Transcript Training Presentation

NC PROFESSIONAL TEACHING
STANDARDS AND EVALUATION
PROCESS
Reminders for a Successful Day
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Turn off cell phones
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Be mindful of side conversations
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Ask questions
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Share information
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Enjoy
Learner Outcomes
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Teachers will understand the rationale behind the
NC Professional Teaching Standards.
Teachers will understand each of the five new NC
Professional Teaching Standards.
Teachers will explore the teacher evaluation cycle.
Teachers will understand the rights and
responsibilities of both teachers and principals in
the new evaluation process.
Rationale
“America’s Perfect Storm”
How are the skills
you needed as a
child different
from what
today’s children
need?
NC’s Educational Pipeline
In North Carolina, for
every 100 9th grade
students…
…70 students graduate four years
later.
…41 students enter college.
…28 students are still enrolled in their 2nd year.
…19 students graduate with either an Associate’s degree
within three years or a Bachelor’s degree within six years.
Source: www.achieve.org
Students Ready for the 21st Century
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
work and postsecondary
education and prepared
for life in the 21st Century.
st
21
Century Skills Framework
NC Standards for Teachers
Standard I:
Standard II:
Teachers demonstrate leadership.
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.
Teacher and Principal Responsibilities
Teacher
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Know and understand the NC
Professional Teaching Standards
ƒ nderstand the NC Teacher
U
Evaluation Process
Principal
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Participate in each component of
the evaluation process
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ƒ ather evidence to support
G
performance in relation to NC
Standards
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ƒ evelop and implement strategies
D
to improve personal
performance/attain goals in
identified areas
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ƒnow and understand the NC
K
Professional Teaching Standards
ƒupervise the evaluation process
S
and ensure that all steps are
conducted correctly
Iƒ
dentify teachers’ strengths and
areas of need and make
suggestions for improvement
Eƒnsure that the contents of the
Summary Evaluation Report
accurately reflects the teacher’s
performance
ƒ evelop and supervise
D
implementation of action plans
Types of Evidence
Observable Behaviors
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Establishes a safe and
orderly classroom
Integrates effective
literacy instruction
throughout the
curriculum
Uses data for planning
and instruction
Non-observable Behaviors
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Knows policies and
procedures affecting
student learning
Communicates and
collaborates with the
home and community
for the benefit of
students
Participates in
professional
development
Observable vs. Non-observable
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Remember observable vs. non-observable
behaviors?
Take a look at the rubric on pp. 21-30 in your
manual.
Look at the first column under each standard and
element. If you see a check in that column, that
means this element describes an observable
behavior.
Any elements without checks should have evidence
to support the level of the evaluation.
Standard I
Teacher Demonstrate Leadership
Line Dance
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Read pages 21-22 in your manual.
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Divide into 2 groups.
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Group 1 – Bring your manual.
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Group 2 – Bring “Standard 1 Artifacts.”
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Discuss which artifacts match Element A.
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Switch partners and repeat for Elements B, C, and
D.
Making it Real: Standard I
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Read pages 48-50.
Note any of “The
Standards of Professional
Conduct” that educators
may not know about or do
not typically demonstrate
understanding of.
What do you find most
surprising?
Standard II
Teachers Establish a Respectful Environment for a
Diverse Population of Students
Making It Real: Standard II
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Read pages 23-24 in your
manual.
Get into 5 equal groups.
Read “Mrs. Jones” scenario
Independently record all of Mrs.
Jones’ observable behaviors as
they relate to your group’s
element
Come to consensus on which 3 of
Mrs. Jones’ behaviors are the
most aligned to the expectations
described in the element
Whole group reporting out and
discussion
Standard III
Teachers Know the Content They Teach
Making It Real: Standard III
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Read pages 25-26 in
your manual.
In groups of 2-3, sort the
artifacts/ behaviors into
the appropriate
performance elements.
Element
A
Element
B
Element
C
Element
D
Making It Real: Standard III
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Circulate and compare your group’s sort with other
groups’ sorts. Use the Standard 3 Matrix to mark
artifacts and behaviors that can be used as
evidence for multiple elements.
Whole group discussion
Artifacts/
Behaviors
Element A
Artifact A
Artifact B
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Element B
Element C
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Element D
Standard IV
Teachers Facilitate Learning for Their Students
Making It Real: Standard IV
Making It Real: Standard IV
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Read pages 27-29 in your manual.
Imagine you are one of the students in the video clip.
Get into 8 equal groups.
“Carousel Brainstorm” – What types of activities and
behaviors would you like your teacher to use?
Whole group sharing and discussion
Standard V
Teachers Reflect on Their Practice
Making It Real: Standard V
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Read page 30 in your manual.
Find a partner and read the “Sample PostObservation Conference Dialogue”.
Record which parts of the principal-led conversation
match the elements from Standard V and record
additional information or artifacts the teacher should
be responsible for sharing with the principal on the
“Conference Dialogue Recording Sheet.”
Pairs-Square and discuss ideas.
Whole group discussion
Procedures and Timelines
Build a Timeline
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Group 1 – Record and sequence the major
events in the teacher evaluation process for a
probationary teacher.
Group 2 – Record and sequence the major
events in the teacher evaluation process for the
principal of a probationary teacher.
Refer to pages 17-19
Merging Your Work
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Combine groups.
Merge your sequences to show the shared
responsibilities of probationary teachers and their
principals in the teacher evaluation process.
Clarify the specifics of the role
each person must play in every
step of the process.
The Evaluation Instrument
Performance Rating Scale Levels
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Developing – Demonstrated adequate growth but
did not demonstrate competence on standard(s).
Proficient – Demonstrated basic competence on
standards(s) for performance.
Accomplished – Exceeded basic competence on
standard(s) or performance most of the time.
Performance Rating Scale Levels
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Distinguished – Consistently and significantly
exceeded basic competence on standard(s) of
performance.
Not Demonstrated – Did not demonstrate
competence on, or adequate growth toward,
achieving standard(s) of performance.
Going on Vacation!!!
Developing
Flight
Activities
Hotel
Food
Proficient
Accomplished
Distinguished
Professional Development Plans
Goal Setting
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2 – 3 goals established
as part of a teacher’s
Individual Growth Plan
(IGP) after completing
self-assessment
SMART Goals: Specific,
Measurable, Attainable,
Relevant and Time-Bound
Professional Development Plans
Type of Plan
Author
Individual Growth Plan
Teacher
Monitored Growth Plan
Teacher and Principal
Directed Growth Plan
Principal
NOTE: Monitored and Directed Growth Plans meet the
guidelines of being an “action plan”
Summarizing the Process
Questions and Answers