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North Carolina Professional Teaching Standards
Evaluation with Fidelity
A Refresher Course for
School Executives
Plymouth
December 13, 20111
Introductions
• Name
• Position/School
• Experience
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Can We Agree?• To be actively involved
• Value differences
• Agree to disagree
• Listen
• Don’t take it personally
• Be honest
• Stay focused on established purpose
• No sidebar conversations
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Participants will:• Describe how the elements of a 21st
Century classroom relate to the NCPTS.
• Use data to distinguish among the ratings.
• Organize the evaluation process and/or assume their role in the process.
• Apply coaching strategies to help teachers grow in their effectiveness.
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Purpose
• To provide school executives with a conceptual perspective of each of the NC Professional Teaching Standards.
5http://www.ncpublicschools.org/readysetgo/multimedia/
Table Talk
Individually consider the challenges/issues in using the NC evaluation tool with fidelity
Share one thought that comes to mind with your colleagues at the table
Be prepared to share with the group
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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
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North Carolina Professional Teaching Standards
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Visual Concept of Standards• Count off by six
• Locate your assigned group
• Use the standard assigned to your group to create a visual, a song, a poem, a rap, or any other “right brained” conceptualization
• Share with the whole group
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Gallery Walk with the Standards
• Read each of the elements and descriptors
• Write behaviors that exemplify each element on a sticky note
• Read any feedback already written by others in the roomValidate what someone else has written
by placing a color dot on the sticky note
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Share your Thoughts
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Assessing Inter-Rater Reliability
You will need your cell phone for the following activities
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Rubric for Evaluating North Carolina Teachers
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Developing Proficient Accomplished Distinguished
Demonstrated adequate
growth but did not
demonstrate competence
on standard(s) of performance
Demonstrated basic
competence on standard(s)
of performance
Exceeded basic
competence on standard(s)
of performance most of the
time
Consistently and
significantly exceeded
basic competence of standard(s) of performance
“Not Demonstrated” is also included on the rubric to indicate the
individual did not demonstrate competence, or adequate growth toward, achieving standard(s) of performance. If this rating is chosen, the evaluator must provide a reason.
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How would you rate these teachers?
You will need your or
You will need the NC professional Teaching Standards http://region1rttt.wikispaces.com
Assessing Inter-Rater Reliability
• #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.
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Assessing Inter-Rater Reliability
• #2 Ms. Ball consistently uses her questioning skills to promote higher-order thinking skills. Her questions help guide students toward developing their own understanding by encouraging them to think creatively, synthesize knowledge, and draw their own conclusions. She models problem solving within her classroom instruction.
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Assessing Inter-Rater Reliability
• #3 Ms. Parish knows the acronyms of most educational jargon. She has heard of many innovative practices and changes in the way teachers are teaching and students are learning. She reads a professional journal to keep informed.
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Processing our results
At your table, discuss why you gave these ratings.
What are some reasons for variations?
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BREAKReturn in 15 minutes.
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School Executive Roles
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
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School Executive RolesIdentify 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
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Let’s try it using Standard IV
Watch the videoFocus on Standard IV, Element a and b Using the rating scale, list examples of
evidence that would the progression from Proficient to Distinguished
Using the chart paper provided, record evidence of your observable ratings
*Remember the levels are cumulative across the rows of the rubric
Divide your chart paper into 4 quadrants Be prepared to share your examples.
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Checking EvidenceUse the “Checking Evidence Questions” handout to
guide your discussionHave I recorded only facts?Is my evidence relevant to the criteria being examined?Whenever possible, have I quantified words such as few,
some, most?Have I used quotation marks when quoting a teacher or
student?Does my selection or documentation of evidence indicate
any personal or professional biases?Have I included my opinion (in the guise of fact)?
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Share your Work
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Lunch Break
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Coaching for Success
“Coaching gives teachers the opportunity to work alongside another educator to plan, teach, and reflect on
instructional processes.” » Liz Hanson, Educational Leadership
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What do you know about Cognitive Coaching?
• Discuss this question with your table buddies
• Identify three top ideas discussed
• Be prepare to share with the
group
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The Mission and Goal of Cognitive Coaching
“To produce self-directed persons with cognitive capacity for high performance both independently and as members of a community.”
~Costa and Garmston
http://www.pd360.com/index.cfm?ContentId=1190
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Research Jigsaw
http://ps.edu/wp-content/themes/Phoenix%20Seminary/images/photos/mentor-and-protege.jpg
Adaptive Coaching: The Art and Practice of a Client-Centered Approach to Performance ImprovementTerry R. Bacon and Karen I. Spear (2003)
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What Does the Research Say?
Individually
• Read the assigned text
• Identify the five most
important concepts and
record them on the
handout provided
• Share an overview of
the text you read with
your jigsaw group
Go back to your table
• Discuss the important
concepts and ideas
• How do the concepts
and ideas in the text
relate to teacher
observation, evaluation,
and professional
growth?
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Jigsaw Count off 1-5 at your table.
1’s-”What Makes Effective Coaching?”
2’s-”Monologue vs. Dialogue”
3’s-”Making Sure your Coachee is Ready”
4’s-”Strategies for Listening”
5’s”Questioning Techniques”
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Effective Coaching
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Opening
Analysis of your notes from the observation strategies
Let the teacher know that the meeting is to discuss a concern and to problem solve.
Reassure the teacher that the reason for the supervision process is to provide support
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Explain State the concern and
provide evidence.
Acknowledge the teacher’s feelings and provide the opportunity for questions or comments.
How does this lesson fit within the context of other lessons you have taught?
Do you have any students with concerns? What have you planned to do to engage all students during the lesson?
How do you think the lesson went?
What made it successful for your students?
What would you do differently?
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Plan
Summarize or clarify the area for growth
Create a plan for next steps and write it down
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Closure
Close by asking for feedback about the conference
Suggest a follow-up meeting
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Addressing Concerns
• Where?
• When?
• How?
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Things to Remember
Body Language
Language
Trust
Rapport
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http://www.pd360.com/index.cfm?ContentId=1192
Let’s Talk About a Concern• Think of a concern or
coaching scenario• Write 5-10 sentences
to depict the scenario or concern on the card provided
• Share and discuss with your table
• Identify coaching strategies you used or could use
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Questions
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Evaluation
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Resources
• Online manual for principals http://www.ncpublicschools.org/docs/profdev/training/online-evaluation/principal-directions.pdf
• Online manual for teachers http://www.ncpublicschools.org/docs/profdev/training/online-evaluation/teacher.pdf
• Online manual for superintendents http://www.ncpublicschools.org/docs/profdev/training/online-evaluation/superintendent.pdf
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Resources
• Directions for electronic signatures https://mxweb.media-x.com/home/ncval/help/EES_NC_ElectronicSignature.pdf
• Teacher Effectiveness Coordinator: Jennifer Preston, [email protected]
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Contact Information
Beth Edwards, PD Lead, Region 1
[email protected] (252) 916-6842
Dianne Meiggs, PD Lead, Region 1
[email protected] (252) 340-0113
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