Professional Development Team

1. Professional Development Team Weekly Meeting January 7, 2013

2. Webinar Protocol • PLEASE MUTE —your computer and we will move you to panelist so you can talk • Eliminate background noise as much as possible. • Be sure you are signed in with your name. • Send messages through the chat window to all as needed; we may not monitor the questions bar.

3. Team Norms • Respectful communication as allies. • Be actively involved • Focus on established goals • Assume the best of my colleagues • Thoughtfully involve others

4. Meeting Outcomes By the end of this session, participants will.… • Review mid-year data collection strategies • Discuss LEA support and intervention strategies • Review module implementation information resources • Consider possibilities for regional online learning • Issues Bin

5. Mary Keel will take notes for us. Thank you!!

6. WELCOME!!!! • Amy Blake-Lewis • Region 5

7. Robert mid-year check questions and strategies for collecting information

8. Mid Year Question Topics Understanding and using EVAAS data Implementing the content standards Developing the district’s local curriculum Administrators supporting the implementation of the content standards Ensuring school level inter-rater reliability Building a network of professional development leaders Ensuring that teachers and principals are ready Monitoring the application of current professional development initiatives Utilizing support staff school improvement Engaging parents and the community as stakeholders

9. Robert LEA support and intervention strategies

10. What are you doing? • Do you have LEAs who need extra help? • How do you know? • Are you helping them? • How will you measure your success?

11. Geetanjali Module Implementation and opportunities

12. Phase 2 Professional Development Online ModulesExploring the possibilities

13. Online Professional Development • Phase 1 Modules Released 2011 • Phase 2 Modules Released June 2012

14. Phase 1 modules (2011) Available at NC Education: http://center.ncsu.edu/nc/ • The Call for Change • Understanding the Standards • Designing Local Curricula for the 21st Century Learner • NC Professional Teaching Standards • Revised Bloom’s Taxonomy

15. Phase 2 modules Released June 30, 2012 Different from Phase 1: • Designed differently • Include a variety of media and Web 2.0 tools • Designed for flexible implementation

16. Phase 2 modules Available at NC Education: • Connecting with Our 21st Century Learners • Digital Literacies in the K-12 Classroom • Introduction to Data Literacy • Literacy in History/Social Studies, Science and Technical Subjects • North Carolina School Executive Standards and Evaluation Process • Understanding Young Student Behavior in the Classroom

17. Phase 2 modules Modules not on NC Education: • The North Carolina Educator Evaluation System: Online Tutorials for Administrators • The North Carolina Professional Teaching Standards • NC FALCON: Student Ownership Module

18. Important information! • No cost to school districts or educators • All materials needed to complete the modules provided • Modules available throughout the year—begin at any time • Modules are different lengths • Attendance is not taken by NCDPI • Print a certificate of completion

19. Connecting with our 21st Century Learners Today's students will face challenges our generation has yet to imagine. This module helps teachers to prepare every student to meet those challenges.

20. Connecting with our 21st Century Learners Module goals: • Explore the 21st Century Skills Framework • Observe and analyze model lessons • Use Web 2.0 tools • Design a lesson incorporating 21st -century skills • Collaborate with colleagues to critique lessons developed by other participants.

21. Digital Literacies in the K-12 Classroom Just as basic literacy must be a part of teaching and learning in every content area, so must digital literacy. This module offers a thorough grounding in digital literacy as it pertains to the classroom.

22. Digital Literacies in the K-12 Classroom Module goals: • Understand digital literacies and their importance in classrooms • Create challenging learning experiences using appropriate digital tools, resources, and media • Develop strategies for locating, organizing, evaluating, and analyzing information from digital sources • Understand relevant policy implicationsand develop a process for advocating forthe use of digital tools in their classrooms.

23. Introduction to Data Literacy This module covers types of data, strategies for analyzing and understanding data, and processes for determining how use of data can influence instructional practices.

24. Introduction to Data Literacy Module goals: • Define data literacy and establish why users should be data literate • Identify data and processes that drive improvement of instructional practices • Identify, implement, and evaluate processes for using data to improve instructional practices and student outcomes

25. Literacy in History/Social Studies, Science and Technical Subjects This introductory module defines literacyin the disciplines, with an overview of the connections between the North Carolina Essential Standards and the Common Core State Standards for Literacy in History/Social Studies, Science and Technical Subjects.

26. Literacy in History/Social Studies, Science and Technical Subjects Module goals: • Recognize the components of the Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects • Explain those standards as they apply toyour discipline • Analyze a task integrating N.C. and Common Core standards • Create a task using the two sets of standards

27. North Carolina School Executive Standards and Evaluation Process This module helps principals and assistant principals to understand the standards and evaluation process and how they can use them to become more effective leaders in 21st-century schools.

28. North Carolina School Executive Standards and Evaluation Process Module goals: • Review the purpose of the standards and of the evaluation process. • Review the scoring rubric for each element of the standards. • Complete an assessment for eachstandard based on Bloom's Taxonomy. • Complete a self-assessment basedon the North Carolina SchoolExecutive Evaluation Process.

29. Understanding Young Student Behaviorin the Classroom This module will help preK-5 teachers to understand behavioral health issues in young students, foster long-term connectivity and academic achievement for all students, decrease dropout rates,and increase graduation rates.

30. Understanding Young Student Behaviorin the Classroom Module goal: • Use an enhanced awareness of behavioral health issues in the classroom to foster communication between the school and family that will increase academic achievement and enhance positive social and emotional development.

31. NCEES: Online Tutorials for Administrators These tutorials provide training for principals on the use of online forms such as the Principal Self-Assessment form, the Teacher Observation Form, and the Teacher Self-Assessment and Professional Development Plan used when completing NCEES. • Reference tutorials • No CEUs associated with completion How to access this module This tutorial is accessible without registration and is available at http://ncees.ncdpi.wikispaces.net/NCEES+Tutorials+for+Administrators.

32. The North Carolina Professional Teaching Standards This is a instructor-led module located in the North Carolina e-Learning for Educators catalog on the LEARN NC website. This module provides an in-depth look at the North Carolina Professional Teaching Standards, designed to build on the learner’s prior knowledge and analyze the learner’s current practices. How to access this module Participants may register for this course, or a copy of the course can be requested by local school districts with COLT–trained instructors to use at their discretion. For registration: https://ncelearning.org/sectionsopen Next sessions: January 14; February 4

33. NC FALCON: Student Ownership of Learning Module The purpose of the Student Ownership of Learning Module is to teach students how to take responsibility of their learning by using Formative Assessment strategies.  Involving students in the Formative Assessment process includes helping students understand how to self-assess their own work to know where they are in the learning. Timeline for the Student Ownership Module November - December 2012    Recruitment of Pilot Classrooms January - March 2013               Pilot Module and Collect Feedback April - June 2013                       Review Feedback and Revise Module  July/August 2013                      Final Version of Module Available 

34. Implementation • Implementation method is a local decision • Depends on needs and resources • We have suggested various methods • Collaborative learning has been shown to be beneficial

35. Implementation Methods • PLC with an on-site facilitator • PLC with an online facilitator • PLC without a facilitator • Independent learning • PLC with an online instructor/District-taught course • Course taught by an NCDPI instructor

36. PLC with on-site facilitator • Facilitator present at local site • Facilitator • guides group activities • Adds supplemental activities andcontent to tailor instruction fortheir PLC. • Encourages active learning

37. On-site facilitation strategies • Before the module begins • During meetings • After meetings • Before the module begins • Become familiar with the learning goals and objectives for the module. • Review the entire module and complete all activities. • Conduct a needs assessment to identify ways to differentiate content and identify resources for all levels of learning. • If additional resources are needed, research and gather supplemental reading materials and resources. • Determine start and end dates and sequencing of instruction. Determine calendar for completion of topics in module. • Determine meeting dates and venues. • Send an agenda or an outline of the module with outcomes to participants. • Arrange the instructional environment appropriate to the session. • Identify potential questions the audience might ask and questions you want to ask of them. • Think of potential group norms. • Facilitators should make sure their students understand: • How the course is structured. This will include start and end dates and deadlines for work to be completed online. • Roles and responsibilities of both learners and facilitators. • How participants can access the module and how they can get help if they are struggling with either content or technology. • The learning outcomes of the course and how these will be met. • During meetings: • Establish the group norms in the first meeting. (It is best if group members create their own norms.) Remind participants about the norms in subsequent meetings. • Establish a safe environment so that all participants have the benefit of learning. • Be aware of group dynamics and made changes when necessary. • If desired, identify a method to collect feedback, such as a shared Google document or a plus/delta chart. • Monitor involvement and understanding of content. • Provide opportunities for sharing and small groups to work together. • Have a method to address participants' concerns during the session (such as a parking lot, wall wisher, or digital post-it notes). • After meetings: • Collect feedback from participants about their reactions to the session. • Have a method to follow up with participants after the session is over. • Encourage sharing of information and networking beyond the session. • Include an opportunity for participants to reflect on their learning and prepare for the next step. • Review the feedback from the session and determine next steps.

38. PLC with online facilitator Districts provide facilitator and means of online interaction: • Asynchronous — participants not present at the same time • Synchronous — group meets in “realtime” on a regular, scheduled basis

39. Online facilitation strategies • Before the module begins • Strategies for Synchronous Facilitation • Strategies for AsynchronousFacilitation • Before the module begins: • Spend as much time as needed before the start of the instruction to make sure you are comfortable with the technology and understand its features, benefits, and limitations. • Ensure that all participants are familiar with the means of online communication used to support the module content. Setting up an ice-breaker or orientation activity that familiarizes users with the mechanics and technical aspects of the technology is an effective practice. This will allow participants to focus on the content once work begins on the module. • Synchronous facilitation strategies • Students must be made aware of beginning and ending dates for the module as well as meeting times and agendas. • Students should be oriented to tools and communication cues. Having an opening introduction or ice-breaker activity is a way for students to get to know both the technology and one another. • Establish rules and discussion etiquette. (The overview section of each module offers some suggestions.) • Sessions should include some start-up time to greet, chat about non-course items, and ease into the work. • A “grouping” feature in some tools allows for breaking participants into smaller groups and may give every student a better opportunity to contribute. • Summarize the discussion periodically or ask students to summarize main points or highlights. • Asynchronous facilitation strategies • Set a discussion agenda with start and end dates for each section of the module. • Establish rules and discussion etiquette. (The overview section of each module offers some suggestions.) • Inform learners of expectations, instructions, and any minimum requirements. • Prompting a discussion with open-ended questions or content is more helpful than leaving a discussion completely unstructured. • The facilitator can ask students or student groups to lead or moderate a given discussion. • Facilitators should limit their presence on the discussion board and give students a chance to respond to prompts before giving any final answers or solutions. • Encourage participation by requiring students to respond to other students, not just to post their own thoughts. • Summarize discussions at end of each discussion period, or have students summarize main points and highlights.

40. PLC with no facilitator Group of educators can work together as a team. • start and complete the module together • arrange for times to meet andhold group discussions. • face to face or through Go-to-Meeting, Adobe etc

41. PLC with no facilitator Cooperative facilitation strategies • Appoint one of the learners as facilitator • Take turns facilitating

42. Independent learning • Complete all activities. • Several modules include reflection, journaling, and self-assessments. • Some modules introduce tools (wikis and discussion boards) for asynchronous interaction with other participants across the state • Take sufficient time to reflect. • Spread work over a period of days or weeks

43. District-taught course New or PLC with online instructor: • Sections available for districts or charter schools to teachbeginning spring 2013 • Access to Moodle provided • LEA must provide a trained and qualified instructor • Only learners enrolled by the LEA will participatein that section of the module. • Moodle features such as discussion forumsand wikis will be available.

44. District-taught course Modules available for local instruction: • Connecting with Our 21st Century Learners • Digital Literacies in the K-12 Classroom • Introduction to Data Literacy • Literacy in History/Social Studies, Science and Technical Subjects • North Carolina School Executive Standardsand Evaluation Process

45. Requesting a section • In the pilot year (Spring 2013) a limited number of sections are available on a first-come, first-served basis. • Submit request to Dr. Geetanjali Soni at geetanjali.soni@dpi.nc.gov . • Requests will be reviewed in the order received. The submitted request should include: • Module(s) the local agency would like to deploy • Deployment plan

46. DPI-taught course New • Limited enrollment — 30 participants • First-come, first-served basis. North Carolina Professional Teaching Standards During the 2012-2013 school year: through LEARN NC Next sessions January 14; February 4 For registration: https://ncelearning.org/sectionsopen

47. DPI-taught course Spring 2013 • Connecting with Our 21st-Century Learners

48. Implementation guide Available at http://rt3nc.org/pubs/impguide2012/

49. Upcoming modules For release June 30, 2013: • Data Literacy Part 2 • Universal Design for Learning • Disciplinary Literacy Part 2 • Supporting the 4Cs through Digital Strategies • North Carolina Teacher Evaluation Process • Building and Sustaining Professional Development • 21st-Century Mentoring • Measures of Student Learning • Responsibilities of the21Century Teacher • North Carolina Principal Evaluation Process • Informational Module: Using the NCEES Evaluation tool

50. NCDPI Educator Recruitment & DevelopmentInstructional Design team David Walbert, Ph.D Educational Consultant Online Module and Technical Developmentdavid.walbert@dpi.nc.gov Donna Morrow, Ed.D.  Educational Consultant: Online Module Development donna.morrow@dpi.nc.gov Geetanjali Soni, Ph.D Educational Consultant ID team leadgeetanjali.soni@dpi.nc.gov Beth Ann Williams Web Content Manager beth.williams@dpi.nc.gov Andrew Horne Web Content Manager andrew.horne@dpi.nc.gov Cynthia Brower Educational Consultant: Online Module Development cynthia.brower@dpi.nc.gov