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1 Columbus County Leadership Academy Summer 2009  Welcome  Introduction  Agenda.

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Presentation on theme: "1 Columbus County Leadership Academy Summer 2009  Welcome  Introduction  Agenda."— Presentation transcript:

1 1 Columbus County Leadership Academy Summer 2009  Welcome  Introduction  Agenda

2 2 Agenda  Day 1: 21 st Century and Teacher Standards  Day 2: PLCs and Change Process  Day 3: The Evaluation Process  Day 4: Putting it All Together

3 3 Goals for Retreat  Gain knowledge about the teacher evaluation instrument  Become an expert with the standards and evaluation process  Strengthen your instructional leadership skills  Begin to plan for professional development at your school using the teacher evaluation instrument  Be confident that your staff will be ready to implement the teacher evaluation process next year

4 4 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.

5 5 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

6 6 Future-Ready Students Read through the descriptors for each of the 5 guiding mission statements of the North Carolina State Board of Education. Identify new (or frequently used) vocabulary words for us as educators. How will we immerse the members of our school community in the new vocabulary?

7 7 New Standards for Teachers, Principals & Superintendents! GS 115C required 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.

8 8 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

9 9 In recent decades, school reform efforts have recognized teacher and principal professional development as a key component of change and as an important link between the standards movement and student achievement.(Elmore, 2002)

10 10 North Carolina Professional Educator Evaluation Systems The design is a growth model to improve instruction and enhance professional practice. Support and promote effective leadership, quality teaching, and student learning Provide the basis for performance goals and professional development activities Multiple data sources, artifacts, and evidence will be used in assessing educator performance Rubrics are formative in nature based on a rating scale from developing through distinguished flexible enough to be fair to teachers and school executives of varying levels of experience and in school settings

11 11 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.

12 12  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:

13 13 Changing Expectations Traditional ModelProfessional Model Teaching Content Loosely coupled and idiosyncratic Standards based and articulated Teaching Practice Teacher as artisan, isolated, idiosyncratic Teacher as a professional, standards based, public, collaborative Accountability De-emphasized, mystifiedPublic, prominent Equity Implicit and input orientedExplicit and outcome oriented Leadership Managerial, autocraticFacilitative, instructional, nurturer of professional learning communities New Teacher Center, Univ. of California

14 14 Important Shift Supervising Teaching Works from a perspective that effective teaching results in effective learning. Supervising Learning Works from a perspective that if students are learning, the teaching must be effective.

15 15 Why 21 st Century Word Splash  Global economy  HS graduates  Tom Friedman  Did You Know  Time Magazine  PISA  PLCs  Jim Collins  You Tube  Virtual Learning

16 16 global economy HS graduation Tom Friedman Did You Know Time Magazine PISA PLCs Jim Collins You Tube Virtual Learning

17 17 How did we get here? North Carolina has moved from a manufacturing and agricultural economy to a technological and research-based economy. Schools must respond to this change if students are to be ready for the future.

18 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 Associate’s degree within three years or a Bachelor’s degree within six years. Source: NORTH CAROLINA’S Educational Pipeline

19 19 Tom Friedman: The World is Flat Did You Know: Jim Collins: Good to Great

20 20 “This is a story about the big public conversation the nation is not having about education…whether an entire generation of kids will fail to make the grade in the global economy because they can’t think their way through abstract problems, work in teams, distinguish good formation from bad, or speak a language other than English.” How to Build a Student for the 21 st Century TIME Magazine December 18, 2006 Overview

21 21 Source: PISA, 2003, 2006 Courtesy of Cisco Systems 30th 25th 20th 15th 10th 5th 1st OECD Ranking Ranking of G8 countries: 10 th grade math & problem solving 1st 2nd 3rd 4th 5th 6th 7th 8th Math Science Reading Problem Solving 28 th 18 th 25 th 14 th 21 st 15 th Why 21 st Century Skills?

22 22

23 23

24 24 Virtual Learning NCVPS: Thinkering links/frameworks.htm links/frameworks.htm Online PD Columbus County Second Life

25 25 21 st Century Skills Framework

26 26 The Support systems for 21 st Century Learning must be in place: Standards and Assessments Curriculum and Instruction Professional Development Learning Environments

27 27 As students are expected to learn more complex and analytical skills in preparation for further education and work in the 21st century, teachers must learn to teach in ways that develop higher order thinking and performance. (Darling-Hammond, 2005)

28 28 Vision for the Future 21 st Century Students Think both critically and creatively Effective communicator and problem solver Learn and understand their connection to the world around them Receive support and encouragement throughout their education to think about and plan for their futures

29 29 Vision of Teaching What will teachers need to know and be able to do in the 21st Century schools?

30 30 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

31 31 NC Standards for School Executives Standard 1: Strategic Leadership Standard 2: Instructional Leadership Standard 3: Cultural Leadership Standard 4: Human Resource Leadership Standard 5: Managerial Leadership Standard 6: External Development Leadership Standard 7: Micro-Political Leadership

32 32 Standard I: Teachers demonstrate leadership. Group Discussion: Leadership What is Leadership? The act of influencing the classroom practices of professional educators. -Reeves, 2008

33 33 If your actions inspire others to dream more, learn more, do more and become more, you are a leader. John Quincy Adams

34 34 Standard I: Teachers demonstrate leadership. Group Discussion: Leadership Why Teacher Leadership? What Do Teacher Leaders Do?

35 35 Standard I: Teachers demonstrate leadership. A. Teachers lead in their classrooms: Take responsibility for all students’ learning 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

36 36 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

37 37 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

38 38 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

39 39 Standard I: Teachers demonstrate leadership. E. Teachers demonstrate high ethical standards: Demonstrate ethical principles Uphold the Code of Ethics and Standards for Professional Conduct

40 40 Teachers who choose the path of teacher leadership…become owners and investors in their schools rather than mere tenants. - Roland Barth (1999)

41 41 Relationships What kind of relationships will be needed to obtain 21 st century desired outcomes? Teachers and Students? Teachers and Teachers? Students and Students? Student and Community? School and Community? What will we see teachers doing? What will we see students doing?

42 42 3 Steps for 21 st Century Schools  Collaboration  Competition  Cooperation How do our classrooms compare? Strengths? Challenges?

43 43 Relationships the school environment must assist students to develop a sense of belonging and confidence through healthy relationships with faculty, staff and other students. Building caring and supportive connections with students, parents, and communities

44 44 Standard II: Teachers establish a respectful environment for a diverse population of students. A. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults: Encourage an environment that is inviting, respectful, supportive, inclusive, and flexible

45 45 Standard II: Teachers establish a respectful environment for a diverse population of students. B. Teachers embrace diversity in the school community and in the world: Demonstrate knowledge of diverse cultures Select materials and develop lessons that counteract stereotypes and incorporate contributions Recognize the influences on a child’s development, personality, and performance Consider and incorporate different points of view

46 46 Standard II: Teachers establish a respectful environment for a diverse population of students. C. Teachers treat students as individuals: Maintain high expectations for all students Appreciate differences and value contributions by building positive, appropriate relationships

47 47 Standard II: Teachers establish a respectful environment for a diverse population of students. D. Teachers adapt their teaching for the benefit of students with special needs: Collaborate with specialists Engage students and ensure they meet the needs of their students through inclusion and other models of effective practice

48 48 Standard II: Teachers establish a respectful environment for a diverse population of students. E. Teachers work collaboratively with the families and significant adults in the lives of their students: Improve communication and collaboration between the school and the home and community Promote trust and understanding and build partnerships with school community Seek solutions to overcome obstacles that prevent family and community involvement

49 49 Principal Standard III: Cultural Leadership School executives will understand and act on the understanding of the important role a school’s culture plays in contributing to the exemplary performance of the school. –support and value the traditions, artifacts, symbols and positive values and norms of the school and community that result in a sense of identity and pride upon which to build a positive future –“re-culture” the school if needed to align with school’s goals of improving student and adult learning and to infuse the work of the adults and students with passion, meaning and purpose

50 50 Standard II Activity Small Groups:  Compare and contrast the TPAI document and the Teacher Evaluation Instrument

51 51 Academic Standards: What They Are and Why We Need Them The standards are a fair and effective way to give students the “rules of the game” when they are in school. By comparing one child’s performance to a clear standard, parents, children and teachers know precisely what is expected. Douglas Reeves

52 52 Quick Write Briefly describe your idea of rigorous and relevant learning?

53 53 Relevance  Relevance is making learning meaningful. To truly engage students, good teachers connect what kids learn to what they already know from their own cultures and life experiences.  Relevant learning is interdisciplinary and contextual. It requires students to apply core knowledge, concepts or skills to solve real- world problems. How closely does your school/district fit the definition?

54 54 Columbus County Schools “Worksheets and lecturing are no longer viable teaching methods in the 21st century. Classrooms have to be exciting, engaging places where complex ideas and meaningful connections are made. The gains that we have made have been a result of our teachers striving to reach every child in an engaging and effective way and realizing that growth occurs one child at a time.” Dr. Dan Strickland, Superintendent of Columbus County Schools

55 55 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

56 56 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

57 57 Standard III: Teacher 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

58 58 Standard III: Teachers know the content they teach. D. Teachers make instruction relevant to students: Incorporate life skills which include leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self-direction, and social responsibility Demonstrate the relationship between the core content and 21 st Century content that includes global awareness; financial, economic, business and entrepreneurial literacy; civic literacy; and health and wellness awareness

59 59 Standard II: Instructional Leadership School executives will set high standards for the professional practice of 21st century instruction and assessment that result in a no-nonsense accountable environment. –must be knowledgeable of best instructional and school practices –must use this knowledge to cause the creation of collaborative structures within the school for the design of highly engaging schoolwork for students, the on-going peer review of this work, and the sharing of this work throughout the professional community.

60 60 “…learning and change is intensely interpersonal.” (People getting smart together ) Collaboration: Sharing expertise and perspectives on teaching and learning Examining data about students Shared responsibility and mutual support for effective instruction

61 61 You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives. Clay P. Bedford

62 62 Rigor Rigor means having high expectations in curriculum standards, classroom assignments, ongoing assessment, and testing. A different way to think of Rigor: Rigor is the goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging. Complex curriculum: like physics, calculus, chemistry, biology or economics, are composed of interacting and overlapping ideas Provocative curriculum: conceptually challenging, dealing with dilemmas, engaging students in identifying problems, conducting inquiry, taking positions- Richard Wright’s Native Son or Katherine Peterson’s Bridge to Terabithia). Ambiguous curriculum: modern poetry, primary documents, and statistics, are filled with multiple meanings that must be examined and sorted into patterns of significance (Dickinson’s “The Soul Selects her Own Society,” or A.A. Milne’s The House at Pooh Corner, or a database describing U.S.immigration patterns from 1875 to 1920). Personally or emotionally challenging curriculum: the novels of Toni Morrison or Lois Lowry, the facts of Shay’s Rebellion, or the Trail of Tears).

63 63 Bloom’s Revised Taxonomy Remembering Understanding Applying Analyzing Creating Evaluating

64 64

65 65

66 st Century Model Social Studies Content Analytic Thinking Purposeful Podcasts Current Events 21 st Century Curriculum

67 67 21 st Century Model Geographic Content Analytic Thinking Global Positioning Software Geography 21 st Century Curriculum

68 68 21 st Century Model Reading Comprehension Analytic Thinking Success Maker Pro Reading 21 st Century Curriculum

69 69 The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. William Ward

70 70 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

71 71 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

72 72 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

73 73 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

74 74 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

75 75 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

76 76 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

77 77 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’ 21 st Century knowledge, skills, performance, and dispositions. Provide opportunities for self-assessment

78 78 Standard IV Group Activity  What teacher behaviors might you be looking to see for this Standard?  What student behaviors might you be looking to see for this Standard?

79 79

80 80 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

81 81 Standard V: Teachers reflect on their practice. B. Teachers link professional growth to their professional goals: Participate in continued, high quality professional development

82 82 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

83 83 Reflection  Strategic plan  PD 360  New Standards  Evaluation tools  Teachscape  Waterford  Benchmark  ClassScape  PIMUS  Collaborative Structures How do these district-wide tools support Teacher Standard V?

84 84 Day 2 Professional Learning Communities The Change Process

85 85 The Power of PLC’s The most promising strategy for sustained, substantive school improvement is building the capacity of school personnel to function as a professional community. The path to change in the classroom lies within and through PLC’s. (McLaughlin 2003)

86 86

87 87 Superintendents set high standards for the professional practice of 21st century instruction and assessment that result in an accountable environment. They create professional learning communities resulting in highly engaging instruction and improved student learning. They set specific achievement targets for schools and students and then ensure the consistent use of research-based instructional strategies in all classrooms to reach the targets.

88 88 Standards Provides for the development of effective professional learning communities aligned with the district strategic plan, focused on results, and characterized by collective responsibility for 21st century student learning; Provides structures for the development of effective professional learning communities aligned with the school improvement plan, focused on results, and characterized by collective responsibility for instructional planning and for 21st century student learning; Work collaboratively with all school personnel to create a professional learning community

89 89 Professional Learning Communities  “Professional” – someone with the expertise in a specialized field, an individual who has not only pursued advanced training to enter the field, but who is also expected to remain current in it’s evolving knowledge base.  “Learning” – ongoing action and perpetual curiosity  “Community” – a group linked by common interests

90 90 Characteristics of a PLC  Shared Mission, Vision, Values and Goals  Collective Inquiry  Collaborative Culture  Action Orientation and Experimentation  Continuous Improvement  Results Orientation

91 91 Is the Mission, Vision, and Values SHARED? Mission: Why do we exist? What is our fundamental purpose? Vision: What must our school become to accomplish our purpose? What is our compelling future? Values: How must we behave to achieve our mission? What are our collective commitments?

92 92 Building Block  Clarifies Priorities  Sharpens Focus  Gives Direction  Guides Behavior

93 93 Is the structure in place to promote COLLABORATION?  Time  Modeling  Format for Meeting  Format for Reporting  Process for Deciding on Work to be Done

94 94 COLLABORATIVE TEAM MEETING Grade Level or Department Team Meeting (Problem Solving) Data - Needs of Students School’s Resources Program Requirements PlanningMonitoringDelivering Effective Differentiated Instruction Kathryn Howe & David Howe 2005

95 95 Are the CONVERSATIONS around STUDENT LEARNING?  What do students need to know and be able to do?  What do our students need for success?  In school (this year, next year, and so on)  In life  On state tests Big Ideas Essential Questions

96 96 How will we know when they have learned it? Common Assessments  Represent the most effective strategy for determining whether the guaranteed curriculum is being taught and, more importantly, learned  Inform the practice of individual teachers  Build a team’s capacity to improve its program  More efficient than assessments created by individual teachers  More equitable for students  Facilitate a systematic, collective response to students who are experiencing difficulty

97 97 How will we respond when they don’t learn?  Shift from Teaching to Learning  Pre-Question: Why didn’t they learn?  Was it taught well and/or according to student factors?  Do we have effective, systematic intermediate (Tier II) and intensive (Tier III) interventions in place?

98 98 Providing Learning Opportunities for ALL Children Initial Instruction Tier I Differentiated Instruction Differentiated Intervention Tier II Intensive Intervention Tier III Instructional Continuum

99 99 How will we respond when they already know it?  Enrichment  Acceleration

100 100 Establishing Learning Communities in a Challenging Environment “The Levey Middle School Story”

101 101 Levey Middle School A Classic Case of Dysfunction  97% African-American student population – Student population of 800+  School-wide Title 1 eligible  Over 80% of students live in single female headed households  Achievement scores well below state averages  25% – 40% annual student turnover rate  school over 3000 disciplinary suspensions  school year over 150 students failed two or more classes and were required to attend summer school  65% of staff in their first, second, or third year of teaching  school year, third principal in three years

102 102 Year #1 Establishing Professionalism Collective Inquiry Establishing Shared Mission and Vision Creating Order

103 103 Teacher Curriculum  Review Critical Data  Choose Goals (No more than four/five)  Identify best literature/research that helps increase staff ability to meet goals  Develop study questions that applies the research to school’s current reality  Prepare study guide for teachers and pace their curriculum for the entire school year

104 104 Study High-Achieving Schools and Research Relevant to Your School  Use staff meetings as “learning centers”, not for announcements and trivia  Make sure that study sessions are used to find solutions for your problems, not for complaints about the current state of your school.  Be prepared to answer the nay Sayers  Tie the information learned in your book studies to the vision for the school  Suggested Reading: Nothing’s Impossible, Lorraine Monroe, Turning Points 2000, Anthony Jackson, Getting Started, Eaker, DuFour and DuFour, Transforming Schools, Zmuda and Kuklis

105 105 Establish Principles  Establish order based upon what is “right” and what is “wrong”  Address “Budgetary Justice”  Stand up to anyone who threatens those principles, they will be the foundation for your fabulous school. This is not easy!!!!!  Make the things that are good for kids, the foundation of your school culture  Build Efficacy

106 106 Year #2  Ensuring that Students Learn  Culture of Collaboration  Pyramid of Intervention  School-Wide Academic Focus

107 107 What do we want students to know?  Identify “Essential Standards/Outcomes”  Pace them per quarter  Identify instructional material necessary to ensure mastery of standards by the students

108 108 How do we know if they have learned?  Develop common assessments  Common assessments measure if students can performed the desired tasks  Common assessments should be given at least each quarter in each core subject matter  Common assessments should not exceed 25 questions  Assessments should be developed by the teachers that teach the content  Assessment questions should be similar to the modality used on the state assessment

109 109 Collaborative Culture  Develop teams  Organize team structure and collaboration  Find time in schedule and make collaboration a priority  Develop protocol and guidance for teams  Collaboration must yield results

110 110 Pyramid of Intervention What do we do when students do not learn?  Homework lunch  In-school tutors  Student Support Specialist  After-school tutoring  Student Success Plan  Title 1 Summer Institute  University Summer Program

111 111 School-Wide Academic Focus  Develop school-wide theme  Develop school-wide motto  Develop school-wide programs that support curricular areas of need, i.e., “Writing Month”

112 112 Year #3  Professional Development Refinement  Action Orientation and Experimentation  Confronting Counterproductive Behavior  Work on Affective Needs

113 113 Action Orientation and Experimentation  Development of pilot programs and innovations related to the staff members new level of proficiency  Hip-Hop Literacy Program  Screen Writing Class  Business Program and Levey Dollar Store

114 114 Work on Affective Needs  Build relationship between the staff and students to strengthen the sense of school community  Analyze affective offerings for students and adjust where necessary  Develop a regular system for recognizing good teaching and building staff relationships

115 115 Levey Results Reading  2000 – 30% Proficient (State Avg. 68%)  2005 – 88% Proficient (State Avg. 62%) Math  2000 – 31% Proficient (State Avg. 54%)  2005 – 76% Proficient (State Avg. 62%)

116 116 PLCs  Where are we? Where are we going?  Successes and challenges  Resources and support

117 117 Characteristics of a PLC Rate your current level of effectiveness in each one of the six characteristics of a PLC using a Likert scale of 1 -5, with 1 being very ineffective and 5 being very effective.

118 118 Where Do We Go From Here? Worksheet School Improvement Goals Drive Team Goals Describe two characteristics of a professional learning community that you would like to see in place in your school. What steps or activities must be initiated to create this condition in your school? Who will be responsible for initiating or sustaining these steps or activities? What is a realistic timeline for each step or phase of the activity? What will you use to assess the effectiveness of your initiative? Learning by Doing DuFour, Eaker, and Many

119 119 The Professional Learning Community Continuum Element of a PLCPre-Initiation StageInitiation StageDeveloping StageSustaining Stage Creating a Focus on Results That Impacts Schools, Teams, and Teachers There is no effort to establish specific district goals intended to impact the direction of each school. The district reacts to problems as they arise and does little to either focus on the future or promote continuous improvement. The district establishes multiple long range goals as part of a comprehensive strategic planning process. Schools may create annual school improvement plans in response to district requirements, but those plans have little impact upon classroom practices. The district has identified a few key goals. Every school then adopts goals designed to help the district achieve its targets. Every collaborative team in every school adopts SMART goals specifically aligned with its school goals. A process is in place to monitor each team’s progress throughout the year. Educators throughout the district have a results orientation. Collaborative teams of teachers establish both annual goals and a series of short-term goals to monitor their progress. They create specific action plans to achieve goals and clarify the evidence they will gather to assess the impact of their plans. This tangible evidence of results guides the work of teams as part of a continuous improvement process. Each member understands the goals of the team, how those goals relate to school and district goals, and how he or she can contribute to achieving the goals. Learning by Doing DuFour, Eaker, and Many

120 120 SMART Goals SSpecific + Strategic MMeasurable AAttainable RResults -Oriented TTime Bound

121 121 Competencies Knowledge (factual and experiential) + Skills = Competency

122 122 Personal, Team, or Both Know Thyself…. And Thy Staff… Review the list of Competencies to determine which ones you feel confident and competent about now, ones you need to work on, and the ones that you will need to plan for assistance through delegation.

123 123 Principal Standard I: Strategic Leadership School executives will create conditions that result in the creation of a climate of inquiry to: strategically re-image the school’s vision, mission, and goals to align with 21 st Century needs challenge the school community to continually re-purpose itself by building on its core values and beliefs about its preferred future and then developing a pathway to reach it.

124 124 “Giant Leaps” Unlikely Current Practice Changes In Practice There will be no change in outcomes until new practices are implemented.

125 125 Are You Ready for the Change? Change:  is a PROCESS, not an event  is made by INDIVIDUALS first, then institutions  is a highly PERSONAL experience  entails DEVELOPMENTAL growth in feelings and skills Hord, S., Rutherford, W., Huling-Austin, L., & Hall, G. (1998) Taking charge of change. Austin, TX: Southwest Educational Development Laboratory.

126 126 Change Implications…Not Actual Change Initiatives First-Order Change When a change is perceived as: Second-Order Change When a change is perceived as: An extension of the pastA break with the past Within existing paradigmsOutside of existing paradigms Consistent with prevailing values and norms Conflicted with prevailing values and norms Implemented with existing knowledge & skills Requiring new knowledge & skills to implement

127 127 Magnitude of Change  Lies in the eyes of the beholder  Has to do less with the change itself than with the knowledge, experience, values, and flexibility of individuals expected to carry out the change effort  Few changes are of the same magnitude to all stakeholders  Leaders must understand and accurately estimate the order of magnitude of their improvement initiatives for all stakeholders

128 128 Phases of Change Highly interdependent Not sequential….Recursive Phases are different for First and Second Order Changes McRel’s Balanced Leadership Framework

129 129 Create Demand Little change occurs in any organization that is satisfied with the status quo Create tension between the current reality and a preferred future to develop sufficient energy and motivation away from the status quo –Create a shared vision that challenges the current reality or –Clarify for everyone that the current reality is so unpleasant that individuals or groups are willing to accept the risk and discomfort associated with changing the status quo

130 130 Implement  Relentless focus on the quality, fidelity, consistency, and intensity of implementation  Leaders must be highly knowledgeable about curriculum, instruction, assessment, and the research based practices associated with the change initiative (provide conceptual guidance)  Leaders must support teachers and others in realizing and implementing the change through inspiration, by portraying a positive attitude about their abilities, and being a driving force behind the initiative

131 131 Fidelity: Innovation Configurations  Problems begin when the details of how to do it are not made clear.  What does the innovation look like when it is in use?  What would I see in classrooms where it is used well?  What will teachers and students be doing when the innovation is in use?  Focus on developing pictures and descriptors, not philosophy.

132 132 Manage Personal Transitions  Gains for students, schools, or districts can be perceived as a loss for staff – especially when they must gain new knowledge, develop new approaches and procedures, redefine relationships, and re- examine their norms and values  These personal transitions often result in a response that is resistant to change  Leaders must be flexible in their approach and behaviors by being directive or non-directive as the situation/person warrants

133 133 Moving through the Change Stages of Concern 0. Awareness 1.Informational 2.Personal 3.Management 4.Consequence 5.Collaboration 6.Refocusing Hord, S., Rutherford, W., Huling-Austin, L., & Hall, G. (1998) Taking charge of change. Austin, TX: Southwest Educational Development Laboratory.

134 134 Planning for Change Awareness Level/Information Level  Content: standards/rubric, school data 1. How would you kick this off? 2. Where would you start?  Structures: faculty meetings, PLCs, SIT, PTA, Teacher Work days

135 135 Monitor and Evaluate Collecting and analyzing data on the quality, fidelity, consistency, and intensity of implementation Assessing the impact of implementation on student achievement Determining the impact of implementation on implementers Adjust leadership behaviors accordingly

136 136 Day 3 The Evaluation Instrument

137 137 The Evaluation Process  Orientation: oWithin two weeks of a teacher’s first day oMust include rubric, policy & schedule of evaluation  The teacher self-assessment: oUses the teacher rubric oIs done by individual (without input from others) oUsed in developing IGP oUsed in pre and post conference discussions

138 138 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

139 139 Definitions Performance Descriptors – The specific performance responsibilities embedded within the components of each performance standard Performance Goals - Goals for improvement in professional practice based on the self-evaluation and/or supervisor recommendation

140 140 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

141 141 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 Performance Elements – The sub-categories of performance embedded within the standard Definitions

142 142 Possible Artifacts: School Improvement Plan School Improvement Team North Carolina Teacher Working Conditions Survey Student Achievement Data Professional Development Student Work National Board Certification PTSA Professional Learning Communities (PLC) Lesson Plans Student Dropout Data Artifact – A product resulting from a teacher’s work (a natural by-product, not a newly created document) Definitions:

143 143 Performance Rating Scale Developing – Demonstrated adequate growth but did not demonstrate competence on standard(s) of performance Proficient – Demonstrated basic competence on standard(s) for performance Accomplished – Exceeded basic competence on standard(s) of performance most of the time

144 144 Distinguished – Consistently and significantly exceeded basic competence on standard(s) of performance 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

145 145 c. Teachers lead the teaching profession. Teachers strive to improve the teaching profession. They contribute to the establishment of positive working conditions in their school. They actively participate in and advocate for decision-making structures in education and government that take advantage of the expertise of teachers. Teachers promote growth for all educators and collaborate with their colleagues to improve the profession. DevelopingProficientAccomplishedDistinguished Not Demonstrated (Comment Required) □ Has knowledge of opportunities and the need for professional growth and begins to establish relationships with colleagues.... and Contributes to the: □ Improvement of the profession through professional growth. □ Establishment of positive working relationships □ School’s decision-making processes as required... and □ Promotes positive working relationships through professional growth activities and collaboration.... and □ Seeks opportunities to lead professional growth activities and decision- making processes. Standard 1: Teachers Demonstrate Leadership

146 146

147 147 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

148 148 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.

149 149 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.

150 150 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.

151 151 Pre-Observation Conference A pre-observation conference must occur before any 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

152 152 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

153 153

154 154 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

155 155 Summary Evaluation Conference  Bring Self Assessment & PDP  Review Observations  Discuss Additional Artifacts  Sign Summary Rating Form  Begin discussion for future goals

156 156 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.

157 157 Self Assessment  You will have about 20 minutes to complete your own self-assessment.  In addition to rating yourself, take notes as to what artifacts you might use to support your rating.  Consider the explanations and comments you would make with your Principal/AP.

158 158 Self Assessment Reflection Take the next 10 minutes and talk with a partner about the self-assessment process you completed. Discuss these questions:  Did you find it easy or difficult?  Do you feel confident discussing your assessment w/ your evaluator?  What artifacts came to mind to support your rating?

159 159 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

160 160 Goal Setting Activity  Review pages 32 and 33 in your manual  After examining Standard 1, work with your tablemates to write a possible goal for this teacher.  List 2 – 3 strategies that will help him/her meet their goal  Check your goal for SMART elements

161 161 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

162 162 Language Analysis Making evidence based statements  With an elbow partner:  Review the statements  Circle the words or phrases that imply opinion and/or are left open to interpretation  Rewrite statements and make them evidence based

163 163 Making it Real - Standard I Pre-Observation Conversation Note Taking Guide a.Teachers are leaders in their classrooms. b.Teachers demonstrate leadership in the school. c.Teachers lead the teaching profession. d.Teachers advocate for schools and students. e.Teachers demonstrate high ethical standards.

164 164  With a partner identify evidence that you might use to indicate each level of a teacher’s performance on Element A on Standard 1:  When time is called (5 minutes) repeat for Elements B, C and D  As a table discuss the paired results  Using the ethics policy identify with your group 1 or 2 areas that might be unknown to teachers. Making it Real - Standard I

165 165 At your tables discuss:  The teacher’s level based on current evidence.  Next steps appropriate for the principal & the teacher to move the teacher’s practice forward.  Additional evidence you may need to collect during the observation. Making it Real - Standard I

166 166 Standard V – Building Teacher Self-Awareness This standard will:  Help teachers begin to use evidence-based language  Support the overall purpose of the rubric as a growth model  Diminish subjectivity and emotion from the post observation conferences & summary evaluation

167 167 Making It Real: Standard V  Read the dialogue for standard 5 silently  In table groups, use the chart paper to record the following:  The rating you would give the teacher  2-3 rewritten teacher statements  Two rewritten paraphrasing statements (principal)  Three clarifying questions the principal could have asked  Post your recordings on the wall

168 168 Standard V: Summary  Teacher Self Assessment depends on clarity of communication  Evidence-based conversations  Principal supports teacher awareness of self-reflective behavior  District plans need to emphasize opportunities for professional growth

169 169 Evaluation Tool Resources  DPI Web site:  Professional Teaching Standards  Professional Development  NSDC Teacher Eval Instrument.pdf Teacher Eval Instrument.pdf

170 170 DPI Web Site  1 day ppt  2 day ppt  3 day ppt  All forms, materials, videos  Additional resources  Coaching Training

171 171 E-Learning for Educators A Partnership with DPI, LearnNC, UNC-TV, The Friday Institute, NCVPS, EDC and 8 States. Our goal is to create and provide professional learning opportunities for administrators and teachers, aligned to the standards. The Principal Story

172 172 Day 4 Putting It All Together How Can We Help? SBE-Community

173 173 Ensure staff have understanding of the new evaluation system Plan observation schedule Attend Leadership Retreat: “Coaching” Become familiar with self assessment tool Review standards and rubric Attend NCAE training if needed Leadership Academy Teacher evaluation Instrument training Plan pd for staff Building capacity at the school Form school based leadership teams Begin to build capacity using the standards and rubric Use faculty meetings, PLC meetings School based leadership team attends one day training Continue to provide staff development Meet with Team to plan for training at school Continue district- professional development Continue to participate in school based pd Provide a one day training sessions for all staff on the evaluation instrument Use the One day PPT Provide follow up sessions as needed Attend the one day training session Meet with admin for follow up support To Summer 2009FallWinterSpringSummer 2010 Deployment Plan PRINCIPALSPRINCIPALS TEACHERSTEACHERS

174 174 Calendar for Deployment  School-based Team training  Faculty Meeting Kick off  By December Faculty Mtg  By March  Spring Training

175 175 Pacing  Aug school team formed  Sept school teams trained (1 day)  Oct-first faculty mtg: share standards  Nov-share rubric  Jan-school team prep for training  Mar-train all teachers  Summer-follow up available for teachers  Summer Leadership retreat; Coaching

176 176 SBE Goal 1: NC public schools will produce globally competitive students (High Student Performance). Columbus County Strategic Plan:  1.1 Prepare students to master a rigorous, relevant curriculum.  1.2 Ensure that students will graduate ready to work and/or continue their education. Priorities  provide high-quality instruction to all students  implement systematic prevention and intervention strategies  make effective use of new technology to develop students’ 21st Century Skills

177 177 SBE Goal 3: NC public schools will be led by 21st century professionals (Quality Teachers, Administrators and Staff). Columbus County Strategic Plan:  3.1 Recruit, retain and compensate a diverse corps of high quality teachers, administrators, and staff.  3.2 Promote continuous learning by providing support for high quality professional development for all employees. Leadership Priorities:  develop and implement recruitment plans to attract applicants with diverse backgrounds  fully implement teacher and executive standards  fully implement Professional Learning Communities  develop and implement a comprehensive professional development plan  provide high quality working conditions

178 178 Strategic Leadership  Revisit SIP with data  Share PLC goals  Update school goals  Share plans to build capacity  Principal Goals- SD II  SIP updated  PD planned for the school year All documents aligned Result: All documents aligned

179 179 Virtual Professional Development Improving Learning: One Principal at a Time

180 180 Closing  Questions & Answers  Comments  Evaluation

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