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

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Presentation on theme: "BME Teacher Rubric Orientation Thank you to Craven County District Leadership for this powerpoint 8/26/2009 1."— Presentation transcript:

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

2 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! 3

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

5 Forming Teams 5

6 1.15 Coming together Dynamic Visuals © Kagan Publishing 6

7 Through the Years 7

8 What happens over time? Lets consider a 66 year old born in 1943 who began school in 1949 Decide if your card is an event that relates to: 1940s 1950s 1960s 1970s 1980s 1990s present 8

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 9

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

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 21 st Century! 11

12 12 5 minutes

13 The Key Elements of ………21 st 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. 13

14 Framework for 21 st Century Learning 14

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

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. 16

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

18 In North Carolina, for every th 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 Associates degree within three years or a Bachelors degree within six years. Source: NORTH CAROLINAS Educational Pipeline 18

19 New Vision for Teaching 19

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. 20

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 21

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 21 st 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 22

23 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 Boards newly adopted mission and goals. The Commission is composed of 16 practicing educators. New Standards for Teachers, Principals & Superintendents! 23

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 21 st Century Learning and the Standards 24

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. 25

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

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 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. The teacher performance evaluation process will: 28

29 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 Artifact – A product resulting from a teachers work (a natural by-product, not a newly created document) Definitions 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 teachers performance for a minimum of 45 minutes or one complete lesson 30

31 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 Definitions 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 21 st 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 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.] Performance Rating Scale 34

35 Definitions School Executives – Principals and assistant principals licensed to work in North Carolina Self-assessment – Personal reflection about ones professional practice to identify strengths and areas for improvement (conducted w/out input from others) Summary Evaluation Form – A composite assessment of the teachers 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. 38

39 Principal/AP Responsibilities Cont. Identify the teachers strengths and areas for improvement and make recommendations for improving performance. Ensure that the contents of the Teacher Summary Evaluation Report accurately reflect the teachers performance. Develop and supervise implementation of action plans as appropriate. 39

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 40

41 Rubric for Evaluating North Carolina Teachers 41

42 Standard I Teachers demonstrate leadership 4 th /Resource 42

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 43

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 44

45 Standard I: Teachers demonstrate leadership. C. 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 45

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 46

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 47

48 One Stray 48

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

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? 50

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

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

53 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. 53

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

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

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. 56

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. 57

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

59 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. 59

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

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

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. 62

63 Fan- N- Pick 63

64 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. 64

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

66 Inside Outside Circle 66

67 In Standard 3 at the Accomplished level, teachers deepen students understandings of 21 st 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 todays 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 21 ST CENTURY SCHOOL AND CLASSROOM LOOK LIKE FOR LEARNING TO TRULY THRIVE?

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

70 a.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 70

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

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

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

74 Talking Chips 74

75 Talking Chip Question In what ways can a teacher use technology to push higher up Blooms Revised Taxonomy? 75

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

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

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

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

80 Quiz- Trade 80

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

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 82

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 83

84 Standard V: Teachers reflect on their practice. C.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 84

85 Showdown 85

86 TEACHER Evaluation Process 86

87 The Evaluation Process Orientation: Within two weeks of a teachers 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 87

88 88

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 89

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 90

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 91

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

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 94

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

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

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. 97

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

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 ______________. 99

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. 100

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

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. 102

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 _________________. 103

104 Timely : A goal should be grounded within a time frame. With no time frame theres no sense of urgency. I want to lose 20 pounds. I want to ____________________. 104

105 teacher 105

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