Presentation on theme: "Columbus County Leadership Academy Summer 2009"— Presentation transcript:
1 Columbus County Leadership Academy Summer 2009 WelcomeIntroductionAgenda1
2 Agenda Day 1: 21st Century and Teacher Standards Day 2: PLCs and Change ProcessDay 3: The Evaluation ProcessDay 4: Putting it All Together
3 Goals for RetreatGain knowledge about the teacher evaluation instrumentBecome an expert with the standards and evaluation processStrengthen your instructional leadership skillsBegin to plan for professional development at your school using the teacher evaluation instrumentBe confident that your staff will be ready to implement the teacher evaluation process next year
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 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
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?Small group, break out by level. Share out
7 New Standards for Teachers, Principals & Superintendents! GS 115C required the Commission to review and propose standards for teaching in North CarolinaIn August 2006 Chairman Lee charged the Commission to review and align the standards to reflect the State Board’s newly adopted mission and goalsThe Commission is composed of 16 practicing educators.
8 How are the NC. Professional Teaching. Standards different 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
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 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 learningProvide the basis for performance goals and professional development activitiesMultiple data sources, artifacts, and evidence will be used in assessing educator performanceRubrics 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 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.11
12 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.12
13 Changing Expectations Traditional ModelProfessional ModelTeaching ContentLoosely coupled and idiosyncraticStandards based and articulatedTeaching PracticeTeacher as artisan, isolated, idiosyncraticTeacher as a professional, standards based, public, collaborativeAccountabilityDe-emphasized, mystifiedPublic, prominentEquityImplicit and input orientedExplicit and outcome orientedLeadershipManagerial, autocraticFacilitative, instructional, nurturer of professional learning communitiesNew Teacher Center, Univ. of California
14 Important Shift Supervising Teaching Works from a perspective that effective teaching results in effective learning.Supervising LearningWorks from a perspective that if students are learning, the teaching must be effective.
15 Why 21st Century Word Splash Global economyHS graduatesTom FriedmanDid You KnowTime MagazinePISAPLCsJim CollinsYou TubeVirtual LearningA small group activity minutes
16 HSgraduationglobaleconomyYou TubeDid You KnowTomFriedmanVirtual LearningPLCsJim CollinsPISATime Magazine
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 NORTH CAROLINA’S Educational Pipeline In North Carolina, for every 100 9th grade students……70 students graduate four years later.…41 students enter college.…28 students are still enrolled in their 2nd year.…19 students graduate with either an Associate’s degree within three years or a Bachelor’s degree within six years Source:
19 Tom Friedman: The World is Flat http://mitworld.mit.edu/video/519 Did You Know:Jim Collins: Good to Great
20 Overview“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 21st Century TIME Magazine December 18, 2006
21 Ranking of G8 countries: 10th grade math & problem solving Why 21st Century Skills?Ranking of G8 countries: 10th grade math & problem solvingOECDRankingProblem SolvingScienceReadingMath30th25th20th15th10th5th1st1st2nd3rd4th5th6th7th8th14th15th15thThe U.S. ranks 7th of the G8 countries in 10th grade math and problem solving.The U.S. also ranked below average on all of the Program for International Student Assessment (PISA) measured areas in These rankings worsened in 2003, except for reading which remained flat. (Note: PISA measured “problem solving” for the first time in 2003). PISA looks at the results for roughly 15-year-old students as a measure of the output of primary and secondary schools. That age is chosen because many systems begin to move students to “higher and further” education schools and colleges at age 16.PISA which is internationally sponsored by the OECD is tracking with the U.S. sponsored Trends in International Mathematics and Science (TIMSS), that also shows the U.S. slipping or just treading water relative to the countries surveyed. TIMSS measures performance at fourth and eighth grades.Finally, the National Assessment of Education Progress (NAEP) is a U.S. specific measure at fourth, eighth, and twelfth grades. The NAEP began in 1990 in response to the 1983 report entitled, A Nation at Risk, that highlighted the bourgeoning gap between U.S. students and those of competitive countries. U.S. students have shown very modest improvement under NAEP, though it has been labeled as “too easy” by critics.More importantly, since NAEP performance has begun to influence federal funding of schools, it has influenced teaching practice to the point where science is all but excluded from K–8 curriculums, as it only tests reading and math.This in turn has led teaching colleges to essentially drop science from the preparation of teachers looking to teach in elementary grades. The are fewer and fewer jobs for science teachers at those grades despite ongoing shortages at the high school level.21st18th25th28th2003200620032006200320062006Source: PISA, 2003, Courtesy of Cisco Systems
26 The Support systems for 21st Century Learning must be in place: Standards and AssessmentsCurriculum and InstructionProfessional DevelopmentLearning Environments
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 Vision for the Future 21st Century Students Think both critically and creativelyEffective communicator and problem solverLearn and understand their connection to the world around themReceive support and encouragement throughout their education to think about and plan for their futures
29 Vision of TeachingWhat will teachers need to know and be able to do in the 21st Century schools?Ask participants to brainstorm ( Whole Group)
30 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
31 NC Standards for School Executives Standard 1: Strategic LeadershipStandard 2: Instructional LeadershipStandard 3: Cultural LeadershipStandard 4: Human Resource LeadershipStandard 5: Managerial LeadershipStandard 6: External Development LeadershipStandard 7: Micro-Political LeadershipTime: 9:35-9:40 am (5 minutes)The seven Executive Standards (Strategic, Instructional, Cultural, Human Resource, Managerial, External Development, and Micro-political) define the common direction of 21st Century leadership for NC schools. They go beyond the school level to include the power of influence of external organizations and create opportunities for meaningful professional development for building level executives. North Carolina’s Standards for School Executives are interrelated and connect in executives’ practice. They are not intended to isolate competencies or practices. Executives’ abilities in each standard will impact their ability to perform effectively in other standard areas. For example, the ability of an executive to evaluate and develop staff will directly impact the school’s ability to reach its goals and will also impact the norms of the culture of the school. School executives are responsible for ensuring that leadership happens in all seven critical areas, and effective school leaders are expected to develop this leadership in others as well as themselves. All 7 areas will be evaluated each year for every principal. Goals will be set in on just 2 or 3 of the standards each year, but again, all 7 will be evaluated in the Summary Conference.The new evaluation tool should help principals as they reflect upon and become more effective school leaders. These standards are the key to tying all of the pieces of a principal’s job and what they actually are doing in their daily routine to our expectations of what we want them to be as school leaders and the evaluation process we use to determine their effectiveness in that role.31
32 Teachers demonstrate leadership. Standard I:Teachers demonstrate leadership.Group Discussion:LeadershipWhat is Leadership?The act of influencing the classroom practices of professional educators.-Reeves, 2008Please keep fad in for Reeves definition!
33 If your actions inspire others to dream more, learn more, do more and become more, you are a leader. John Quincy Adams
34 Standard I: Teachers demonstrate leadership. Group Discussion: Why Teacher Leadership?What Do Teacher Leaders Do?Please keep fad in for group questions !
35 Standard I: Teachers demonstrate leadership. A. Teachers lead in their classrooms:Take responsibility for all students’ learningCommunicate 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 studentsTalk through with no activities
36 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
37 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
38 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
39 Standard I: Teachers demonstrate leadership. E. Teachers demonstrate high ethical standards:Demonstrate ethical principlesUphold the Code of Ethics and Standardsfor Professional ConductActivity to be added: Ethics handout
40 Teachers who choose the path of teacher leadership…become owners and investors in their schools rather than mere tenants Roland Barth (1999)
41 Relationships What kind of relationships will be needed to obtain 21st 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?Table Talk
42 3 Steps for 21st Century Schools CollaborationCompetitionCooperationHow do our classrooms compare?Strengths?Challenges?Think of these 3 questions as you watch the video clip. Summarizes the morning and prepares to transition to Relationships
43 Relationshipsthe 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 Standard II: Teachers establish a. respectful environment for 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 flexibleUnwrap
45 Standard II: Teachers establish a. respectful environment for a 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 culturesSelect materials and develop lessons that counteract stereotypes and incorporate contributionsRecognize the influences on a child’s development,personality, and performanceConsider and incorporate different points of view
46 C. Teachers treat students as individuals: Standard II: Teachers establish a respectful environment for a diverse population of students.C. Teachers treat students as individuals:Maintain high expectations for all studentsAppreciate differences and value contributions by building positive, appropriate relationships
47 Standard II: Teachers establish a. respectful environment for a Standard II: Teachers establish a respectful environment for a diverse population of students.Teachers adapt their teaching for the benefit of students with special needs:Collaborate with specialistsEngage students and ensure they meet the needs of their students through inclusion and other models of effective practice
48 Standard II: Teachers establish a. respectful environment for a Standard II: Teachers establish a respectful environment for a diverse population of students.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 communityPromote trust and understanding and build partnerships with school communitySeek solutions to overcome obstacles that prevent family and community involvement
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 purpose4949
50 Standard II Activity Small Groups: Compare and contrast the TPAI document and the Teacher Evaluation InstrumentThinking Map as a tool?
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 Quick WriteBriefly describe your idea of rigorous and relevant learning?Thinking Map as a tool?
53 RelevanceRelevance 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 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 SchoolsThinking Map as a tool?
55 Standard III: Teachers know the content they teach. Teachers align their instruction with the North Carolina Standard Course of Study:Teach the North Carolina Standard Course of StudyDevelop and apply strategies to make the curriculum rigorous and relevantDevelop literacy skills appropriate to specialty area
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 teachDirect students’ curiosity into an interest in learning
57 Standard III: Teacher know the content they teach. Teachers recognize the interconnectedness of content areas/disciplines:Know links between grade/subject and the North Carolina Standard Course of StudyRelate content to other disciplinesPromote global awareness and its relevance
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 responsibilityDemonstrate the relationship between the core content and 21st Century content that includes global awareness; financial, economic, business and entrepreneurial literacy; civic literacy;and health and wellness awareness
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 practicesmust 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.Standard 2 is frequently the standard that people remember the most because of the emphasis on the principal as an instructional leader. Like all of the standards this could be a full time job in and of itself so effective school leaders learn how to be strong instructional leaders and to develop strong instructional leaders in their buildings.Read Standard 2You will notice the creation of collaborative structures in Standard 2. These may be Professional Learning Communities, Professional Learning Teams or any other named collaborative groups. The standards and the evaluation tool refer to these collaborative teams repeatedly because there is an expectation that all schools will be using an effective collaborative approach to school change and development.5959
60 “…learning and change is intensely interpersonal “…learning and change is intensely interpersonal.” (People getting smart together)Collaboration:Sharing expertise and perspectives on teaching and learningExamining data about studentsShared responsibility and mutual support for effective instructionThe Adaptive School p.18 C.2 The Importance of Professional CommunityCollaborationThis slide is a definition of collaboration for teachers.Use research (How People Learn) and talk about it –putting research into practice. With emphasis on student leaning. Learning how to look at student work and learn from it.Not “contrived collegiality” This kind of collaboration and collegiality is part of one’s professional identity. It needs to structured, taught, and learnedCollaboration has a structure (form) that can be taught and must be learned and practiced to be effective.Top quote is from Outlook March Vol 2 Issue 3, Ann Healy-Raymond article “ Developing Professional Learning Communities.Sentence proceeding quote is, “The most important learning occurs through relationships in community.”60
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 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 ideasProvocative 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 LoisLowry, the facts of Shay’s Rebellion, or the Trail of Tears).
66 21st Century Curriculum 21st Century Model Social Studies Content Analytic ThinkingCurrent EventsPurposeful Podcasts
67 21st Century Curriculum 21st Century Model Analytic Thinking Geographic ContentGeographyGlobal Positioning Software
68 21st Century Curriculum 21st Century Model Reading Comprehension Analytic ThinkingReadingSuccess Maker Pro
69 The mediocre teacher tells. The good teacher explains The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. William Ward
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 learnUnderstand the influences on student learning anddifferentiate instructionKeep abreast of evolving researchAdapt resources to address the strengths and weaknesses of students
71 Standard IV: Teachers facilitate learning for their students. B. Teachers plan instruction appropriate for their students:Collaborate with colleaguesUse data for short and long range planningEngage students in the learning processMonitor and modify plans to enhance student learningRespond to cultural diversity and learning needs of students
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 gapsEmploy a wide range of techniques using information and communication technology, learning styles, and differentiated instruction
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 learningHelp students use technology to learn content, think critically, solve problems, discern reliability, use information, communicate, innovate and collaborate
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 conclusionsHelp students exercise and communicate sound reasoning; understand connections; make complex choices; and frame, analyze, and solve problems
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 collaborationOrganize 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 Standard IV: Teachers facilitate learning for their students. G. Teachers communicate effectively:Communicate clearly with students in a variety of waysAssist students in articulating thoughts and ideas clearly and effectively
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 progressUse assessment systems to inform instruction and demonstrate evidence of students’ 21st Century knowledge, skills, performance, and dispositions.Provide opportunities for self-assessment
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 Recording sheet for Activity. Divide participants into 8 groups A-H.
80 Standard V: Teachers reflect on their practice. 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 effectivenessHow and when will this take place?
81 Standard V: Teachers reflect on their practice. Teachers link professional growth to their professional goals:Participate in continued, high quality professional developmentDo you ensure that PD is connected to student achievement?
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 learningAdapt practice based on dataReflective question with word splash
83 ReflectionStrategic planPD 360New StandardsEvaluation toolsTeachscapeWaterfordBenchmarkClassScapePIMUSCollaborative StructuresHow do these district-wide tools support Teacher Standard V?
84 Day 2Professional Learning CommunitiesThe Change Process
85 The Power of PLC’sThe 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)
87 http://www.ncptsc.org/ Superintendents set high standards for the professional practice of 21st century instruction andassessment that result in an accountable environment.They create professional learning communitiesresulting in highly engaging instruction and improvedstudent 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 StandardsProvides 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;These are the standards; where are we?Work collaboratively with all school personnel to create a professional learning community
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 Characteristics of a PLC Shared Mission, Vision, Values and GoalsCollective InquiryCollaborative CultureAction Orientation and ExperimentationContinuous ImprovementResults Orientation
91 Is the Mission, Vision, and Values SHARED? Mission: Why do we exist?What is our fundamental purpose?Vision: What must our school become toaccomplish our purpose?What is our compelling future?Values: How must we behave to achieve our mission?What are our collective commitments?
92 Building Block Clarifies Priorities Sharpens Focus Gives Direction Guides Behavior
93 Is the structure in place to promote COLLABORATION? TimeModelingFormat for MeetingFormat for ReportingProcess for Deciding on Work to be Done
94 COLLABORATIVE TEAM MEETING ProgramRequirementsData - Needsof StudentsSchool’sResourcesGrade Level or DepartmentTeam Meeting(Problem Solving)PlanningDeliveringMonitoringEffective Differentiated InstructionKathryn Howe & David Howe 200594
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 lifeOn state testsBig IdeasEssential Questions
96 How will we know when they have learned it? Common AssessmentsRepresent the most effective strategy for determining whether the guaranteed curriculum is being taught and, more importantly, learnedInform the practice of individual teachersBuild a team’s capacity to improve its programMore efficient than assessments created by individual teachersMore equitable for studentsFacilitate a systematic, collective response to students who are experiencing difficulty
97 How will we respond when they don’t learn? Shift from Teaching to LearningPre-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 Providing Learning Opportunities for ALL Children IntensiveInterventionTier IIIDifferentiatedInterventionTier IIDifferentiatedInstructionInstructional ContinuumResourcesInitialInstructionTier ITime98
99 How will we respond when they already know it?EnrichmentAcceleration
100 Establishing Learning Communities in a Challenging Environment “The Levey Middle School Story”
101 Levey Middle School A Classic Case of Dysfunction 97% African-American student population – Student population of 800+School-wide Title 1 eligibleOver 80% of students live in single female headed householdsAchievement scores well below state averages25% – 40% annual student turnover rateschool over 3000 disciplinary suspensionsschool year over 150 students failed two or more classes and were required to attend summer school65% of staff in their first, second, or third year of teachingschool year, third principal in three years
102 Year #1 Establishing Professionalism Collective Inquiry Establishing Shared Mission and VisionCreating Order
103 Teacher Curriculum Review Critical Data Choose Goals (No more than four/five)Identify best literature/research that helps increase staff ability to meet goalsDevelop study questions that applies the research to school’s current realityPrepare study guide for teachers and pace their curriculum for the entire school year
104 Study High-Achieving Schools and Research Relevant to Your School Use staff meetings as “learning centers”, not for announcements and triviaMake 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 SayersTie the information learned in your book studies to the vision for the schoolSuggested Reading: Nothing’s Impossible, Lorraine Monroe, Turning Points 2000, Anthony Jackson, Getting Started, Eaker, DuFour and DuFour, Transforming Schools, Zmuda and Kuklis
105 Establish PrinciplesEstablish 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 cultureBuild EfficacyWhat does he mean by Budgetary Justice?
106 Year #2 Ensuring that Students Learn Culture of Collaboration Pyramid of InterventionSchool-Wide Academic Focus
107 What do we want students to know? Identify “Essential Standards/Outcomes”Pace them per quarterIdentify instructional material necessary to ensure mastery of standards by the studentsI think we need to discuss bullet one.
108 How do we know if they have learned? Develop common assessmentsCommon assessments measure if students can performed the desired tasksCommon assessments should be given at least each quarter in each core subject matterCommon assessments should not exceed 25 questionsAssessments should be developed by the teachers that teach the contentAssessment questions should be similar to the modality used on the state assessmentAnthony does not believe in using District benchmark testing. He believes common assessment should be developed by teachers at the school level.
109 Collaborative Culture Develop teamsOrganize team structure and collaborationFind time in schedule and make collaboration a priorityDevelop protocol and guidance for teamsCollaboration must yield results
110 Pyramid of Intervention What do we do when students do not learn? Homework lunchIn-school tutorsStudent Support SpecialistAfter-school tutoringStudent Success PlanTitle 1 Summer InstituteUniversity Summer Program
111 School-Wide Academic Focus Develop school-wide themeDevelop school-wide mottoDevelop school-wide programs that support curricular areas of need, i.e., “Writing Month”
112 Year #3 Professional Development Refinement Action Orientation and ExperimentationConfronting Counterproductive BehaviorWork on Affective Needs
113 Action Orientation and Experimentation Development of pilot programs and innovations related to the staff members new level of proficiencyHip-Hop Literacy ProgramScreen Writing ClassBusiness Program and Levey Dollar Store
114 Work on Affective Needs Build relationship between the staff and students to strengthen the sense of school communityAnalyze affective offerings for students and adjust where necessaryDevelop a regular system for recognizing good teaching and building staff relationships
116 PLCs Where are we? Where are we going? Successes and challenges Resources and supportFacilitated discussion, resource sharing
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.I think this is when the district could discuss where they are as well.
118 Where Do We Go From Here? Worksheet School Improvement Goals Drive Team GoalsDescribe 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 DoingDuFour, Eaker, and Many
119 The Professional Learning Community Continuum Element of a PLCPre-Initiation StageInitiation StageDeveloping StageSustaining StageCreating a Focus on Results That Impacts Schools, Teams, and TeachersThere 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 DoingDuFour, Eaker, and Many
120 SMART Goals S Specific + Strategic M Measurable A Attainable R Results -OrientedT Time Bound
121 CompetenciesKnowledge (factual and experiential) + Skills = Competency
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.Activity
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 21st Century needschallenge 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.123123
124 “Giant Leaps” Unlikely CurrentPracticeChangesInPracticeThere will be no change in outcomes untilnew practices are implemented.
125 Are You Ready for the Change? is a PROCESS, not an eventis made by INDIVIDUALS first, then institutionsis a highly PERSONAL experienceentails DEVELOPMENTAL growth in feelings and skillsHord, S., Rutherford, W., Huling-Austin, L., & Hall, G. (1998) Taking charge of change. Austin, TX: Southwest Educational Development Laboratory.
126 Change Implications…Not Actual Change Initiatives First-Order ChangeWhen a change is perceived as:Second-Order ChangeAn extension of the pastA break with the pastWithin existing paradigmsOutside of existing paradigmsConsistent with prevailing values and normsConflicted with prevailing values and normsImplemented with existing knowledge & skillsRequiring new knowledge & skills to implement
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 effortFew changes are of the same magnitude to all stakeholdersLeaders must understand and accurately estimate the order of magnitude of their improvement initiatives for all stakeholders
128 Phases of Change Highly interdependent Not sequential….Recursive Phases are different for First and Second Order ChangesMcRel’s Balanced Leadership Framework
129 Create DemandLittle change occurs in any organization that is satisfied with the status quoCreate tension between the current reality and a preferred future to develop sufficient energy and motivation away from the status quoCreate a shared vision that challenges the current realityorClarify 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 ImplementRelentless focus on the quality, fidelity, consistency, and intensity of implementationLeaders 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 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.From CBAM…Concerns Based Adoption ModelJust means to clarify what the expectations are….best accomplished as a collaborative venture
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 valuesThese personal transitions often result in a response that is resistant to changeLeaders must be flexible in their approach and behaviors by being directive or non-directive as the situation/person warrants
133 Moving through the Change Stages of Concern0. AwarenessInformationalPersonalManagementConsequenceCollaborationRefocusingTake out animationHord, S., Rutherford, W., Huling-Austin, L., & Hall, G. (1998) Taking charge of change. Austin, TX: Southwest Educational Development Laboratory.
134 Planning for Change Awareness Level/Information Level Content: standards/rubric, school data1. How would you kick this off?2. Where would you start?Structures: faculty meetings, PLCs, SIT, PTA, Teacher Work daysActivity- Job Alike.
135 Monitor and EvaluateCollecting and analyzing data on the quality, fidelity, consistency, and intensity of implementationAssessing the impact of implementation on student achievementDetermining the impact of implementation on implementersAdjust leadership behaviors accordingly
136 The Evaluation Instrument Day 3The Evaluation Instrument
137 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
138 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 lesson138
139 DefinitionsPerformance Descriptors – The specific performance responsibilities embedded within the components of each performance standardPerformance Goals - Goals for improvement in professional practice based on the self-evaluation and/or supervisor recommendation139
140 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 evidence140
141 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 teacherPerformance Elements – The sub-categories of performance embedded within the standard141
142 Definitions:Artifact – 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 CertificationPTSAProfessional Learning Communities (PLC)Lesson PlansStudent Dropout DataTime: 9:45 -10:00 – Slides142
143 Performance Rating Scale Developing – Demonstrated adequate growth but did not demonstrate competence on standard(s) of performanceProficient – Demonstrated basic competence on standard(s) for performanceAccomplished – Exceeded basic competence on standard(s) of performance most of the time143
144 Performance Rating Scale Distinguished – Consistently and significantly exceeded basic competence on standard(s) of performanceNot 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.]144
145 Standard 1: Teachers Demonstrate Leadership 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.DevelopingProficientAccomplishedDistinguishedNot Demonstrated(Comment Required)Has knowledge of opportunities and the need for professional growth and begins to establish relationships with colleagues.. . . andContributes to the:Improvement of the profession through professional growth.Establishment of positive working relationshipsSchool’s decision-making processes as requiredPromotes positive working relationships through professional growth activities and collaboration.Seeks opportunities to lead professional growth activities and decision-making processes.Time 1:30 – 1:40 – Slides145
147 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 process147
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.148
149 Principal/AP Responsibilities Know and understand the North Carolina Professional Teaching StandardsParticipate 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 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 Pre-Observation Conference A pre-observation conference must occur before any 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
152 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
154 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
156 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.156
157 Self AssessmentYou 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 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 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
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 goalCheck your goal for SMART elements
161 Evidence Opinion observable & specific not influenced by the observer’s perspectiveobjectiveunambiguousdraws conclusionsinfluenced by the observer’s perspectivesubjectivemay be subject to debateTime: 10:15 – 11:15 – Standard 1 Activity
162 Language Analysis Making evidence based statements With an elbow partner:Review the statementsCircle the words or phrases that imply opinion and/or are left open to interpretationRewrite statements and make them evidence basedTime: 10:15 – 11:15 – Standard 1 Activity
163 Teachers are leaders in their classrooms. Making it Real - Standard I Pre-Observation Conversation Note Taking GuideTeachers are leaders in their classrooms.Teachers demonstrate leadership in the school.Teachers lead the teaching profession.Teachers advocate for schools and students.Teachers demonstrate high ethical standards.Time: 10:15 – 11:15 – Standard 1 Activity
164 Making it Real - Standard I 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 DAs a table discuss the paired resultsUsing the ethics policy identify with your group 1 or 2 areas that might be unknown to teachers.
165 Making it Real - Standard I 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.
166 Standard V – Building Teacher Self-Awareness This standard will:Help teachers begin to use evidence-based languageSupport the overall purpose of the rubric as a growth modelDiminish subjectivity and emotion from the post observation conferences & summary evaluation
167 Making It Real: Standard V Read the dialogue for standard 5 silentlyIn table groups, use the chart paper to record the following:The rating you would give the teacher2-3 rewritten teacher statementsTwo rewritten paraphrasing statements (principal)Three clarifying questions the principal could have askedPost your recordings on the wallTime: 8:30 – 8:45 – Meet and Greet reflecting on Day 2Cheryl or SteveTime: 8:45 – 9:45 – Standard V Activity
168 Standard V: SummaryTeacher Self Assessment depends on clarity of communicationEvidence-based conversationsPrincipal supports teacher awareness of self-reflective behaviorDistrict plans need to emphasize opportunities for professional growth
170 DPI Web Site 1 day ppt 2 day ppt 3 day ppt All forms, materials, videosAdditional resourcesCoaching Training
171 E-Learning for Educators A Partnership with DPI, LearnNC, UNC-TV,The Friday Institute, NCVPS, EDC and 8States.Our goal is to create and provide professional learning opportunities for administrators and teachers, aligned to the standards.The Principal StoryPlay CD for introduction-if time permits
172 Day 4Putting It All TogetherHow Can We Help?SBE-Community
173 Deployment Plan Summer 2009 Fall Winter Spring Summer 2010 To Leadership AcademyTeacher evaluationInstrument trainingPlan pd for staffBuilding capacity at the schoolForm school basedleadership teamsBegin to build capacity using the standards and rubricUse faculty meetings, PLC meetingsSchool based leadership team attends one day trainingContinue to provide staff developmentMeet with Team to plan for training at schoolContinue district-professional developmentContinue to participate in school based pdProvide a one day training sessions for all staff on the evaluation instrumentUse the One day PPTProvide follow up sessions as neededAttend the one day training sessionMeet with admin for follow up supportEnsure staff have understanding of the new evaluation systemPlan observation scheduleAttend Leadership Retreat: “Coaching”Become familiar with self assessment toolReview standards and rubricAttend NCAE training if neededPRINCALSToTEACHRS
174 Calendar for Deployment School-based Team trainingFaculty Meeting Kick offBy December Faculty MtgBy MarchSpring Training
175 Pacing Aug school team formed Sept school teams trained (1 day) Oct-first faculty mtg: share standardsNov-share rubricJan-school team prep for trainingMar-train all teachersSummer-follow upavailable for teachersSummer Leadership retreat; Coaching
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.Prioritiesprovide high-quality instruction to all studentsimplement systematic prevention and intervention strategiesmake effective use of new technology to develop students’ 21st Century Skills
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 backgroundsfully implement teacher and executive standardsfully implement Professional Learning Communitiesdevelop and implement a comprehensive professional development planprovide high quality working conditions
178 Strategic Leadership Revisit SIP with data Share PLC goals Update school goalsShare plans to build capacityPrincipal Goals- SD IISIP updatedPD planned for the school yearAll documents alignedResult: All documents aligned
179 Virtual Professional Development Improving Learning: One Principal at a Time