1. BME Teacher Rubric Orientation
Welcome
BME
Teacher Rubric Orientation
Thank you to Craven County District Leadership
for this powerpoint
8/26/2009

2. Mrs. Margaret Pritchett
Thank You and Credit to our District Leadership for this rubric orientation powerpoint
Mr. Gerald Johnson
Ms. Jo Wheeler
Mrs. Margaret Pritchett
Mrs. Nancy Gaskill
Ms. Tammy Cullom
Mrs. Wendy Miller

3. Ground Rules Post and approve the agenda Listen as an ally
One person speaks at a time
Respect each other
Everyone participates
Stay on task
Start and stop on time
Schedule appropriate breaks
Evaluate at end of each meeting
Have Fun!

4. New Vision for Teaching Smart Goals / Goal Setting
AGENDA
Forming Teams
New Vision for Teaching
Standard 1-5
Evaluation Process
Smart Goals / Goal Setting
Wrap Up

5. Forming Teams

6. 1.15 Coming together
Dynamic Visuals
© Kagan Publishing

7. Through the Years

8. What happens over time?
Let’s consider a 66 year old born in 1943 who began school in 1949
Decide if your card is an event that relates to:
1940’s
1950’s
1960’s
1970’s
1980’s
1990’s
present
Time: 8:40 – 9:00 – Slides 3 & 4

9. Select a card and discuss with your table group in which decade the event occurred.
Move to the decade you think represents your time period.
Check the list to see if you are in the right decade. Move to the correct group.
Share your event during the group sharing

10. Now let’s consider a child starting Kindergarten in 2009
This child was born in 2004.
This child was not alive when 9/11 occurred.
The United States has been at war for this child’s entire life thus far.
We will need to educate this child for a life that will bring retirement in 2069 or later.

11. What might life look like in 2069?
Examine your card and locate the year on the back of the card
When your group is called, share your fact with the group
We need to be ready for the 21st Century!

12. 5
minutes

13. The Key Elements of ………21st Century Learning acknowledges the importance of traditional core subjects, but expands them with missing elements that make the core subjects relevant to the world in which students live and eventually may work.

14. Framework for 21st Century Learning

15. This report was developed by a new public-private coalition known as the Partnership for 21st Century Skills.

16. The report states, “Literacy in the 21st century means more than basic reading, writing, and computing skills”.
As writer Alvin Toffler points out, “the illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.”

17. The new North Carolina Professional Teaching Standards were developed using the 21st Century Partnership’s MILEGuide. (Milestones for Improving Learning and Education)
This MILEGuide describes the skills and knowledge required of students in the 21st Century.

18. 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:

19. New Vision for Teaching

20. 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.

21. 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

22. 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

23. New Standards for Teachers, Principals & Superintendents!
GS 115C requires 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.

24. North Carolina Professional Educator Evaluation Systems
Their purpose is to support and promote effective leadership, quality teaching, and student learning.
The design is a growth model to improve instruction and enhance professional practice.
The evaluation instruments are based on the Framework for 21st Century Learning and the Standards

25. They are flexible enough to be fair to teachers and school executives of varying levels of experience and in school settings.
The rubrics are formative in nature based on a rating scale from developing through distinguished.
Multiple data sources, artifacts, and evidence will be used in assessing educator performance.
They will provide the basis for performance goals and professional development activities.

26. Still to come: Evaluation systems for: Superintendents
Assistant Principals
Central Office Staff & other school personnel
Standards for School Boards

27. The teacher performance evaluation process will:
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. 27

28. 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. 28

29. Definitions
Artifact – A product resulting from a teacher’s work (a natural by-product, not a newly created document)
Possible Artifacts:
School Improvement Plan
School Improvement Team
North Carolina Teacher Working Conditions Survey
Student Achievement Data
Professional Development
Student Work
National Board Certification
PTA
Professional Learning Communities (PLC)
Lesson Plans
Student Dropout Data 29

30. 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 30

31. 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 – 5
Teachers Demonstrate Leadership, see page 20
Performance Elements – The sub-categories of performance embedded within the standard.
Teachers lead in their classrooms 31

32. Definitions
Performance Descriptors – The specific performance responsibilities embedded within the components of each performance standard
Takes responsibility for the progress of students to ensure that they graduate from high school;
Communicates to students the vision of being prepared for life in the 21st century.
Performance Goals - Goals for improvement in professional practice based on the self-evaluation and/or supervisor recommendation 32

33. Performance Rating Scale
Developing – Demonstrated adequate growth but did not demonstrate competence on standard(s)
of performance (Awareness)
Proficient – Demonstrated basic competence on standard(s) for performance (Knows how to do)
Accomplished – Exceeded basic competence on standard(s) of performance most of the time
(Does it above and beyond) 33

34. Performance Rating Scale
Distinguished – Consistently and significantly exceeded basic competence on standard(s) of performance (Outside the classroom; doing all the time and teaching others to how to do it)
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.] 34

35. 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 35

36. 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 36

37. 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. 37

38. 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.

39. 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.

40. 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

41. Rubric for Evaluating North Carolina Teachers

42. Teachers demonstrate leadership
Standard I
Teachers demonstrate leadership
4th/Resource

43. Standard I: Teachers demonstrate leadership.
A. Teachers lead in their classrooms: (elements)
Take responsibility for all students’ learning (descriptors)
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

44. 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

45. Standard I: Teachers demonstrate leadership.
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

46. 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

47. Standard I: Teachers demonstrate leadership.
E. Teachers demonstrate high ethical standards:
Demonstrate ethical principles
Uphold the Code of Ethics and Standards
for Professional Conduct

48. One Stray

49. Question 1: In what ways do Craven County teachers demonstrate leadership in: their classrooms? their schools? their profession?

50. Question 2: Teachers demonstrate leadership by advocating for schools and students. Specifically, how have Craven County teachers participated in the implementation of initiatives to improve education?

51. STANDARD 2
Teachers establish a respectful environment for a diverse population of students
EC/Debbie Hunter

52. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults.
Maintains a positive and nurturing learning environment.

53. Incorporates different points of view in instruction.
b. Teachers embrace diversity in the school community
Uses materials /lessons that counteract sterotypes and acknowledges contributions of all.
Incorporates different points of view in instruction.

54. Values contributions of students regardless of background or ability.
c. Teachers treat students as individuals.
Values contributions of students regardless of background or ability.

55. that is inviting, respectful, supportive, inclusive and flexible?
Round Robin Question
How might a teacher
model an environment
that is inviting, respectful, supportive, inclusive and flexible?

56. d. Teachers adapt their teaching for the benefit of students with special needs.
Collaborates with all support staff for students’ needs.
Engages special needs students in learning and assures their individual needs are met.

57. e. Teachers work collaboratively with families and significant adults in the lives of their students.
Communicates and collaborates with family and community for the benefit of students.

58. StandUP-HandUP-PairUP
What practices or strategies would you expect to see in a classroom that is meeting the needs of a diverse population? 58

59. Incorporates different points of view in instruction.
b. Teachers embrace diversity in the school community
Uses materials /lessons that counteract sterotypes and acknowledges contributions of all.
Incorporates different points of view in instruction.

60. Standard III. Teachers know the content they teach 1st and 5th grade

61. Teachers align instruction with the NC SCOS.
Applies strategies to make the SCOS rigorous and relevant.
Evaluates /reflects upon effectiveness of literary instruction.

62. b. Teachers know the content appropriate to their specialty.
Knows content beyond what they teach and directs students’ natural curiosity into an interest in learning.

63. Fan-N-Pick

64. Integrates global awareness in lesson plans and practices.
c. Teachers recognize the interconnectedness of content areas/ disciplines.
Knows link between SCOS and grade/content and relates content to other disciplines.
Integrates global awareness in lesson plans and practices.

65. d. Teachers make instruction relevant to students.
Integrates core content and 21st century skills through lesson plans and practices.

66. Inside
Outside
Circle

67. In Standard 3 at the Accomplished level, “teachers deepen student’s understandings of 21st century skills and help them make their own connections and develop new skills.”
How will teachers begin to work toward this level of accomplishment with today’s traditional classroom environments?

68. School design is a critical issue in most school districts these days.
School districts in the U.S. built thousands of schools that intentionally mimicked the industrial forms that had so sweepingly transformed the workplace. As historians Tyack and Cuban point out, “this factory approach to schooling has been remarkably durable over time: children enter school at he same age, are sorted into age-based grade levels, exposed to standardized curricula and textbooks, assessed at fixed points, and expected to progress at the same rate as their peers. Even today, many school buildings can be hard to tell apart from the factories they were built to resemble.”
QUESTION: “WHAT WOULD A 21ST CENTURY SCHOOL AND CLASSROOM LOOK LIKE FOR LEARNING TO TRULY THRIVE?”

69. Standard IV. Teachers facilitate learning for their students
2nd and 3rd grade

70. Consistently differentiates instruction
Teachers know how learning takes place and knows the levels of their students.
Consistently differentiates instruction
Uses all resources to match strengths /weaknesses of students

71. b. Teachers plan instruction appropriate for their students
Monitors student performance then responds to individual learning needs

72. c. Teachers use a variety of instructional methods
Ensures success of all students through appropriate materials and methods.

73. Uses technology to push higher level thinking skills
d. Teachers integrate and utilize technology in their instruction.
Uses technology to push higher level thinking skills

74. Talking
Chips

75. Talking Chip Question
In what ways can a teacher use technology to push higher up Bloom’s Revised Taxonomy?

76. e. Teachers help students develop critical-thinking and problem-solving skills.
Teaches students the processes for success at each level of the New Bloom’s Taxonomy.

77. Encourages students to create and manage learning teams.
f. Teachers help students work in teams and develop leadership qualities.
Encourages students to create and manage learning teams.

78. g. Teachers communicate effectively.
Uses a variety of methods to communicate with students
Assists students in effectively communicating

79. h. Teachers use a variety of methods to assess what each student has learned.
Uses assessment data to improve teaching and learning.
Assess 21st Century skills and assist students in self-assessment

80. Quiz-
Trade

81. Teachers reflect on their practice
Standard V
Teachers reflect on their practice
NBCTs/Kindergarten

82. 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
Time 1:05 – 1:15 - Slides

83. Standard V: Teachers reflect on their practice.
b. Teachers link professional growth to their professional goals:
Participate in continued, high quality professional development
Participate in professional development aligned with school goals and student needs
Time 1:05 – 1:15 - Slides

84. Standard V: Teachers reflect on their practice.
Teachers function effectively in a complex, dynamic environment:
Actively investigate and implement new ideas and research-based approaches in order to improve teaching and learning
Evaluate impact on student learning
Adapt their practice based on data
Time 1:05 – 1:15 - Slides

85. Showdown

86. TEACHER Evaluation Process

87. The Evaluation Process
Orientation:
Within two weeks of a teacher’s first day
Must include rubric, policy & schedule of evaluation
The teacher self-assessment:
Uses the teacher rubric
Is done by individual (without input from others)
Used in developing IGP
Used in pre and post conference discussions

89. Pre-Observation Conference
A pre-observation conference must occur before any announced 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 pre-observation conference

90. 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

91. 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

92. Summary Evaluation Conference
Bring Self Assessment & PDP
Review Observations
Discuss Additional Artifacts
Sign Summary Rating Form
Begin discussion for future goals

93. 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. 93

94. 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

95. Evidence Opinion observable & specific
not influenced by the observer’s perspective
objective
unambiguous
draws conclusions
influenced by the observer’s perspective
subjective
may be subject to debate

96. Specific Measurable Attainable Realistic Timely
Creating S.M.A.R.T. Goals
Specific
Measurable
Attainable
Realistic
Timely

97. Specific – a specific goal has a much greater chance of being accomplished than a general goal.
Who: Who is involved? What: What do I want to accomplish? Where: Identify a location When: Establish a time frame Which: Identify requirements and constraints Why: Specific reasons, purpose or benefits of accomplishing the goals.

98. I want to generate $6,000 in income within 2 years from this date.
I want to be rich.
I want to generate $6,000 in income within 2 years from this date.

99. Measurable: Establish concrete criteria for measuring progress toward your goal. When you measure your progress, you stay on track and reach your target dates!
I want to become a millionaire in 2 months.
I want to become a millionaire within _____ years by ______________.

100. Attainable: When you identify goals that are most important to you, you figure out ways to make them come true.
You develop the abilities, skills, and resource capacity to reach them.

101. I want to write an article.
I want to write an article about _______ that has a least _______
and have it completed by_______.

102. Realistic: To be realistic, a goal must represent an objective toward which you are both willing and able to work. Your goal is probably realistic if you truly believe that it can be accomplished.

103. Within one year I want to become an owner of a Vegas casino and start a gambling cartel that weeds out the competition.
By the end of the year I want to ______ in Las Vegas and _________________.

104. Timely: A goal should be grounded within a time frame
Timely: A goal should be grounded within a time frame. With no time frame there’s no sense of urgency.
I want to lose pounds.
I want to ____________________.

105. www.ncpublicschools.org/profdev/training/ teacher