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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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slide1

Evaluating the 21st Century Educator with FidelityA closer look at the StandardsSchool Executive Training

before we begin

Visit:

http://bit.ly/Region1RttTwiki

Add this wikispace 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

Before We Begin…
slide3

http://region1rttt.ncdpi.wikispaces.net/

or

http://bit.ly/Region1RttTwiki

housekeeping
Housekeeping

Parking Lot

Penzu.com

Breaks

Reflection - Your input is essential and valued!

can we agree

Appreciation for one another

Exchange ideas freely

Influence what we can

Opportunity to reflect

Unite in purpose

Can We Agree?
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 21st Century classroom.

Our Agenda
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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 workand 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
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 21st century to his or her students?

What would you see?

What would you hear?

What would the students be doing or saying?

Activity
exploring 21 st century student attributes
Exploring 21st Century Student Attributes
  • Choose one of the 21st 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.
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vs

20th Century Classroom

21st Century Classroom

Student centered

Students work collaboratively

Solving problems

Research driven

  • Teacher centered
  • Students work in isolation
  • Memorizing facts
  • Textbook driven
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The developing teacher tells The proficient teacher explains The accomplished teacher demonstrates The distinguished teacher inspires

north carolina professional teaching standards
North Carolina Professional Teaching Standards

https://mxweb.media-x.com/home/ncval/help/20081028_NCteacherbooklet.pdf

standard 1 teachers demonstrate leadership

5 Elements

Teachers lead in the classroom

Teachers lead in the school

Teachers lead in the profession

Teachersadvocatefor school and students

Teachers demonstrate high ethical standards

Standard 1: Teachers Demonstrate Leadership
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

Standard I: Teachers Demonstrate Leadership Activity
standard 2 teachers establish a respectful environment for a diverse population of students

5 Elements

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

Standard 2Teachers Establish a Respectful Environment for a Diverse Population of Students
six step partner share
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

standard 3 teachers know the content they teach

4 Elements

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

Standard 3 Teachers Know the Content they Teach
standard 4 teachers facilitate learning for their students
Standard 4 Teachers Facilitate Learning for Their Students

8 Elements

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

continued standard 4
Continued Standard 4

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

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

<script src=\'https://www.teachingchannel.org/videos/literacy-analysis-lesson/embed?format=js\' type=\'text/javascript\'></script>

Let’s Practice with Standard 4
table activity

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

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?

Checking Evidence
before week 3 of school year

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

Component 1: Training

Before participating in the evaluation process, all teachers, principals and peer evaluators must complete training on the evaluation process.

before first formal observation

STEP 2:

Self-Assessment, Goal Setting and Pre-Conference

Before First Formal Observation

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

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.

within the 1 st nine weeks

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 1st 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

before the end of the school year
Before the End of the School Year

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.

STEP 4:

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.

slide37

Monitored Growth Plans

  • A teacher shall be placed on a Monitored Growth Plan whenever he or she:
  • Is rated “Developing” on one or more Standards on the Teacher Summary Rating Form; and
  • Is not recommended for dismissal, demotion or nonrenewal
  • A Monitored Growth Plan shall;
  • identify the standards and elements to be improved
  • Identify the goals to be accomplished and the activities the teacher should undertake to achieve “Proficiency”
  • provide a timeline which allows the teacher one school year to achieve “Proficiency”.
  • A Monitored Growth Plan that meets those criteria shall be deemed to satisfy the requirements of N.C. Gen. Stat. § 115C-333(b).
slide38

Directed Growth Plans

  • A teacher shall be placed on a Directed Growth Plan whenever he or she:
  • Is rated
      • “Not Demonstrated” on any standard on the Teacher Summary Rating Form; or
      • “Developing” on one or more standards on the Teacher Summary Rating Form for two sequential years and;
  • Is not recommended for dismissal, demotion or nonrenewal.
slide39

The Directed Growth Plan shall;

  • identify the standards and elements to be improved
  • identify the goals to be accomplished
  • identify the activities the teacher shall complete to achieve “Proficiency”
  • Provide a timeline for achieving “Proficiency” within one school year or such shorter time as determined by the LEA.
  • A Directed Growth Plan that meets those criteria shall be deemed to satisfy the requirements of N.C. Gen. Stat. § 115C-333(b).
2012 2013 updates
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
online modules launched june 2012
Online Modules LaunchedJune 2012
  • Connecting with Our 21st 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
reflection

Visit: http://bit.ly/Region1RttTwiki

Complete the reflection by clicking on the link provided on the agenda.

Your feedback is important to us!

Reflection
contact information

Beth Edwards, PD Lead, Region 1

[email protected] (252) 916-6842

Dianne Meiggs, PD Lead, Region 1

[email protected] (252) 340-0113

Abbey Askew Futrell, PD Lead, Region 1

[email protected] (252) 227-0838

Contact Information
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