Presentation on theme: "BME Teacher Rubric Orientation"— Presentation transcript:
1 BME Teacher Rubric Orientation WelcomeBMETeacher Rubric OrientationThank you to Craven County District Leadershipfor this powerpoint8/26/2009
2 Mrs. Margaret Pritchett Thank You and Credit to our District Leadership for this rubric orientation powerpointMr. Gerald JohnsonMs. Jo WheelerMrs. Margaret PritchettMrs. Nancy GaskillMs. Tammy CullomMrs. Wendy Miller
3 Ground Rules Post and approve the agenda Listen as an ally One person speaks at a timeRespect each otherEveryone participatesStay on taskStart and stop on timeSchedule appropriate breaksEvaluate at end of each meetingHave Fun!
4 New Vision for Teaching Smart Goals / Goal Setting AGENDAForming TeamsNew Vision for TeachingStandard 1-5Evaluation ProcessSmart Goals / Goal SettingWrap Up
8 What happens over time?Let’s consider a 66 year old born in 1943 who began school in 1949Decide if your card is an event that relates to:1940’s1950’s1960’s1970’s1980’s1990’spresentTime: 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 cardWhen your group is called, share your fact with the groupWe need to be ready for the 21st Century!
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.
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:
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 studentsBe led by 21st century professionalsBe healthy and responsibleLeadership will guide innovation in NC Public schoolsBe 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 goals21st Century Skills and KnowledgeResearch from Teacher Working Conditions SurveySchool Executive and Superintendent StandardsEvaluation InstrumentsProgram approval for Schools of EducationProfessional 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 PrincipalsCentral Office Staff & other school personnelStandards 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 DefinitionsArtifact – A product resulting from a teacher’s work (a natural by-product, not a newly created document)Possible Artifacts:School Improvement PlanSchool Improvement TeamNorth Carolina Teacher Working Conditions SurveyStudent Achievement DataProfessional DevelopmentStudent WorkNational Board CertificationPTAProfessional Learning Communities (PLC)Lesson PlansStudent Dropout Data29
30 DefinitionsBeginning Teacher - Teachers who are in their first three years of teaching and who hold a Standard Professional 1 LicenseProbationary Teacher – Teachers who have not obtained Career Status in their districtCareer Status Teachers –Teachers who have been granted Career Status in their districtFormal Observation – an observation of a teacher’s performance for a minimum of 45 minutes or one complete lesson30
31 DefinitionsInformal Observation – An observation of a teacher for a minimum of 20 minutesNorth Carolina Teacher Rubric – A composite matrix of the standards, elements and descriptors of the North Carolina Standards for TeachersPerformance Standard – The distinct aspect of leadership or realm of activities which form the basis for the evaluation of a teacher – 5Teachers Demonstrate Leadership, see page 20Performance Elements – The sub-categories of performance embedded within the standard.Teachers lead in their classrooms31
32 DefinitionsPerformance Descriptors – The specific performance responsibilities embedded within the components of each performance standardTakes 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 recommendation32
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 DefinitionsSchool Executives – Principals and assistant principals licensed to work in North CarolinaSelf-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 evidence35
36 Teacher Responsibilities: Know and understand the North Carolina Professional Teaching StandardsUnderstand the North Carolina Teacher Evaluation ProcessPrepare for and fully participate in each component of the evaluation process36
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 leadershipStandard 2: Teachers establish a respectful environment for a diverse population of studentsStandard 3: Teachers know the content they teachStandard 4: Teachers facilitate learning for their studentsStandard 5: Teachers reflect on their practice
42 Teachers demonstrate leadership Standard ITeachers demonstrate leadership4th/Resource
43 Standard I: Teachers demonstrate leadership. A. Teachers lead in their classrooms: (elements)Take responsibility for all students’ learning (descriptors)Communicate vision to studentsUse data to organize, plan, and set goalsUse a variety of assessment data throughout the year to evaluate progressEstablish a safe and orderly environmentEmpower 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 communityAnalyze dataDevelop goals and strategies through theschool improvement planAssist in determining school budget andprofessional developmentParticipate in hiring processCollaborate with colleagues to mentor andsupport teachers to improve effectiveness
45 Standard I: Teachers demonstrate leadership. Teachers lead the teaching profession:Strive to improve the professionContribute to the establishment of positive working conditionsParticipate in decision-making structuresPromote professional growth
46 Standard I: Teachers demonstrate leadership. D. Teachers advocate for schools and students:Advocate for positive change in policiesand practices affecting student learningParticipate in the implementation of initiatives toimprove education
47 Standard I: Teachers demonstrate leadership. E. Teachers demonstrate high ethical standards:Demonstrate ethical principlesUphold the Code of Ethics and Standardsfor Professional Conduct
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 2Teachers establish a respectful environment for a diverse population of studentsEC/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 communityUses 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 QuestionHow might a teachermodel an environmentthat 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 communityUses 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.
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.
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 instructionUses 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
81 Teachers reflect on their practice Standard VTeachers reflect on their practiceNBCTs/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 achievementCollect and analyze student performance data to improve effectivenessTime 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 developmentParticipate in professional development aligned with school goals and student needsTime 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 learningEvaluate impact on student learningAdapt their practice based on dataTime 1:05 – 1:15 - Slides
87 The Evaluation Process Orientation:Within two weeks of a teacher’s first dayMust include rubric, policy & schedule of evaluationThe teacher self-assessment:Uses the teacher rubricIs done by individual (without input from others)Used in developing IGPUsed 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 observedTeacher will have written description of lesson for first observationSubsequent 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 peerCareer status teachers (in their summative year of evaluation) must have three observations: at least 1 must be formalThe first observation must be a formal, announced observationSubsequent observations may be unannouncedEvaluator uses the rubric as a recording tool
91 Post Observation Conferences Must occur after each observationMust occur no later than 10 school days after the observationDesigned for the purpose of identifying areas of strength and those in need of improvementRequires review and signature of rubric
93 Summary Rating FormEvery element for every standard is marked (not demonstrated requires comment)Ratings are based on formal and informal observations throughout the yearOverall 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 PlanTeachers who are rated as “Developing” on any Standard will be placed on a Monitored Growth PlanTeachers 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 perspectiveobjectiveunambiguousdraws conclusionsinfluenced by the observer’s perspectivesubjectivemay be subject to debate
96 Specific Measurable Attainable Realistic Timely Creating S.M.A.R.T. GoalsSpecificMeasurableAttainableRealisticTimely
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 ____________________.