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Evaluation with FidelityBuncombe County SchoolsWednesday, March 6, 2013
Joyce GardnerBecky PearsonJason Rhodes
Region 8 Professional Development Consultants
Session Materials
region8wnc.ncdpi.wikispaces.net
Your Region 8 Professional Development Team
Joyce [email protected]
Becky [email protected]
Jason [email protected]
Purpose
• To develop a deeper conceptual understanding of each of the NC Professional Teaching Standards.
• To practice assigning ratings for Inter-rater reliability
At the end of this meeting, participants will:
• Identify teacher behaviors and actions that describe the standards and elements of the NC Professional Teaching Standards with a focus on literacy, 21st Century Skills and Global Awareness
• Understand the importance of data in distinguishing among the ratings.
• Improve the fidelity of ratings for teacher evaluation.
• Explore the “Nuts and Bolts” of the Online Tool
Who is in the room?
Why are we here?
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
A Coherent Plan forStatewide Impact
North Carolina Professional Teaching
Standards
Wordle
Engaging, relevant,
meaningful content
“covering material” is replaced by uncovering solutions
Critical thinking, problem solving,
information literacy
21st Century Instruction
Putting the Pieces Together
promotes
EffectiveLeadership
StudentLearning
Quality Teaching
1. Assessing teacher performance2. Designing a professional growth plan
A Closer Look at
Standards 3&4
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
17
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
18
Standard III:Teachers 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
19
Standard III: Teachers know the content they teach.
D. Teachers make instruction relevant to students:
Incorporate life skills : 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, including global awareness; financial, economic, business and entrepreneurial literacy; civic literacy; and health and wellness awareness
20
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 students
21
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
22
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
23
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
24
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
25
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
26
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
27
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-assessment28
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
29
Standard V:Teachers reflect on their practice
B. Teachers link professional growth to their professional goals: Participate in continued, high quality
professional development
30
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
31
Observable Behaviors?
• Determine if the behaviors suggested by previous participants are clear – or are they more like elements?
• Is each one observable?
• Which Standard and Element is represented by each sticky? (Use the Teacher Evaluation Manual).
Gallery Walkwith the Standards
• Count off 1-5.
• Start with the Standard that matches your number.
Gallery Walkwith the Standards
• With a partner, read each of the elements and descriptors posted.
• Describe an observable behavior that exemplifies this element on a sticky note and post it beside the element.– Validate or question what someone else
has written – Add new behaviors/examples to the
Standard. and label with Standard/Element
• Rotate to the next Standard/Element.
How do you see the Standards?Let’s Get 21st Century with it!
• Standard I: – Teachers demonstrate leadership.
• Standard II: – Teachers establish a respectful
environment for adiverse 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.
How do you see the Standards?Let’s Get 21st Century with it!
• 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.
Join your Standard Group.Create a representation (visual, song, poem, “tweet”, text message, or any other “right-brain” idea of the standard). (Think Multiple Representations!)
Ratings Matter…
Beginning Teachers • Effective 2010-2011
• Must be rated “Proficient” on all five North Carolina Professional Teaching Standards on the most recent Teacher Summary Rating Form in order to be eligible for the Standard Professional 2 License.
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.
39
Standard VI is new.
Effective Teachers
40
Student Growth Meets Expectations
Proficient or Higher on All
Standards
Effective Teacher
Student Growth Exceeds Expected Growth
Accomplished or Higher on All Standards
Highly Effective Teacher
Rubric for Evaluating North Carolina Teachers
• 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
43
Practice Assigning Ratings
• We have 3 Scenarios
• Practice with Poll EveryWhere
44
How To Vote via Texting
TIPS
EXAMPLE
22333
22333
How To Vote via PollEv.com
EXAMPLE
How To Vote via Twitter
1. Capitalization does not matter, but spaces and spelling do.2. Since @poll is the first word, your followers will not receive this
tweet
EXAMPLE
Thinking Fidelity. We have 3 scenarios.
Based on this information, rate each teacher:
• Distinguished
• Accomplished
• Proficient
• Developing
Assessing Inter-RaterReliability
#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.
Assessing Inter-RaterReliability#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.
Mr. Johnson is Proficient in Standard 2, Element A.
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 in her classroom instruction.
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 in her classroom instruction.
Ms. Ball is Accomplished in Standard 4, Element E.
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.
57
Assessing Inter-Rater Reliability#3
Ms. Parrish 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.
Ms. Parrish is Developing in Standard 5.
Processing our results….
Discuss why you chose these ratings.
What are possible reasons for variations?
Assessing Inter-rater Reliability
Using the NC Professional Teaching Standards module on the NC Education site:
https://center.ncsu.edu/nc
Rating Teacher Behaviors
• Read each behavior and decide which Rating is appropriate. (Don’t look at the back of the card)!
• When you are finished, build a progression of behaviors from Developing to Distinguished. Think about the growth inherent in the behaviors.
What about data?
Consider the role of data and evidences…
Online Tool (McREL)…
McRel log-in site:
https://mxweb3.media-x.com/home/ncval/
McRel Demo Site:
https://mxweb3.mediax.com/home/ncval/demo/
Pause, reflect and self-check…find the answers in the manual.
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
Resources
• Directions for electronic signatures https://mxweb.media-x.com/home/ncval/help/EES_NC_ElectronicSignature.pdf
• Teacher Effectiveness Coordinator: Jennifer Preston [email protected]
Drop-In NCEES support…coming to a location near
you!
Face-to- Face and Virtual
Your Region 8 Professional Development Team is here for you.
Joyce [email protected]
Becky [email protected]
Jason [email protected]
Questions
Exit Tickets and Feedback
As you reflect on today’s session, use two sticky notes to capture your thoughts on these topics:
1. Greatest Take Away2. Now, I Need…
http://go.ncsu.edu/ncdpi-resa_survey