Transcript SCHOOL EXECUTIVE EVALUATION PROCESS

Columbus County Leadership
Academy
Summer 2009
Welcome
Introduction
Agenda
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Agenda
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Day 1:
Day 2:
Day 3:
Day 4:
21st Century and Teacher Standards
PLCs and Change Process
The Evaluation Process
Putting it All Together
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Goals for Retreat
 Gain knowledge about the teacher evaluation
instrument
 Become an expert with the standards and
evaluation process
 Strengthen your instructional leadership skills
 Begin to plan for professional development at
your school using the teacher evaluation
instrument
 Be confident that your staff will be ready to
implement the teacher evaluation process next
year
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Future-Ready Students 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.
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To accomplish this mission, North
Carolina Public Schools will:
 Produce globally competitive students
 Be led by 21st century professionals
 Be healthy and responsible
 Leadership will guide innovation in NC Public schools
 Be governed and supported by 21st Century Systems
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Future-Ready Students
Read through the descriptors for each of the 5
guiding mission statements of the North Carolina
State Board of Education.
Identify new (or frequently used) vocabulary
words for us as educators.
How will we immerse the members of our school
community in the new vocabulary?
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New Standards for
Teachers, Principals &
Superintendents!
GS 115C-295.1 required the Commission to review and propose
standards for teaching in North Carolina
In August 2006 Chairman Lee charged the Commission to review
and align the standards to reflect the State Board’s newly adopted
mission and goals
The Commission is composed of 16 practicing educators.
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How are the NC
Professional Teaching
Standards different
from the Core
Standards adopted in 1998?
The most significant difference is ALIGNMENT!
SBE mission and goals
21st Century Skills and Knowledge
Research from Teacher Working Conditions Survey
School Executive and Superintendent Standards
Evaluation Instruments
Program approval for Schools of Education
Professional Development
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In recent decades, school reform efforts
have recognized teacher and principal
professional development as a key
component of change and as an important
link between the standards movement and
student achievement.(Elmore, 2002)
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North Carolina Professional
Educator Evaluation Systems
The design is a growth model to improve instruction and
enhance professional practice.
•Support and promote effective leadership, quality teaching, and student learning
•Provide the basis for performance goals and professional development activities
•Multiple data sources, artifacts, and evidence will be used in assessing educator
performance
•Rubrics are formative in nature based on a rating scale from developing through
distinguished flexible enough to be fair to teachers and school executives of varying
levels of experience and in school settings
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The teacher performance evaluation
process will:
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Serve as a measurement of performance for
individual teachers.
Serve as a guide for teachers as they reflect
upon and improve their effectiveness.
Serve as the basis for instructional
improvement.
Focus the goals and objectives of schools and
districts as they support, monitor, and
evaluate their teachers.
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The teacher performance evaluation
process will:
 Guide professional development programs
for teachers.
 Serve as a tool in developing coaching and
mentoring programs for teachers.
 Enhance the implementation of the
approved curriculum.
 Inform higher education programs as they
develop the content requirements for
higher education programs.
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Changing Expectations
Traditional Model
Professional Model
Teaching Content
Loosely coupled and
idiosyncratic
Standards based and
articulated
Teaching Practice
Teacher as artisan, isolated,
idiosyncratic
Teacher as a professional,
standards based, public,
collaborative
Accountability
De-emphasized, mystified
Public, prominent
Equity
Implicit and input oriented
Explicit and outcome
oriented
Leadership
Managerial, autocratic
Facilitative, instructional,
nurturer of professional
learning communities
New Teacher Center, Univ. of California
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Important Shift
Supervising Teaching
Works from a
perspective that
effective teaching
results in effective
learning.
Supervising Learning
Works from a
perspective that if
students are learning,
the teaching must be
effective.
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Why 21st Century
Word Splash
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Global economy
HS graduates
Tom Friedman
Did You Know
Time Magazine
PISA
PLCs
Jim Collins
You Tube
Virtual Learning
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global
economy
You Tube
HS
graduation
Did You Know
Tom
Friedman
PLCs
Virtual Learning
Jim Collins
PISA
Time Magazine
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How did we get here?
North Carolina has moved from a
manufacturing and agricultural economy to
a technological and research-based
economy. Schools must respond to this
change if students are to be ready for the
future.
http://www.news14.com/Default.aspx?ArID=606734
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NORTH CAROLINA’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
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Tom Friedman: The World is Flat
http://mitworld.mit.edu/video/519
Did You Know:
http://www.youtube.com/watch?v=jpEnFwiqdx8
Jim Collins: Good to Great
http://www.jimcollins.com/media.html
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Overview
“This is a story about the big public
conversation the nation is not having
about education…whether an entire
generation of kids will fail to make the
grade in the global economy because
they can’t think their way through
abstract problems, work in teams,
distinguish good formation from bad, or
speak a language other than English.”
How to Build a Student for the 21st Century
TIME Magazine December 18, 2006
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Why 21st Century Skills?
Ranking of G8
countries:
10th grade math &
problem solving
OECD
Ranking
1st
Science
Reading
14th
15th
Math
Problem
Solving
1st
2nd
3rd
4th
5th
10th
15th
5th
15th
18th
21st
20th
6th
7th
8th
25th
25th
30th
Source: PISA, 2003, 2006
2003 2006
2003 2006
2003 2006
Courtesy of Cisco Systems
28th
2006
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Complexity
of Change
Mission/
Vision
Values/
Goals
Sustaining
Change
Planning
for
Learning
The Role
of the
Principal
Passion &
Persistence
The
Role of
Parents
Staff
Development
Teaching in
a
Professional
Learning
Community
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Virtual Learning
• NCVPS:
http://ncvps.blackboard.com/webapps/portal/frameset.jsp?tab_id=_1_1
http://www.youtube.com/watch?v=5it8oBMbPrg
Second Life
• Thinkering
http://www.id.iit.edu/ThinkeringSpaces/links/phases/concept_definition/
links/frameworks.htm
• Online PD
http://www.learnnc.org/
• Columbus County
http://www.columbus.k12.nc.us/
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21st Century Skills Framework
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The Support systems for 21st Century Learning must be in place:
Standards and Assessments
Curriculum and Instruction
Professional Development
Learning Environments
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As students are expected to learn more
complex and analytical skills in preparation for
further education and work in the 21st
century, teachers must learn to teach in ways
that develop higher order thinking and
performance. (Darling-Hammond, 2005)
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Vision for the Future
21st Century Students
• Think both critically and creatively
• Effective communicator and problem solver
• Learn and understand their connection to the world around
them
• Receive support and encouragement throughout their
education to think about and plan for their futures
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Vision of Teaching
What will teachers need to know and be
able to do in the 21st Century schools?
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NC Standards for Teachers
 Standard 1: Teachers demonstrate leadership
 Standard 2: Teachers establish a respectful environment for
a diverse population of students
 Standard 3: Teachers know the content they
teach
 Standard 4: Teachers facilitate learning for their
students
Standard 5: Teachers reflect on their practice
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NC Standards for School Executives
 Standard 1: Strategic Leadership
 Standard 2: Instructional Leadership
 Standard 3: Cultural Leadership
 Standard 4: Human Resource Leadership
 Standard 5: Managerial Leadership
 Standard 6: External Development Leadership
 Standard 7: Micro-Political Leadership
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Standard I:
Teachers demonstrate leadership.
Group Discussion:
Leadership
What is Leadership?
The act of influencing the classroom practices
of professional educators.
-Reeves, 2008
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If your actions inspire others to
dream more, learn more, do
more and become more, you are
a leader.
John Quincy Adams
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Standard I:
Teachers demonstrate leadership.
Group Discussion:
Leadership
Why Teacher Leadership?
What Do Teacher Leaders Do?
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Standard I: Teachers demonstrate
leadership.
A. Teachers lead in their classrooms:
Take responsibility for all students’ learning
Communicate vision to students
Use data to organize, plan, and set goals
Use a variety of assessment data throughout the year to
evaluate progress
Establish a safe and orderly environment
Empower students
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Standard I: Teachers demonstrate
leadership.
B. Teachers demonstrate leadership in the school:
Work collaboratively with all school personnel to create a
professional learning community
Analyze data
Develop goals and strategies through the
school improvement plan
Assist in determining school budget and
professional development
Participate in hiring process
Collaborate with colleagues to mentor and
support teachers to improve effectiveness
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Standard I: Teachers
demonstrate leadership.
C. Teachers lead the teaching profession:
 Strive to improve the profession
 Contribute to the establishment of positive working
conditions
 Participate in decision-making structures
 Promote professional growth
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Standard I: Teachers
demonstrate leadership.
D. Teachers advocate for schools and students:
 Advocate for positive change in policies
and practices affecting student learning
 Participate in the implementation of initiatives to
improve education
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Standard I: Teachers
demonstrate leadership.
E. Teachers demonstrate high ethical standards:
Demonstrate ethical principles
Uphold the Code of Ethics and Standards
for Professional Conduct
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Teachers who choose the path of
teacher leadership…become
owners and investors in their
schools rather than mere tenants.
- Roland Barth (1999)
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Relationships
What kind of relationships will be needed to obtain
21st century desired outcomes?
Teachers and Students?
Teachers and Teachers?
Students and Students?
Student and Community?
School and Community?
What will we see teachers doing?
What will we see students doing?
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3 Steps for 21st Century Schools
 Collaboration
 Competition
 Cooperation
http://www.youtube.com/watch?v=2yCB4i7GJuM
How do our classrooms compare?
Strengths?
Challenges?
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Relationships
• the school environment must assist students
to develop a sense of belonging and
confidence through healthy relationships
with faculty, staff and other students.
• Building caring and supportive connections
with students, parents, and communities
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Standard II: Teachers establish a
respectful environment for
a diverse population of
students.
A. Teachers provide an environment in which each child
has a positive, nurturing relationship with caring adults:
Encourage an environment that is inviting, respectful, supportive,
inclusive, and flexible
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Standard II: Teachers establish a
respectful environment for a
diverse population of
students.
B. Teachers embrace diversity in the school community
and in the world:
Demonstrate knowledge of diverse cultures
Select materials and develop lessons that counteract stereotypes
and incorporate contributions
Recognize the influences on a child’s development,
personality, and performance
Consider and incorporate different points of view
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Standard II: Teachers establish a
respectful environment for a
diverse population of
students.
C. Teachers treat students as individuals:
 Maintain high expectations for all students
 Appreciate differences and value contributions by building positive,
appropriate relationships
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Standard II: Teachers establish a
respectful environment for a
diverse population of
students.
D. Teachers adapt their teaching for the benefit of
students with special needs:
 Collaborate with specialists
 Engage students and ensure they meet the needs of their students
through inclusion and other models of effective practice
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Standard II: Teachers establish a
respectful environment for a
diverse population of
students.
E. Teachers work collaboratively with the families and
significant adults in the lives of their students:
 Improve communication and collaboration between the school
and the home and community
 Promote trust and understanding and build partnerships with
school community
 Seek solutions to overcome obstacles that prevent family and
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community involvement
Principal Standard III:
Cultural Leadership
School executives will understand and act on the understanding of
the important role a school’s culture plays in contributing to
the exemplary performance of the school.
– support and value the traditions, artifacts, symbols and positive values and
norms of the school and community that result in a sense of identity and
pride upon which to build a positive future
– “re-culture” the school if needed to align with school’s goals of
improving student and adult learning and to infuse the work of the adults
and students with passion, meaning and purpose
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Standard II Activity
• Small Groups:
 Compare and contrast the TPAI document and the
Teacher Evaluation Instrument
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Academic Standards:
What They Are and Why We Need Them
The standards are a fair and effective way
to give students the “rules of the game”
when they are in school.
By comparing one child’s performance to a
clear standard, parents, children and
teachers know precisely what is expected.
Douglas Reeves
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Quick Write
Briefly describe your idea of rigorous and
relevant learning?
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Relevance
 Relevance is making learning meaningful. To truly engage students,
good teachers connect what kids learn to what they already know
from their own cultures and life experiences.
 Relevant learning is interdisciplinary and contextual. It requires
students to apply core knowledge, concepts or skills to solve realworld problems.
How closely does your school/district fit the definition?
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Columbus County Schools
“Worksheets and lecturing are no longer viable
teaching methods in the 21st century. Classrooms
have to be exciting, engaging places where complex
ideas and meaningful connections are made. The
gains that we have made have been a result of our
teachers striving to reach every child in an engaging
and effective way and realizing that growth occurs
one child at a time.”
Dr. Dan Strickland, Superintendent of Columbus County Schools
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Standard III: Teachers know
the content they teach.
A. 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
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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
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Standard III: Teacher know the
content they teach.
C. 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
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Standard III: Teachers know
the content they teach.
D. Teachers make instruction relevant to students:
Incorporate life skills which include 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 that includes global awareness; financial,
economic, business and entrepreneurial literacy; civic literacy;
and health and wellness awareness
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Standard II:
Instructional Leadership
School executives will set high standards for the
professional practice of 21st century instruction and
assessment that result in a no-nonsense accountable
environment.
– must be knowledgeable of best instructional and school
practices
– must use this knowledge to cause the creation of
collaborative structures within the school for the design of
highly engaging schoolwork for students, the on-going peer
review of this work, and the sharing of this work throughout
the professional community.
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“…learning and change is intensely interpersonal.”
(People getting smart together)
Collaboration:
Sharing expertise and perspectives on teaching and
learning
Examining data about students
Shared responsibility and mutual support for
effective instruction
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You can teach a student a lesson
for a day; but if you can teach
him to learn by creating
curiosity, he will continue the
learning process as long as he
lives.
Clay P. Bedford
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Rigor
Rigor means having high expectations in curriculum
standards, classroom assignments, ongoing assessment,
and testing.
A different way to think of Rigor:
Rigor is the goal of helping students develop the capacity to understand content
that is complex, ambiguous, provocative, and personally or emotionally challenging.
Complex curriculum: like physics, calculus, chemistry, biology or economics, are composed of
interacting and overlapping ideas
Provocative curriculum: conceptually challenging, dealing with dilemmas, engaging students in
identifying problems, conducting inquiry, taking positions- Richard Wright’s Native Son or
Katherine Peterson’s Bridge to Terabithia).
Ambiguous curriculum: modern poetry, primary documents, and statistics, are filled with multiple
meanings that must be examined and sorted into patterns of significance (Dickinson’s “The Soul
Selects her Own Society,” or A.A. Milne’s The House at Pooh Corner, or a database describing
U.S.immigration patterns from 1875 to 1920).
Personally or emotionally challenging curriculum: the novels of Toni Morrison or Lois
Lowry, the facts of Shay’s Rebellion, or the Trail of Tears).
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Bloom’s Revised Taxonomy
Remembering
Understanding
Applying
Analyzing
Creating
Evaluating
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21st Century Curriculum
21st
Century
Model
Current Events
Purposeful Podcasts
http://www.bookosphere.net/purplecow.htm
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21st Century Curriculum
21st
Century
Model
Geography
Global Positioning Software
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21st Century Curriculum
21st
Century
Model
Reading
Success Maker Pro
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The mediocre teacher tells. The
good teacher explains. The superior
teacher demonstrates. The great
teacher inspires.
William Ward
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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
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students
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
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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
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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
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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
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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
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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
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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
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Standard IV Group Activity
 What teacher behaviors might you be
looking to see for this Standard?
 What student behaviors might you be
looking to see for this Standard?
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Standard V: Teachers reflect
on their practice.
A. 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
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Standard V: Teachers reflect
on their practice.
B. Teachers link professional growth to their
professional goals:
 Participate in continued, high quality professional
development
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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
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Reflection
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Strategic plan
PD 360
New Standards
Evaluation tools
Teachscape
Waterford
Benchmark
ClassScape
PIMUS
Collaborative Structures
How do these district-wide tools
support Teacher Standard V?
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Day 2
• Professional Learning Communities
• The Change Process
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The Power of PLC’s
The most promising strategy for
sustained, substantive school
improvement is building the capacity
of school personnel to function as a
professional community. The path to
change in the classroom lies within
and through PLC’s. (McLaughlin 2003)
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Superintendents set high standards for the
professional practice of 21st century instruction and
assessment that result in an accountable environment.
They create professional learning communities
resulting in highly engaging instruction and improved
student learning.
They set specific achievement targets for schools and
students and then ensure the consistent use of research-based
instructional strategies in all classrooms to reach the targets.
http://www.ncptsc.org/
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Standards
Provides for the development of
effective professional learning
communities aligned with the
district strategic plan, focused
on results, and characterized by
collective responsibility for 21st
century student learning;
Provides structures for the
development of effective
professional learning communities
aligned with the school improvement
plan, focused on results, and
characterized by collective
responsibility for instructional
planning and for 21st century student
learning;
Work collaboratively with all school
personnel to create a professional
learning community
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Professional Learning Communities
 “Professional” – someone with the expertise in a
specialized field, an individual who has not only pursued
advanced training to enter the field, but who is also
expected to remain current in it’s evolving knowledge
base.
 “Learning” – ongoing action and perpetual
curiosity
 “Community” – a group linked by common
interests
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Characteristics of a PLC
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Shared Mission, Vision, Values and Goals
Collective Inquiry
Collaborative Culture
Action Orientation and Experimentation
Continuous Improvement
Results Orientation
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Is the Mission, Vision, and Values
SHARED?
• Mission: Why do we exist?
What is our fundamental
purpose?
• Vision:
What must our school become to
accomplish our purpose?
What is our compelling future?
• Values:
How must we behave to achieve
our mission?
What are our collective commitments?
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Building Block
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Clarifies Priorities
Sharpens Focus
Gives Direction
Guides Behavior
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Is the structure in place to promote
COLLABORATION?
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Time
Modeling
Format for Meeting
Format for Reporting
Process for Deciding on Work to be Done
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COLLABORATIVE TEAM MEETING
Program
Requirements
Data - Needs
of Students
School’s
Resources
Grade Level or
Department
Team Meeting
(Problem Solving)
Planning
Delivering
Monitoring
Effective Differentiated Instruction
Kathryn Howe & David Howe 2005
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Are the CONVERSATIONS
around STUDENT LEARNING?
 What do students need to know and be able
to do?
 What do our students need for success?
 In school (this year, next year, and so on)
 In life
 On state tests
Big Ideas
Essential Questions
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How will we know when they have learned it?
Common Assessments
 Represent the most effective strategy for determining
whether the guaranteed curriculum is being taught and,
more importantly, learned
 Inform the practice of individual teachers
 Build a team’s capacity to improve its program
 More efficient than assessments created by individual
teachers
 More equitable for students
 Facilitate a systematic, collective response to students
who are experiencing difficulty
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How will we respond when they don’t
learn?
 Shift from Teaching to Learning
 Pre-Question: Why didn’t they learn?
 Was it taught well and/or according to student
factors?
 Do we have effective, systematic intermediate
(Tier II) and intensive (Tier III) interventions in
place?
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Providing Learning Opportunities
for ALL Children
Intensive
Intervention
Tier III
Differentiated
Intervention
Tier II
Differentiated
Instruction
Initial
Instruction
Tier I
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How will we respond when they
already know it?
 Enrichment
 Acceleration
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Establishing Learning Communities in a
Challenging Environment
“The Levey Middle School Story”
100
Levey Middle School
A Classic Case of Dysfunction
 97% African-American student population – Student
population of 800+
 School-wide Title 1 eligible
 Over 80% of students live in single female headed
households
 Achievement scores well below state averages
 25% – 40% annual student turnover rate
 2000-2001 school over 3000 disciplinary suspensions
 2000-2001 school year over 150 students failed two or
more classes and were required to attend summer school
 65% of staff in their first, second, or third year of teaching
 2001-2002 school year, third principal in three years
101
Year #1
•
•
•
•
Establishing Professionalism
Collective Inquiry
Establishing Shared Mission and Vision
Creating Order
102
Teacher Curriculum
 Review Critical Data
 Choose Goals (No more than four/five)
 Identify best literature/research that helps
increase staff ability to meet goals
 Develop study questions that applies the
research to school’s current reality
 Prepare study guide for teachers and pace
their curriculum for the entire school year
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Study High-Achieving Schools and
Research Relevant to Your School
 Use staff meetings as “learning centers”, not for
announcements and trivia
 Make sure that study sessions are used to find solutions
for your problems, not for complaints about the current
state of your school.
 Be prepared to answer the nay Sayers
 Tie the information learned in your book studies to the
vision for the school
 Suggested Reading: Nothing’s Impossible, Lorraine
Monroe, Turning Points 2000, Anthony Jackson, Getting
Started, Eaker, DuFour and DuFour, Transforming
Schools, Zmuda and Kuklis
104
Establish Principles
 Establish order based upon what is “right” and
what is “wrong”
 Address “Budgetary Justice”
 Stand up to anyone who threatens those
principles, they will be the foundation for your
fabulous school. This is not easy!!!!!
 Make the things that are good for kids, the
foundation of your school culture
 Build Efficacy
105
Year #2
 Ensuring that Students Learn
 Culture of Collaboration
 Pyramid of Intervention
 School-Wide Academic Focus
106
What do we want students to
know?
 Identify “Essential Standards/Outcomes”
 Pace them per quarter
 Identify instructional material necessary to
ensure mastery of standards by the students
107
How do we know if they have
learned?
 Develop common assessments
 Common assessments measure if students can performed
the desired tasks
 Common assessments should be given at least each
quarter in each core subject matter
 Common assessments should not exceed 25 questions
 Assessments should be developed by the teachers that
teach the content
 Assessment questions should be similar to the modality
used on the state assessment
108
Collaborative Culture
 Develop teams
 Organize team structure and collaboration
 Find time in schedule and make
collaboration a priority
 Develop protocol and guidance for teams
 Collaboration must yield results
109
Pyramid of Intervention
What do we do when students do not learn?
 Homework lunch
 In-school tutors
 Student Support Specialist
 After-school tutoring
 Student Success Plan
 Title 1 Summer Institute
 University Summer Program
110
School-Wide Academic
Focus
 Develop school-wide theme
 Develop school-wide motto
 Develop school-wide programs that support
curricular areas of need, i.e., “Writing
Month”
111
Year #3




Professional Development Refinement
Action Orientation and Experimentation
Confronting Counterproductive Behavior
Work on Affective Needs
112
Action Orientation and
Experimentation
 Development of pilot programs and
innovations related to the staff members
new level of proficiency
 Hip-Hop Literacy Program
 Screen Writing Class
 Business Program and Levey Dollar Store
113
Work on Affective Needs
 Build relationship between the staff and
students to strengthen the sense of school
community
 Analyze affective offerings for students and
adjust where necessary
 Develop a regular system for recognizing
good teaching and building staff
relationships
114
Levey Results
Reading
 2000 – 30% Proficient
(State Avg. 68%)
 2005 – 88% Proficient
(State Avg. 62%)
Math
 2000 – 31% Proficient
(State Avg. 54%)
 2005 – 76% Proficient
(State Avg. 62%)
90
80
70
60
50
Levey
AA
State
40
30
20
10
0
Read
2000
Math
2000
115
PLCs
 Where are we? Where are we going?
 Successes and challenges
 Resources and support
http://www.allthingsplc.info/
116
Characteristics of a PLC
Rate your current level of effectiveness in
each one of the six characteristics of a PLC
using a Likert scale of 1 -5, with 1 being
very ineffective and 5 being very effective.
117
Where Do We Go From Here? Worksheet
School Improvement Goals Drive Team Goals
Describe two characteristics of a
professional learning community
that you would like to see in place
in your school.
What steps or
activities must be
initiated to create
this condition in
your school?
Who will be
responsible for
initiating or
sustaining these
steps or activities?
What is a realistic
timeline for each
step or phase of
the activity?
Learning by Doing
DuFour, Eaker, and Many
What will you use
to assess the
effectiveness of
your initiative?
118
The Professional Learning Community Continuum
Element of a PLC
Creating a Focus on
Results That Impacts
Schools, Teams, and
Teachers
Pre-Initiation Stage
Initiation Stage
Developing Stage
Sustaining Stage
There is no effort to
establish specific
district goals intended
to impact the
direction of each
school. The district
reacts to problems as
they arise and does
little to either focus
on the future or
promote continuous
improvement.
The district
establishes multiple
long range goals as
part of a
comprehensive
strategic planning
process. Schools may
create annual school
improvement plans in
response to district
requirements, but
those plans have little
impact upon
classroom practices.
The district has
identified a few key
goals. Every school
then adopts goals
designed to help the
district achieve its
targets. Every
collaborative team in
every school adopts
SMART goals
specifically aligned
with its school goals.
A process is in place
to monitor each
team’s progress
throughout the year.
Educators throughout
the district have a
results orientation.
Collaborative teams
of teachers establish
both annual goals and
a series of short-term
goals to monitor their
progress. They create
specific action plans
to achieve goals and
clarify the evidence
they will gather to
assess the impact of
their plans. This
tangible evidence of
results guides the
work of teams as part
of a continuous
improvement process.
Each member
understands the goals
of the team, how
those goals relate to
school and district
goals, and how he or
she can contribute to
achieving the goals.
Learning by Doing
DuFour, Eaker, and Many
119
SMART Goals
S
M
A
R
T
Specific + Strategic
Measurable
Attainable
Results -Oriented
Time Bound
http://www4.asq.org/blogs/edu/2006/04/how_smart_are_your_goals.html
120
Competencies
Knowledge (factual and experiential) + Skills = Competency
121
Personal, Team, or Both
Know Thyself…. And Thy Staff…
Review the list of Competencies to
determine which ones you feel confident
and competent about now, ones you need to
work on, and the ones that you will need to
plan for assistance through delegation.
122
Principal Standard I: Strategic
Leadership
School executives will create conditions that
result in the creation of a climate of inquiry to:
• strategically re-image the school’s vision, mission, and goals
to align with 21st Century needs
• challenge the school community to continually re-purpose
itself by building on its core values and beliefs about its
preferred future and then developing a pathway to reach it.
123
“Giant Leaps” Unlikely
Current
Practice
Changes
In
Practice
There will be no change in outcomes until
new practices are implemented.
124
Are You Ready for the Change?
Change: http://www.changeisgoodmovie.com/index.html




is a PROCESS, not an event
is made by INDIVIDUALS first, then institutions
is a highly PERSONAL experience
entails DEVELOPMENTAL growth in feelings
and skills
Hord, S., Rutherford, W., Huling-Austin, L., & Hall,
G. (1998) Taking charge of change. Austin, TX:
Southwest Educational Development Laboratory.
125
Change Implications…Not Actual
Change Initiatives
First-Order Change
When a change is
perceived as:
An extension of the past
Second-Order Change
When a change is
perceived as:
A break with the past
Within existing paradigms
Outside of existing
paradigms
Consistent with prevailing
values and norms
Conflicted with prevailing
values and norms
Implemented with existing
knowledge
126 & skills
Requiring new knowledge &
skills to implement
Magnitude of Change
 Lies in the eyes of the beholder
 Has to do less with the change itself than with
the knowledge, experience, values, and
flexibility of individuals expected to carry out
the change effort
 Few changes are of the same magnitude to all
stakeholders
 Leaders must understand and accurately
estimate the order of magnitude
of their improvement initiatives
for all stakeholders
127
Phases of Change
•Highly interdependent
•Not sequential….Recursive
•Phases are different for First and Second Order Changes
McRel’s Balanced Leadership Framework
128
Create Demand
• Little change occurs in any organization that is satisfied
with the status quo
• Create tension between the current reality and a
preferred future to develop sufficient energy and
motivation away from the status quo
– Create a shared vision that challenges the current reality
or
– Clarify for everyone that the current reality is so unpleasant
that individuals or groups are willing to
accept the risk and discomfort associated
with changing the status quo
129
Implement
 Relentless focus on the quality, fidelity, consistency, and
intensity of implementation
 Leaders must be highly knowledgeable about
curriculum, instruction, assessment, and the research
based practices associated with the change initiative
(provide conceptual guidance)
 Leaders must support teachers and others in realizing
and implementing the change through inspiration, by
portraying a positive attitude about their abilities, and
being a driving force behind the initiative
130
Fidelity: Innovation Configurations
 Problems begin when the details of how to do
it are not made clear.
 What does the innovation look like when it is
in use?
 What would I see in classrooms where it is
used well?
 What will teachers and students be doing when
the innovation is in use?

Focus on developing pictures and
descriptors, not philosophy.
131
Manage Personal Transitions
 Gains for students, schools, or districts can be
perceived as a loss for staff – especially when they
must gain new knowledge, develop new approaches
and procedures, redefine relationships, and reexamine their norms and values
 These personal transitions often result in a response
that is resistant to change
 Leaders must be flexible in their approach
and behaviors by being directive or non-directive as
the situation/person warrants
132
Moving through the Change
Stages of Concern
0.
1.
2.
3.
4.
5.
6.
Awareness
Informational
Personal
Management
Consequence
Collaboration
Refocusing
Hord, S., Rutherford, W., Huling-Austin, L., &
Hall, G. (1998) Taking charge of change. Austin,
TX: Southwest Educational Development
Laboratory.
133
Planning for Change
Awareness Level/Information Level
 Content: standards/rubric, school data
1. How would you kick this off?
2. Where would you start?
 Structures: faculty meetings, PLCs, SIT,
PTA, Teacher Work days
134
Monitor and Evaluate
• Collecting and analyzing data on the quality,
fidelity, consistency, and intensity of
implementation
• Assessing the impact of implementation on
student achievement
• Determining the impact of implementation on
implementers
• Adjust leadership behaviors accordingly
135
Day 3
The Evaluation Instrument
136
The Evaluation Process
 Orientation:
o Within two weeks of a teacher’s first day
o Must include rubric, policy & schedule of evaluation
 The teacher self-assessment:
o Uses the teacher rubric
o Is done by individual (without input from others)
o Used in developing IGP
o Used in pre and post conference discussions
137
Definitions
 Beginning Teacher - Teachers who are in their first three
years of teaching and who hold a Standard Professional 1
License
 Probationary Teacher – Teachers who have not obtained
Career Status in their district
 Career Status Teachers –Teachers who have been granted
Career Status in their district
 Formal Observation – an observation of a teacher’s
performance for a minimum of 45 minutes or one complete
lesson
138
Definitions
 Performance Descriptors – The specific
performance responsibilities embedded
within the components of each
performance standard
 Performance Goals - Goals for
improvement in professional practice
based on the self-evaluation and/or
supervisor recommendation
139
Definitions
 School Executives – Principals and assistant
principals licensed to work in North Carolina
 Self-assessment – Personal reflection about one’s
professional practice to identify strengths and areas
for improvement (conducted w/out input from
others)
 Summary Evaluation Form – A composite
assessment of the teacher’s performance based on
the evaluation rubric and supporting evidence
140
Definitions

Informal Observation – An observation of a teacher for a
minimum of 20 minutes

North Carolina Teacher Rubric – A composite matrix of the
standards, elements and descriptors of the North Carolina
Standards for Teachers

Performance Standard – The distinct aspect of leadership or
realm of activities which form the basis for the evaluation of a
teacher

Performance Elements – The sub-categories of performance
embedded within the standard
141
Definitions:
Artifact – A product resulting from a teacher’s
work (a natural by-product, not a newly created
document)




Possible Artifacts:
School Improvement Plan  Professional Development
 Student Work
School Improvement
Team
 National Board Certification
North Carolina Teacher
 PTSA
Working Conditions
 Professional Learning
Survey
Communities (PLC)
Student Achievement
 Lesson Plans
Data
 Student Dropout Data
142
Performance Rating Scale

Developing – Demonstrated adequate growth but did not
demonstrate competence on standard(s) of performance

Proficient – Demonstrated basic competence on
standard(s) for performance

Accomplished – Exceeded basic competence on
standard(s) of performance most of the time
143
Performance Rating Scale



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
[NOTE: If the “Not Demonstrated” rating is used, the
evaluator must comment about why it was used.]
144
Standard 1: Teachers
Demonstrate Leadership
c. Teachers lead the teaching profession. Teachers strive to improve the teaching profession. They contribute to
the establishment of positive working conditions in their school. They actively participate in and advocate for
decision-making structures in education and government that take advantage of the expertise of teachers.
Teachers promote growth for all educators and collaborate with their colleagues to improve the profession.
Developing
Proficient
□ Has knowledge
of opportunities
and the need for
professional
growth and begins
to establish
relationships with
colleagues.
. . . and
Contributes to the:
□ Improvement of
the profession
through
professional
growth.
Accomplished
Distinguished
. . . and
. . . and
□ Promotes
positive working
relationships
through
professional
growth activities
and collaboration.
□ Seeks
opportunities to
lead professional
growth activities
and decisionmaking processes.
Not Demonstrated
(Comment Required)
□ Establishment of
positive working
relationships
□ School’s
decision-making
processes as
required
145
146
Teacher Responsibilities:
 Know and understand the North Carolina
Professional Teaching Standards
 Understand the North Carolina Teacher
Evaluation Process
 Prepare for and fully participate in each
component of the evaluation process
147
Teacher Responsibilities (Cont.):
 Gather data, artifacts, evidence to support
performance in relation to standards and progress
in attaining goals.
 Develop and implement strategies to improve
personal performance/attain goals in areas
identified individually or collaboratively
identified.
148
Principal/AP Responsibilities
 Know and understand the North Carolina
Professional Teaching Standards
 Participate in training to understand and
implement the Teacher Evaluation Process.
 Supervise the Teacher Evaluation Process and
ensure that all steps are conducted according to
the approved process.
149
Principal/AP Responsibilities Cont.
 Identify the teacher’s strengths and areas for
improvement and make recommendations for
improving performance.
 Ensure that the contents of the Teacher Summary
Evaluation Report accurately reflect the teacher’s
performance.
 Develop and supervise implementation of
action plans as appropriate.
150
Pre-Observation Conference
 A pre-observation conference must occur before
any observations happen during the year.
 Discuss: self-assessment, PDP & lesson(s) to be
observed
 Teacher will have written description of lesson
for first observation
 Subsequent observations do not require a preobservation conference
151
Observation(s)
 Formal observations occur over one complete
lesson (a minimum of 45 minutes)
 Probationary teachers require 4 formal
observations: 3 administrative, 1 peer
 Career status teachers (in their summative year of
evaluation) must have three observations: at least
1 must be formal
 The first observation must be a formal, announced
observation
 Subsequent observations may be unannounced
 Evaluator uses the rubric as a recording tool
152
153
Post Observation Conferences
 Must occur after each observation
 Must occur no later than 10 school days after the
observation
 Designed for the purpose of identifying areas of
strength and those in need of improvement
 Requires review and signature of rubric
154
Summary Evaluation Conference





Bring Self Assessment & PDP
Review Observations
Discuss Additional Artifacts
Sign Summary Rating Form
Begin discussion for future goals
155
Summary Rating Form
Every element for every standard is marked (not
demonstrated requires comment)
Ratings are based on formal and informal
observations throughout the year
Overall rating for each standard is chosen by the
evaluator after reviewing all of the elements within a
standard.
Comments can be added from evaluator or the
teacher.
Signatures required on the final page.
http://www.dpi.state.nc.us/docs/profdev/training/teacher/required/rubricassessmentform
.pdf
156
Self Assessment
 You will have about 20 minutes to complete your
own self-assessment.
 In addition to rating yourself, take notes as to
what artifacts you might use to support your
rating.
 Consider the explanations and comments you
would make with your Principal/AP.
157
Self Assessment Reflection
Take the next 10 minutes and talk with a
partner about the self-assessment process
you completed. Discuss these questions:
 Did you find it easy or difficult?
 Do you feel confident discussing your assessment
w/ your evaluator?
 What artifacts came to mind to support your rating?
158
Professional Development Plans
 Teachers who are rated as “Proficient” or higher on all
Standards will develop an Individual Growth Plan
 Teachers who are rated as “Developing” on any Standard
will be placed on a Monitored Growth Plan
 Teachers who are rated as “Not Demonstrated” on any
Standard or has a rating of “Developing” for two
sequential years will be placed on a Directed Growth Plan
(meets GS requirements of an action plan)
 Cannot be used w/ any teacher being recommended for
dismissal, demotion or nonrenewal
http://www.dpi.state.nc.us/docs/profdev/training/teacher/required/profdevplan.doc
159
Goal Setting Activity
 Review pages 32 and 33 in your manual
 After examining Standard 1, work with your
tablemates to write a possible goal for this
teacher.
 List 2 – 3 strategies that will help him/her meet
their goal
 Check your goal for SMART elements
160
Evidence
• observable &
specific
• not influenced by
the observer’s
perspective
• objective
• unambiguous
Opinion
•draws conclusions
•influenced by the
observer’s
perspective
•subjective
•may be subject to
debate
161
Language Analysis
Making evidence based statements
 With an elbow partner:
 Review the statements
 Circle the words or phrases that imply
opinion and/or are left open to
interpretation
 Rewrite statements and make them
evidence based
162
Making it Real - Standard I
Pre-Observation Conversation Note Taking
Guide
a. Teachers are leaders in their classrooms.
b. Teachers demonstrate leadership in the
school.
c. Teachers lead the teaching profession.
d. Teachers advocate for schools and
students.
e. Teachers demonstrate high ethical
standards.
163
Making it Real - Standard I
 With a partner identify evidence that you might
use to indicate each level of a teacher’s
performance on Element A on Standard 1:
 When time is called (5 minutes) repeat for
Elements B, C and D
 As a table discuss the paired results
 Using the ethics policy identify with your group 1
or 2 areas that might be unknown to teachers.
164
Making it Real - Standard I
At your tables discuss:
 The teacher’s level based on current
evidence.
 Next steps appropriate for the principal &
the teacher to move the teacher’s practice
forward.
 Additional evidence you may need to
collect during the observation.
165
Standard V – Building Teacher
Self-Awareness
This standard will:
 Help teachers begin to use evidence-based
language
 Support the overall purpose of the rubric as
a growth model
 Diminish subjectivity and emotion from the
post observation conferences & summary
evaluation
166
Making It Real:
Standard V
 Read the dialogue for standard 5 silently
 In table groups, use the chart paper to record the
following:




The rating you would give the teacher
2-3 rewritten teacher statements
Two rewritten paraphrasing statements (principal)
Three clarifying questions the principal could have asked
 Post your recordings on the wall
167
Standard V: Summary
 Teacher Self Assessment depends on clarity
of communication
 Evidence-based conversations
 Principal supports teacher awareness of
self-reflective behavior
 District plans need to emphasize
opportunities for professional growth
168
Evaluation Tool Resources




DPI Web site:
Professional Teaching Standards
Professional Development
NSDCTeacher Eval Instrument.pdf
169
DPI Web Site






1 day ppt
2 day ppt
3 day ppt
All forms, materials, videos
Additional resources
Coaching Training
http://www.dpi.state.nc.us/profdev/training/teacher/
http://www.ncptsc.org/
170
E-Learning for Educators
A Partnership with DPI, LearnNC, UNC-TV,
The Friday Institute, NCVPS, EDC and 8
States.
Our goal is to create and provide professional learning opportunities for administrators
and teachers, aligned to the standards.
The Principal Story
http://www.unctv.org/ncnow/principalstory/Jay_Jones.html
171
Day 4
Putting It All Together
How Can We Help?
SBE-Community
172
Deployment Plan
Summer 2009
P
R
I
N
C
I
P
A
L
S
T
E
A
C
To
H
E
R
S
Fall
Leadership
Academy
Form school based
leadership teams
Teacher evaluation
Instrument training
Begin to build
capacity using the
standards and rubric
Plan pd for staff
Building capacity at
the school
Winter
Meet with Team to
plan for training at
school
Continue districtprofessional
development
Use faculty meetings,
PLC meetings
School based
leadership team
attends one day
training
Continue to provide
staff development
Spring
Provide a one day
training sessions for
all staff on the
evaluation instrument
Ensure staff have
understanding of the
new evaluation
system
Use the One day PPT
Plan observation
schedule
Provide follow up
sessions as needed
Continue to
participate in school
based pd
Summer 2010
Attend the one day
training session
Meet with admin for
follow up support
Attend Leadership
Retreat: “Coaching”
Become familiar with
self assessment tool
Review standards
and rubric
Attend NCAE training
if needed
173
Calendar for Deployment





School-based Team training
Faculty Meeting Kick off
By December Faculty Mtg
By March
Spring Training
174
Pacing
 Aug school team
formed
 Sept school teams
trained (1 day)
 Oct-first faculty mtg:
share standards
 Nov-share rubric
 Jan-school team prep
for training
 Mar-train all teachers
 Summer-follow up
available for teachers
 Summer Leadership
retreat; Coaching
175
SBE Goal 1: NC public schools will produce globally
competitive students (High Student Performance).
Columbus County Strategic Plan:
 1.1 Prepare students to master a rigorous, relevant curriculum.
 1.2 Ensure that students will graduate ready to work and/or continue
their education.
Priorities
 provide high-quality instruction to all students
 implement systematic prevention and intervention strategies
 make effective use of new technology to develop students’ 21st
Century Skills
176
SBE Goal 3: NC public schools will be led by
21st century professionals (Quality Teachers,
Administrators and Staff).







Columbus County Strategic Plan:
3.1 Recruit, retain and compensate a diverse corps of high quality teachers,
administrators, and staff.
3.2 Promote continuous learning by providing support for high quality
professional development for all employees.
Leadership Priorities:
develop and implement recruitment plans to attract applicants with diverse
backgrounds
fully implement teacher and executive standards
fully implement Professional Learning Communities
develop and implement a comprehensive professional development plan
provide high quality working conditions
177
Strategic Leadership




Revisit SIP with data
Share PLC goals
Update school goals
Share plans to build
capacity
 Principal Goals- SD II
 SIP updated
 PD planned for the
school year
All documents aligned
Result: All documents aligned
178
Virtual Professional Development
Improving Learning: One Principal at a Time
179
Closing
 Questions & Answers
 Comments
 Evaluation
180