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Beginning Teacher Support Program Peer Review Process Training for Charter Schools June 2013. Goals of Peer Review Process Increase teacher effectiveness, thus student achievement Help build capacity for “critical friend” collaboration Encourage reflection for BT support and retention

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Presentation Transcript
slide2

Goals of Peer Review Process

  • Increase teacher effectiveness, thus student achievement
  • Help build capacity for “critical friend” collaboration
  • Encourage reflection for BT support and retention
  • Strengthen our profession through regional collaboration
benefits of the process
Benefits of the Process

Aligns with what is expected from teachers

21st century skills, collaboration

Improves BT Support

Increases guidance and benefits for BTs by holding districts and charters accountable

Improves retention

Increases Student Achievement

Recognizes uniqueness of each charter school

Increased awareness and development through collaboration in professional learning communities

slide4

Background Information

  • How did we get here?

Concerns of Beginning Teachers….

    • 58% said they received no release time to observe other teachers.
    • 47% had no formal time to meet with their mentor during school hours.
    • 31% never met with their mentor to develop lesson plans.
    • 53% never observed their mentor teaching.
    • 33% never analyzed student work with their mentor. (2010 Teacher Working Conditions Survey)
btsp peer review process
BTSP Peer Review Process

State Policy #TCP-A-004 (November 4, 2010)

Self-Assessment

Annual Peer Review Process

Five Year Review

slide6
BTSP Peer Review Implementation Process

2009-2010 Mentor Task Force Work: Creating Standards and Elements 2010-2011 BTSP Ad Hoc Committee Work: Designing Process, Forms, Training May 2011 BTSP Pilot Process August 2011 Training for LEAs2011-2012 BTSP Peer Review Implemented for LEAs

slide7
BTSP Peer Review Implementation Process

June 2013 Training for Charters2013-2014 BTSP Peer Review - Year 1 for Charters -Regional Pairings -Guided by REFs 2014-2015 Year 2 for Charters2015-2016 Year 3 for Charters2016-2017 Year 4 for Charters2017-2018 Year 5 for Charters, 5 Year Review

mentor task force charge in relation to the peer review process
Mentor Task Force Charge (in relation to the Peer Review Process)

*Share information*Engage in new learning on new teacher

induction*Dialogue with stakeholders, policymakers, and

representatives from higher education including

community colleges and universities within the

region to learn about innovative research and

programs*Systematically assess where the induction program fits on the Beginning Teacher Support Program continuum.

btsp ad hoc committee
BTSP Ad Hoc Committee

Create informal learning groups within each of the eight North Carolina regions. Under the management and leadership of the Regional Education Facilitators the groups will:

Be matched, to the degree possible, according to size, new teacher population and/or program design.

Participate in annual Peer Reviews to learn about Beginning Teacher Support Programs and offer/receive “critical friend” feedback.

Work together during the Peer Review meetings to assess where each induction program is on defined program standards and offer insights on ways to move forward on the continuum.

state board policy tcp a 004
State Board Policy TCP-A-004

4.130 Beginning Teacher Support Program Annual Reports, Annual Peer Review and Process, and Five Year Formal Review Reports

Each LEA, charter school, or non-public institution with an approved Beginning Teacher Support Program plan must submit an annual report on its Beginning Teacher Support Program to the Department of Public Instruction by October 1 that includes evidence of demonstrated proficiency on the Beginning Teacher Support Program Standards and of mentor success in meeting Mentor Standards.

state board policy tcp a 0041
State Board Policy TCP-A-004

Every fifth year NCDPI will formally review Beginning Teacher Support Programs to review evidence and verify that program proficiency is demonstrated on all Beginning Teacher Support Program Standards. The monitoring team should report any standards and key elements where programs are not deemed at least proficient to NCDPI. Programs that are rated developing on the standards continuum should be put on an improvement plan and reviewed more frequently to ensure that all beginning teachers are supported.

state board policy tcp a 0042
State Board Policy TCP-A-004

In order to assist in progressing along the Beginning Teacher Support Program continuum to provide the highest quality support to beginning teachers, schools will participate in implementing a regionally-based annual peer review and support system

btsp self assessment
BTSP Self-Assessment

Growth Process

Critical review of current BTSP program

Rating Scale (aligned with NCEES)

Five Program Standards

Sample Evidences Document

slide14

Self Assessment

Standard 3: Mentoring for Instructional Excellence

btsp annual peer review process
BTSP Annual Peer Review Process

Growth Process documented by REFs

Review of current BTSP program by “critical friend”

Within regions

Optional cross region additional collaboration

Rating Scale (aligned with NCEES)

Five Program Standards

Sample Evidences Document

slide16

BTSP Peer Review Process

Standard 5: Formative Assessment of Candidates and Programs

btsp annual peer review process1
BTSP Annual Peer Review Process

What to bring to Annual Peer Reviews?

Self-Assessment (and next steps based on reflection of self-assessment)

Evidences and Artifacts

Current BTSP Plan

Previous Annual Peer Review forms (after first year)

Other?

btsp annual peer review support
BTSP Annual Peer Review Support

Support options through technology

Web Conferencing: Skype, Webinars, Wimba

Websites: NCDPI Professional Development Repository

Interactive tools: Wikis, User Group, Blog, etc

5 year btsp review
5 Year BTSP Review

What to prepare for 5 Year BTSP Reviews?

Five annual Self Assessments

Five annual Peer Reviews

Current BTSP Plan

Other Supporting Documentation

5 year btsp review1
5 Year BTSP Review

Every fifth year NCDPI will formally review district BTSPs to review evidence and verify that program proficiency is demonstrated on all BTSP Standards.

NCDPI will address any program standards and key elements where programs are not deemed at least proficient.

Programs that are rated developing on the standards continuum will be put on an improvement plan and reviewed more frequently to ensure that all beginning teachers are supported.

expectation of 5 year btsp review
Expectation of 5 Year BTSP Review

Although the first 5 Year BTSP Review for charter schools will not occur until 2018, charters are required, beginning school year 2013-2014, to:

Complete annual Self-Assessment and make necessary adjustments to plans as a result

Participate in annual BTSP Peer Review process

**The 5 Year BTSP Review will closely mirror the Self-Assessment and Peer Review forms**

questions comments concerns
Questions, Comments, Concerns

Any further explanation needed?

Any questions?

Expect a schedule from your REF for Peer Reviews during the 2013-2014 school year. If you have a particular school you would like to be paired with, please let your REF know.