Evaluating the 21 st Century Educator with Fidelity A closer look at the Standards School Executive Training. 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
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Evaluating the 21st Century Educator with FidelityA closer look at the StandardsSchool Executive Training
Add this wikispace to your favorites
Download and save the presentation and handouts found under “Region 1 Events”
Username: Principaldemo (Any number 1-40)
Reflection - Your input is essential and valued!
Appreciation for one another
Exchange ideas freely
Influence what we can
Opportunity to reflect
Unite in purpose
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 21st Century classroom.
State Board of Education’s
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 workand postsecondary education and prepared for life in the 21st Century.
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 21st century to his or her students?
What would you see?
What would you hear?
What would the students be doing or saying?
Future Ready Elementary Student “Nicky”
Future Ready Middle School Student
Future Read Graduate
20th Century Classroom
21st Century Classroom
Students work collaboratively
The Networked Teacher
The developing teacher tells The proficient teacher explains The accomplished teacher demonstrates The distinguished teacher inspires
Teachers lead in the classroom
Teachers lead in the school
Teachers lead in the profession
Teachersadvocatefor school and students
Teachers demonstrate high ethical standards
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
Teachers provide an environment with a positive, nurturing relationship
Teachersembrace diversity in school and world
Teachers treat students asindividuals
Teachersadapttheir teaching for the benefit of students with special needs
Teachers work collaboratively with families
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.
Teachersalign their instruction with the NCSCS
Teachers know the content appropriateto their teaching specialty
Teachers recognize theinterconnectedness of content areas/ disciplines
Teachers make instruction relevantto students
Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students
Teachers plan instruction appropriate for their students
Teachers use a variety of instructional methods
Teachers integrate and utilize technology in their instruction
Teachers help students develop critical thinking and problem solving skills
Teachers help students work in teams and develop leadership qualities
Teachers communicate effectively
Teachers use a variety of methods to assess what each student has learned
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
As a table team:
Choose one person to go to the McRel demo site
Username: Principaldemo (any number 1-40)
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
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?
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.
Training and Orientation
Component 1: Training
Before participating in the evaluation process, all teachers, principals and peer evaluators must complete training on the evaluation process.
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.
Self-Assessment, Goal Setting and Pre-Conference
Component 4: Pre-Observation
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
Goal: To prepare principal for the
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.
(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
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.
Summary Evaluation and Goal Setting
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.
Complete the reflection by clicking on the link provided on the agenda.
Your feedback is important to us!
Beth Edwards, PD Lead, Region 1
firstname.lastname@example.org (252) 916-6842
Dianne Meiggs, PD Lead, Region 1
email@example.com (252) 340-0113
Abbey Askew Futrell, PD Lead, Region 1
firstname.lastname@example.org (252) 227-0838