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Qualified Observer Training

Qualified Observer Training. Jessica Garner Region 6 Professional Development Lead NC Department of Public Instruction. Who’s in the room?. Name Role Why you were chosen to be a qualified observer. Learner outcomes. Be familiar with the NC Professional Teaching Standards

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Qualified Observer Training

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  1. Qualified Observer Training Jessica Garner Region 6 Professional Development Lead NC Department of Public Instruction

  2. Who’s in the room? • Name • Role • Why you were chosen to be a qualified observer

  3. Learner outcomes • Be familiar with the NC Professional Teaching Standards • Analyze case studies to determine ratings • Discuss data that can be used to distinguish between ratings

  4. Affinity Diagram What are the challenges of being a qualified observer? • Individually • Write one thought per sticky note

  5. Affinity Diagram What are the challenges of being a qualified observer? • Whole Table - silently • Organize your individual thoughts into groups • Give each group a heading

  6. Review the process • Mandatory Improvement Plans • What are they? • What is your role in the process?

  7. How do you see the standards?

  8. Working with the ratings

  9. Case studies • Read thoroughly • Discuss • Sticky note with initial thought of rating • Look at the rubric for the NCEES • Discuss • Use a different colored sticky note for your final rating

  10. LUNCH!

  11. Mr. Joyner • Mr. Joyner consistently provides opportunities for his students to work collaboratively. He purposefully groups students to ensure successful learning experiences. He uses tips from Stephen Covey’s book “The Leader in Me” to build leadership in his students.

  12. Mrs. Appling • Mrs. Appling recognizes and selects materials that recognize the contributions of diverse cultures. She is very accepting of all students and their values and traditions. Her classroom has artifacts displayed that celebrate different cultures.

  13. Mrs. Polleti • Mrs. Polletiuses higher order thinking skills, particularly from the Revised Blooms Taxonomy, when planning her lessons. She uses grade level meetings, conversations with administrators, peers and parents to reflect on the rigor and relevance of the curriculum. Often, she will incorporate strategies and resources in lessons that were obtained from professional organizations or professional development.

  14. Documentation and ratings • Color groups • Look at your rubric and the sample teacher behaviors • What data can you use to back your rating of a teacher? • Post comments on chart paper

  15. Share out • Share with the group: • Rationale for comments • Challenges • Temptations when commenting

  16. Closure

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