evaluating the 21 st century educator with fidelity school executive training pitt county schools...
TRANSCRIPT
Evaluating the 21st Century Educator with Fidelity
School Executive TrainingPitt County Schools
January, 2012
Before We Begin…
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Visit: • http://region1rttt.ncdpi.wikispaces.net
Add this wiki space to your favorites
Download and save the presentation and handouts found under “Region 1 Events”
• https://mxweb3.media-x.com/home/ncval/demo/
Username: Principaldemo (Any number 1-40)
Password: 123456
Can We Agree?To be actively involvedValue differencesAgree to disagreeListenDon’t take it personallyBe honestStay focused on established purpose and goalsRefrain from conducting side bar conversations
Our Agenda • Welcome, introductions, agenda overview
• Assess your Understanding of Fidelity• Discuss Inter-Rater Reliability• Complete an Abbreviated Observation
• Discuss the 21st Century Classroom/Teacher
• Answer Questions
• Complete the Ticket out the Door
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ActivityImagine you are in the classroom of a highly effectiveteacher.
• What would you see?
• What would you hear?
• What would the students be doing or saying?
At your table:
Discuss and record your thoughts on the chart paperprovided.
North Carolina Professional Teaching Standards
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https://mxweb.media-x.com/home/ncval/help/20081028_NCteacherbooklet.pdf
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Performance Rating Scale
Developing
Proficient
Accomplished
Distinguished
Demonstrated adequate growth during the period of performance, but did not demonstrate competence on standard(s) of performance
Demonstrated basic competence on standards of performance
Exceeded basic competence on standards for performance most of the time
Consistently and significantly exceeded basic competence on standards of performance
Not Demonstrated
Did not demonstrate competence on, or adequate growth
toward, achieving standard(s) of performance
*Requires documentation
Knowledge and skills replicatedExemplar of performance
Innovation + High Performance
Skill not mature or unsuccessful
Solid, effective application + success
Never demonstrated
The developing teacher tells
The proficient teacher explains
The accomplished teacher demonstrates
The distinguished teacher inspires
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Standard I: Teachers Demonstrate Leadership Activity
• Identify the descriptors for Standard 1
• List examples of evidence that would illustrate a teacher who is rated from developed to distinguished
Things to remember:
• The levels are cumulative across the rows of the rubric
• List teacher and students behavior
• It may be helpful to divide your paper into 4 quadrants
• Share with the group
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Standard ITeachers Demonstrate
Leadership
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Element A Teachers lead in their classrooms.
Developing -Has assessment data available and refers to it to understand the skills and abilities of students ‐ Accesses data from district assessments ‐ Has written classroom management plan
available and posted-Links lessons to prior learning-Has college displays-Clarifies that passing is necessary for graduation-Assumes responsibility for student achievement/proficiency/growth
Standard ITeachers Demonstrate Leadership
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Proficient ‐ Uses a variety of formative and summative assessments to evaluate student progress and guide instruction ‐ Data analysis guides lesson plans, activities, and group
assignments ‐ Communicates vision to students ‐ Enforces the written classroom management plans ‐ Reshapes instruction to fit needs of individual students
- Provides extra assistance to students as needed- Refers to current events- Relates instruction to preparation for life-Continually encourages students to graduate and plan for college/career-Correlates best instructional practices with progress of students to ensure student college and career readiness-Generates data driven interventions to support student mastery of and concepts taught
Standard ITeachers Demonstrate
Leadership
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Accomplished ‐ Uses portfolios, rubrics, and other types of assessments to evaluate progress ‐ Uses protocols for collaborative activities ‐ Includes real life situations and 21st century skills in ‐
lesson plans-Discusses impact of current events ‐ Provides leadership opportunities in classroom ‐ Vision is communicated/modeled to produce student
leaders in the classroom ‐ Differentiates instruction and assignments based on
data-Creates processes and procedures to align best practices and data driven interventions to facilitate replication of best practices among peers
Standard ITeachers Demonstrate
Leadership Distinguished -Analyzes data with colleagues to make decisions about student
needs and instructional planning-Maintains accurate records of every student's progress-Establishes procedures to ensure that all students participate in discussions and share roles in group work ‐ Facilitates workshops at the school level to ensure all students
succeed by using best practices connected to student data ‐ Leads school wide workshops on how to differentiate
instruction and assignments based on data and/or how to create a safe and orderly learning environment-Demonstrates processes and procedures to align best practices and data driven interventions to colleagues and coaches peers for implementation of best practices-Leads school and district PLCs in collaborative work to support teachers and improve effectiveness
Elements of the “Quick Visit”• Content
What are the students learning? How are students making sense of the content?NCPTS3: Teachers Know the Content They Teach
• AlignmentHow does this learning connect to standards?NCPTS 4: Teachers Facilitate Learning for Their StudentsNCPTS3: Teachers Know the Content They Teach
• StrategiesWhat are the students and teacher doing? What approach are students using to attack and/or solve problems?
NCPTS2 : Teachers Establish a Respectful Environment for a Diverse Population of Students
• Impact How does it maintain student interest and attention? Describe the impact of the strategy on students. What misconceptions do students hold and where do those misconceptions originate?
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Let’s Practice with Standard 4
• Locate Standard 4 and the descriptors
• View the video
• Record evidence that supports Standard 4
• Discuss your observations with your table
The elements of a “quick visit”
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http://www.insidemathematics.org/index.php/classroom-video-visits/public-lessons-comparing-linear-functions/264-comparing-linear-functions-
introduction?
Table ActivityAs a group:• Go to the McRel demo site
https://mxweb3.media-x.com/home/ncval/demo/– Username: Principaldemo (any number 1-40)– Password: 123456
• Open a “New Observation”• Complete an Abbreviated Observation using the rubric• Use the “Checking Evidence” guide to review the evidence
collected by your group• Discuss and share your impressions with the group
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Checking EvidenceUse the self-check questions to review your evidence
collection
Have I recorded only facts (not my opinion)?
Is my evidence relevant to the criteria being examined?
Whenever possible, have I avoided using words such as few, some, most with numbers?
Have I used quotation marks when quoting a teacher or student?
Does my selection or documentation of evidence indicate any personal or professional biases?
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Exploring 21st Century Student Attributes
• Sit with your preferred level– Elementary (Future Ready Elementary
Student “Nicky”)– Middle (Future Ready Middle School Student)– High (Future Read Graduate)
• Identify 3 attributes found on your 21st century learner
• Discuss the “teaching” necessary to develop each attribute (What would you see in the classroom?)
• Chart and share with the group
FEBELiteracy
Health Literacy
CivicLiteracy
Global Awareness
Life and Career Skills
Learning and
Innovation Skills
The 4 C’s
Information, Media &
Technology
Skills
NCAE.org
21st Century ClassroomObservation Tools
At your table,• Review the observation tool
Discuss the following: 1. How could you use this for a classroom walk through?
2. What would you add or delete from this tool? 3. How could this 21st century observation tool be used across the district to help with fidelity?
• Identify the best use of 21st century skills that you have observed during your last observation.
• Post your thoughts on Wallwisher
– http://www.wallwisher.com/wall/pittcounty
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Assessing Your Technology Knowledge
At your table discuss the following questions:
1. What are some of your own needs in managing information?
2. What do you know about digital tools?
3. How might digital tools help you in your work?
4. How can digital tools be valuable for students?
Assessing Your Technology Knowledge
• Work in groups of three
• Match the “Needs” cards with the “Solution” cards
• Share your thoughts
• Examine “free web tools”
Reflection
• Visit: http://region1rttt.ncdpi.wikispaces.net
Complete the ticket-out-the-door by clicking on the link provided.
Your feedback is important to us!
Contact Information
Beth Edwards, PD Lead, Region [email protected] (252) 916-6842
Dianne Meiggs, PD Lead, Region [email protected] (252) 340-0113