Log in before presentation

1. Log in before presentation http://www.polleverywhere.com/my/polls • login: ncdpi.pe.2@gmail.com • password: instructech

2. Evaluation with FidelityHaywood County Schools and GuestsNovember 2012Joyce GardnerBecky PearsonJason RhodesRegion 8 Professional Development Consultants

3. Session Materials region8wnc.ncdpi.wikispaces.net

4. Your Region 8 Professional Development Team Joyce Gardner joyce.gardner@dpi.nc.gov 828.242.9872 Becky Pearson becky.pearson@dpi.nc.gov 828.803.8315 Jason Rhodes jason.rhodes@dpi.nc.gov 828.279.8020

5. Purpose • To develop a deeper conceptual understanding of each of the NC Professional Teaching Standards. • To practice assigning ratings for Inter-rater reliability

6. At the end of this meeting, participants will: • Identify teacher behaviors and actions that describe the standards and elements of the NC Professional Teaching Standards with a focus on literacy, 21st Century Skills and Global Awareness • Understand the importance of data in distinguishing among the ratings. • Improve the fidelity of ratings for teacher evaluation. • Explore the “Nuts and Bolts” of the Online Tool

7. Who is in the room?

8. Why are we here?

9. State Board of Education Mission “Every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.” -Adopted August 2006

10. A Coherent Plan for Statewide Impact

11. North Carolina Professional Teaching Standards

12. Wordle

14. 21st Century Instruction

15. Putting the Pieces Together EffectiveLeadershipStudentLearningQuality Teaching promotes Assessing teacher performance Designing a professional growth plan

16. A Closer Look at Standards 3&4

17. Standard III: Teachers know the content they teach. • Teachers align their instruction with the North Carolina Standard Course of Study: • Teach the North Carolina Standard Course of Study • Develop and apply strategies to make the curriculum rigorous and relevant • Develop literacy skills appropriate to specialty area

18. Standard III: Teachers know the content they teach. B. Teachers know the content appropriate to their teaching specialty: • Know subject beyond the content they teach • Direct students’ curiosity into an interest in learning

19. Standard III:Teachers know the content they teach. • Teachers recognize the interconnectedness of content areas/disciplines: • Know links between grade/subject and the North Carolina Standard Course of Study • Relate content to other disciplines • Promote global awareness and its relevance

20. Standard III: Teachers know the content they teach. • Teachers make instruction relevant to students: • Incorporate life skills : leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self-direction, and social responsibility • Demonstrate the relationship between the core content and 21st Century content, including global awareness; financial, economic, business and entrepreneurial literacy; civic literacy; and health and wellness awareness

21. Standard IV: Teachers facilitate learning for their students. A. 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: • Know how students think and learn • Understand the influences on student learning and differentiate instruction • Keep abreast of evolving research • Adapt resources to address the strengths and weaknesses of students

22. Standard IV: Teachers facilitate learning for their students. B. Teachers plan instruction appropriate for their students: • Collaborate with colleagues • Use data for short and long range planning • Engage students in the learning process • Monitor and modify plans to enhance student learning • Respond to cultural diversity and learning needs of students

23. Standard IV: Teachers facilitate learning for their students. C. Teachers use a variety of instructional methods: • Choose methods and materials as they strive to eliminate achievement gaps • Employ a wide range of techniques using information and communication technology, learning styles, and differentiated instruction

24. Standard IV: Teachers facilitate learning for their students. D. Teachers integrate and utilize technology in their instruction: • Know appropriate use of technology to maximize student learning • Help students use technology to learn content, think critically, solve problems, discern reliability, use information, communicate, innovate and collaborate

25. Standard IV: Teachers facilitate learning for their students. E. Teachers help students develop critical thinking and problem-solving skills: • Encourage students to ask questions, think creatively, develop and test innovative ideas, synthesize knowledge and draw conclusions • Help students exercise and communicate sound reasoning; understand connections; make complex choices; and frame, analyze, and solve problems

26. Standard IV: Teachers facilitate learning for their students. F. Teachers help students work in teams and develop leadership qualities: • Teach the importance of cooperation and collaboration • Organize learning teams in order to help students define roles, strengthen social ties, improve communication and collaborative skills, interact with people from different cultures and backgrounds, and develop leadership qualities

27. Standard IV: Teachers facilitate learning for their students. G. Teachers communicate effectively: • Communicate clearly with students in a variety of ways • Assist students in articulating thoughts and ideas clearly and effectively

28. Standard IV: Teachers facilitate learning for their students. H. Teachers use a variety of methods to assess what each student has learned: • Use multiple indicators, both formative and summative, to evaluate student progress • Use assessment systems to inform instruction and demonstrate evidence of students’ 21st Century knowledge, skills, performance, and dispositions • Provide opportunities for self-assessment

29. Standard V: Teachers reflect on their practice • Teachers analyze student learning: • Think systematically and critically about learning in their classroom: why learning happens and what can be done to improve student achievement • Collect and analyze student performance data to improve effectiveness

30. Standard V:Teachers reflect on their practice • Teachers link professional growth to their professional goals: • Participate in continued, high quality professional development

31. Standard V:Teachers reflect on their practice C. Teachers function effectively in a complex, dynamic environment: • Actively investigate and consider new ideas that improve teaching and learning • Adapt practice based on data

32. Observable Behaviors? • Determine if the behaviors suggested by previous participants are clear – or are they more like elements? • Is each one observable? • Which Standard and Element is represented by each sticky? (Use the Teacher Evaluation Manual).

33. Gallery Walkwith the Standards • Count off 1-5. • Start with the Standard that matches your number.

34. Gallery Walkwith the Standards • With a partner, read each of the elements and descriptors posted. • Describe an observable behavior that exemplifies this element on a sticky note and post it beside the element. • Validate or question what someone else has written • Add new behaviors/examples to the Standard. and label with Standard/Element • Rotate to the next Standard/Element.

35. How do you see the Standards?Let’s Get 21st Century with it! • 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: • Teachers facilitate learning for their students • Standard V: • Teachers reflect on their practice.

36. How do you see the Standards?Let’s Get 21st Century with it! Join your Standard Group. Create a representation (visual, song, poem, “tweet”, text message, or any other “right-brain” idea of the standard). (Think Multiple Representations!) • 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: • Teachers facilitate learning for their students • Standard V: • Teachers reflect on their practice.

37. Ratings Matter…

38. Beginning Teachers • Effective 2010-2011 • Must be rated “Proficient” on all five North Carolina Professional Teaching Standards on the most recent Teacher Summary Rating Form in order to be eligible for the Standard Professional 2 License.

39. North Carolina Professional Teaching Standards Standard VI is new.

40. Effective Teachers

41. Rubric for Evaluating North Carolina Teachers

44. Practice Assigning Ratings • We have 3 Scenarios • Practice with Poll EveryWhere

45. How To Vote via Texting EXAMPLE 22333 22333 TIPS

46. How To Vote via PollEv.com EXAMPLE

47. How To Vote via Twitter EXAMPLE Capitalization does not matter, but spaces and spelling do. Since @poll is the first word, your followers will not receive this tweet

48. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.

49. Thinking Fidelity. We have 3 scenarios. Based on this information, rate each teacher: • Distinguished • Accomplished • Proficient • Developing

50. Assessing Inter-RaterReliability #1 Mr. Johnson has established effective classroom procedures that require everyone to treat each other with respect. He encourages all students to engage in classroom activities even if they are unsure of their responses. He attends school-related activities to support students.