration lesson Record evidence that supports Standard 4 Discuss your observations with your table Be prepared to share with the whole group 27

28. Table Activity As a table team: Choose one person to go to the McRel demo site http://bit.ly/McReldemo Username: Principaldemo (any number 1-40) Password: 123456 Open a “New Observation” Complete an abbreviated observation using the rubric Use the “Checking Evidence” guide to review the evidence collected by your group Be prepared to share your screen of the abbreviated observation with the group 28

29. 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? 29

30. Teacher Evaluation Process Review

31. Component 1: Training Before participating in the evaluation process, all teachers, principals and peer evaluators must complete training on the evaluation process. Component 2: Orientation Within two weeks of teacher’s first day, the principal will provide: A. The Rubric for Evaluating North Carolina Teachers; B. Teacher Evaluation Policy ID Number: TCP-C-004 C. A schedule for completing evaluation process. Before Week 3 of School Year STEP 1: Training and Orientation

32. Component 4: Pre-Observation Conference Before the first formal observation, the principal meets with the teacher to discuss: self- assessment, professional growth plan a written description of the lesson(s) to be observed. Goal: To prepare principal for the observation. Before First Formal Observation STEP 2: Self-Assessment, Goal Setting and Pre-Conference Component 3: Teacher Self-Assessment Using the Rubric, the teacher shall rate their performance and reflect on his or her performance throughout the year. STEP 2: Self-Assessment, Goal Setting and Pre-Conference

33. Component 5: Observations A. Formal observation: 45 min. or entire class period B. Probationary Teachers: 3 formal by principal and 1 formal by peer C. Career Status Teachers: Evaluated annually. During the renewal year: 3 total- 1 must be formal Observations shall be noted using the Rubric. Within the 1 st Nine Weeks STEP 3: Observation Cycle (Administrative and Peer) STEP 3: Observation Cycle (Administrative and Peer) Component 6: Post-Observation Conference The principal shall conduct a post-observation conference no later than ten school days after each formal observation. Discuss and Document strengths and weaknesses on the Rubric

34. Component 7: Summary Evaluation Conference and Scoring the Teacher Summary Rating Form- A. Give rating for each Element in Rubric B. Comment on “Not Demonstrated” C. overall rating of each Standard D. Provide teacher with opportunity to add comments to the Summary Rating Form E. Review completed Teacher Summary Rating Form with teacher and F. Secure the teacher’s signature on the Record of Teacher Evaluation Activities and Teacher Summary Rating Form. Component 8: PD Plans Individual Growth Plans-“Proficient” or better Monitored Growth Plans-At least 1 “Developing” Directed Growth Plans-“not Demonstrated” or “Developing” rating for 2 sequential yrs. Before the End of the School Year STEP 4: Summary Evaluation and Goal Setting

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36. Summary Probationary Teachers Four Formal Observations Three Administrative One Peer Career Status in Formal Year Three Observations One Formal Two Informal Career Status NOT in License Renewal Two Informal Observations Standards 1 & 4

37. Professional Development Plans Individual PDPMonitored PDPDirected PDP Rated “Proficient” or higher on all standards Rated “Developing” on one or more standards Rated “Not Demonstrated” on any standard or Rated “Developing” on one or more standards for two consecutive years Teacher sets individual goals for growth Not recommended for dismissal, demotion, or non- renewal at this time Administrator and teacher meet to discuss PDP 3 times – Beginning of the year, Mid- year, End-of-Year Administrator and teacher meet to discuss and set goals together – Meet at least 3 times (beginning of the year, mid-year, and end- of-year to review progress) Administrator sets goals for teacher based on observations and documentation – meets with teacher to review the development plan. Meet at least 3 times to review progress. One school year to reach proficiency One school year or less to reach proficiency (as determined by the LEA)

38. 2012-2013 Updates  Record of Teacher Activity form is created automatically  Only One Summary Rating form per teacher, per year  A rollover Professional Development Plan is automatically created when the Summary Rating Form was signed/completed during the previous year (editing will be active once the new school year begins)  Warning message will appear if teachers try to create a Preliminary Professional Development Plan and they have a rollover PDP  Stand alone Professional Development Plans are no longer an option to create  Mentor assignments appear under the correct headings when viewed under the Teacher Peer Assessment Manager  Teacher comment box on the Summary Rating Form appears gray

39. Online Modules Launched June 2012  Connecting with Our 21 st Century Learners  Introduction to Data Literacy  NC School Executive Standards and Evaluation Process  Digital Literacies in the K-12 Classroom  Understanding the Young Student Behavior in the Classroom  Literacy in History/Social Studies, Science, and Technical Subjects Additional modules:  The North Carolina Educator Evaluation System; Online Tutorials for Administrators  NC FLACON: Student Ownership modules  The North Carolina Professional Teaching Standards NC Education site (You will need an NC Education account to enroll https://center.ncsu.edu/nc/course/category.php?id=33281

40. Reflection Visit: http://bit.ly/Region1RttTwikihttp://bit.ly/Region1RttTwiki Complete the reflection by clicking on the link provided on the agenda. Your feedback is important to us!

41. Contact Information Beth Edwards, PD Lead, Region 1 elizabeth.edwards@dpi.nc.govelizabeth.edwards@dpi.nc.gov (252) 916-6842 Dianne Meiggs, PD Lead, Region 1 dianne.meiggs@dpi.nc.govdianne.meiggs@dpi.nc.gov (252) 340-0113 Abbey Askew Futrell, PD Lead, Region 1 abbey.futrell@dpi.nc.govabbey.futrell@dpi.nc.gov (252) 227-0838