evaluation with fidelity

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Evaluation with Fidelity A refresher course for teacher-evaluators

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Evaluation with Fidelity. A refresher course for teacher-evaluators. Purpose. To provide principals with a conceptual perspective of each of the NC Professional Teaching Standards. . At the end of this meeting, participants will:. - PowerPoint PPT Presentation

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Page 1: Evaluation with Fidelity

Evaluation with Fidelity

A refresher course for teacher-evaluators

Page 2: Evaluation with Fidelity

Purpose

• To provide principals with a conceptual perspective of each of the NC Professional Teaching Standards.

Page 3: Evaluation with Fidelity

At the end of this meeting, 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.

Page 4: Evaluation with Fidelity

Affinity Diagram

Individually• Consider the challenges/issues in using

the tool with fidelity• Write one thought that comes to mind

per sticky note

Page 5: Evaluation with Fidelity

Affinity Diagram

Whole Table • Combine all sticky notes on the table• Organize similar ideas.• Label the categories.• Identify two/three major ideas that

emerged.

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ChallengesandIssues

Sharing:

Page 7: Evaluation with Fidelity

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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A Coherent Plan for Statewide Impact

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Principal’s Responsibility

Manage

Know

IdentifyEnsure

Supervise

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Teacher Evaluation Process

11

STEP 1:Training and Orientation

STEP 2:Self-Assessment, Goal Setting and Pre-Conference

STEP 3:Observation Cycle(Administrative and

Peer)

STEP 4: Summary

Evaluation and Goal Setting

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North Carolina Professional Teaching Standards

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How do you see the Standards?

• Standard I: Teachers demonstrate leadership.

• Standard II: 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.

Page 14: Evaluation with Fidelity

North Carolina Professional Teaching Standards

STANDARD I: Teachers demonstrate leadership.

STANDARD II: Teachers establish a respectful

environment for a diverse population of

students.

STANDARD III: Teachers know the content they teach.

STANDARD IV: Teacher facilitate learning for

their students.STANDARD V: Teachers reflect on their practice.

STANDARD VI: Teachers facilitate academic growth.

14

Page 15: Evaluation with Fidelity

Effective Teachers

15

Student Growth Meets

Expectations

Proficient or Higher on All

StandardsEffective Teacher

Student Growth Exceeds Expected Growth

Accomplished or Higher on All

Standards

Highly Effective Teacher

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BREAKReturn in 15 minutes.

16

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Gallery Walk with the Standards• With a partner, read each of the elements

and descriptors. • Read any feedback already written by

others in the room.• Do one of the following:

– Write down a behavior that exemplifies this element.

– Validate what someone else has written.– Add to what someone else has written.

Page 19: Evaluation with Fidelity

Lunch break

Page 20: Evaluation with Fidelity

Welcome back!

promotes

EffectiveLeadership

StudentLearning

Quality Teaching

1. Assessing teacher performance2. Designing a professional growth plan

Page 21: Evaluation with Fidelity

Table Talk

Share with a colleague:

• Examples of how the evaluation process had a positive or negative impact on the performance of someone you know .

• What made the experience positive or negative?

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Engaging, relevant,

meaningful content

“covering material” is replaced by uncovering solutions

Critical thinking, problem solving,

information literacy

21st Century Instruction

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Rubric for Evaluating North Carolina Teachers

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• Consistently and significantly exceeded basic competenceDistinguished

• Exceeded basic competence most of the timeAccomplished

• Demonstrated basic competence Proficient

• Demonstrated adequate growth toward achieving standards, but did not demonstrate basic competence

Developing

Page 25: Evaluation with Fidelity

What do the ratings look like?

Page 26: Evaluation with Fidelity

• Consistently and significantly exceeded basic competenceDistinguished

• Exceeded basic competence most of the timeAccomplished

• Demonstrated basic competence Proficient

• Demonstrated adequate growth toward achieving standards, but did not demonstrate basic competence

Developing

Page 27: Evaluation with Fidelity

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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Page 31: Evaluation with Fidelity

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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Rating Teacher Behaviors• With the standard and element(s)

assigned to your table, work with your colleagues to place the teacher behavior sticky notes in the appropriate categories.

• Fill in any blanks so that you have a progression of behaviors from Developing to Distinguished. Think about the growth inherent in the behaviors.

http://tinyurl.com/teacherbehaviors

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Share your work

• How is teacher growth reflected in the behaviors you selected?

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BREAKReturn in 10 minutes.

36

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Coaching for Success

“People are like dirt. They can either nourish you and help you grow as a person or they can stunt your growth and make you wilt and die.”

~Plato

Page 38: Evaluation with Fidelity

What makes effective coaching?

Reflect Plan Teac

hReflect

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What the research says…

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 did you learn?

• Discuss the 5 key concepts from your group.

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Think of a concern…

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Addressing Concerns

• Where?

• When?

• How?

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Body Language

“Your words and what you say must be congruent with your body language.“ 

~Unknown

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Role Play

• Groups of 3• Decide on who is “A,” “B,” and “C.”• Person “A’s” scenario will be shared. They

give an overview of the teacher to “B” and “C”.

• “B” and “C” ask for any clarification before the role play.

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Role Play (continued)• “B” and “C” have a conversation with one

another while “A” listens, takes notes, and quiets the inner voice. “B” and “C” might:– Acknowledge “A’s” work and potential– Share their own thinking– Pose questions that probe deeply, provoke

thinking– Question underlying assumptions– Consider new possibilities– Make suggestions (posed as possibilities and

framed with tentativeness)

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Role Play (continued)

• All partners engage in three-way dialogue to debrief the role play.

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Role Play Reflection

• Solo-write – What would you do differently in order to provide a growth opportunity for a teacher given a specific concern?

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Questions

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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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Evaluation

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Contact Information

Jessica Garner, PD Lead, Region [email protected], (704) 268-9824

Donna Albaugh, PD Lead, Region [email protected] (910) 476-7218