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Evaluating and Supporting Teacher Success NNRPDP, Hansen.

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Presentation on theme: "Evaluating and Supporting Teacher Success NNRPDP, Hansen."— Presentation transcript:

1 Evaluating and Supporting Teacher Success NNRPDP, Hansen

2 Awareness, Readiness & Dissemination Validation Study (V.S.) SY 2013 – 2014 Awareness, Readiness & Dissemination Validation Study (V.S.) SY 2013 – 2014 Transition Moving to New Educator Performance Framework SY 2013 – 2014 (V.S. Schools) SY 2014 – 2015 (All Schools) Transition Moving to New Educator Performance Framework SY 2013 – 2014 (V.S. Schools) SY 2014 – 2015 (All Schools) Implementation Putting the New Educator Performance Framework Into Practice SY Implementation Putting the New Educator Performance Framework Into Practice SY Transformation Continuously Refining how Educators are Valued and Supported SY 2014 and Beyond Transformation Continuously Refining how Educators are Valued and Supported SY 2014 and Beyond NEPF Timeline

3 As a system, before talking about what NEPF is and the challenges we will face implementing it, perhaps we should explain why… Why is there an attempt to create such a high stakes evaluation system? NNRPDP, Hansen

4 There is urgency for change! NNRPDP, Hansen

5  Are likely to earn only thirty-six cents for every dollar earned by a high school graduate (U.S. Census Bureau, 2009)  Will be less employable in a volatile job market (Bureau of Labor Statistics, 2009) NNRPDP, Hansen

6 Across the United States, 82% of prison inmates are dropouts (Ysseldyke, Algozzine, & Thurlow 1992) NNRPDP, Hansen

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8 --USA Today NNRPDP, Hansen

9 "Human capital is perhaps the single most important long-term driver of an economy," "Smarter workers are more productive and innovative. It is an economist's rule that an increase of one year in a country's average schooling level corresponds to an increase of 3 to 4 percent in long-term economic growth. Most of the value added in the modern global economy is now knowledge based." -Rebecca Strauss, associate director for CFR's Renewing America publications. NNRPDP, Hansen

10 “By adopting the CCSS, Nevada launched one of its most comprehensive school improvement and economic development efforts ever.” “The standards will also strengthen the state’s workforce and economy as more students graduate from high school with the knowledge, skills and ability needed to succeed in a new economy…” -Dale Erquiaga, Nevada Superintendant of Public Instruction NNRPDP, Hansen

11  Will be five to eight times more likely to be incarcerated than a college graduate (McKinsey & Company, 2009)  Will be more prone to ill heath and will live a shorter life; a college graduate is projected to live ten years longer than a student who drops out of school at sixteen (Kolata, 2007) NNRPDP, Hansen

12 We used to say, “Times, they are a changing” They’ve already changed! Google Car:  UUE UUE  Google Glasses: U9M4 NNRPDP, Hansen

13 In the 21 st century, because of the rapid advancement in technology, the world is shrinking. Our kids will be competing against kids from across the world for jobs that we can’t yet predict. NNRPDP, Hansen

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15  Deep literacy skills  Technological literacy  Tailoring learning to meet individual needs  Economic competition for jobs and globalization of economies.  The need for children to critically think/synthesize vast amounts of info/solve complex problems/collaborate/be creative. NNRPDP, Hansen

16 What’s your reaction? Is there urgency for change? What is your “push back”? NNRPDP, Hansen

17 1. What gets taught (CCSS) 2. How well it gets taught (Teacher Evaluation and Improvement, NEPF) NNRPDP, Hansen

18 1. What gets taught (CCSS) 2. How well it gets taught (Teacher Evaluation and Improvement, NEPF) What are the opportunities that exist as a result of these reforms? NNRPDP, Hansen

19 “While you can play along the edges with structural changes, the core business of education is teaching.” -Alan Bersin, Former San Diego Superintendent NNRPDP, Hansen

20 NEPF AdministratorsTeachers High-leverage Instructional Leadership Standards Professional Responsibilities Standards Student Outcomes High-leverage Instructional Standards Professional Responsibilities Standards Student Outcomes

21 BUILDING COMMON AWARENESS ADVANCING COMMON UNDERSTANDING UTILIZING COMMON LANGUAGE SEEING COMMON PRACTICES     “NEPF” Common Continuum of Expectations

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24 To reach the levels of CCSS, teacher practice is going to have to change. NEPF and CCSS go hand and glove in implementation. NNRPDP, Hansen

25 Standards Across Disciplines (H/O#1) New learning is connected to prior learning and experience Students engage in meaning-making through discourse and other strategies Students engage in metacognitive activity Assessment is integrated into instruction Learning tasks have high cognitive demand for diverse learners NNRPDP, Hansen

26 High-Leverage Leadership Standards Creating and Sustaining a Focus on Learning Creating and Sustaining Productive Relationships Creating and Sustaining Structures Creating and Sustaining a Culture of Continuous Improvement 6

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28 Current level of Instruction SkillSkill Improved Instruction Culture LeaderLeader To effectively use the new evaluation tool as a lever to change instruction in order to reach the rigor level demanded by CCSS, it will take leaders with a high level of leadership skill. “Give me a lever long enough and a fulcrum on which to place it, and I shall move the world.” -Archimedes Student Learning at CCSS level Evaluation Framework NNRPDP, Hansen

29 Current level of Instruction SkillSkill Improved Instruction Culture LeaderLeader To effectively use the new evaluation tool as a lever to change instruction in order to reach the rigor level demanded by CCSS, it will take leaders with a high level of leadership skill. “Give me a lever long enough and a fulcrum on which to place it, and I shall move the world.” -Archimedes Student Learning at CCSS level Evaluation Framework Key #1 Key #2 NNRPDP, Hansen

30 “Culture trumps Strategy any day.” –Ray McNulty Innovation or Transformative Change will not take place in a toxic culture Culture is the foundation upon which we build strategies and structures. NNRPDP, Hansen

31 Two of the keys to successfully implementing organizational change are:  A positive Culture characterized with high levels of organizational trust  High capacity of Instructional Leadership NNRPDP, Hansen

32 School level leaders have to simultaneously become: Instructional Leaders and Change Agents! They must be able to lead the following:  Building positive cultures of trust  Adopting and Implementing new Standards ◦ Unwrap standards ◦ Identify Essential Learning ◦ Build Assessments  Observation and Evaluation ◦ Coaching and mentoring teachers  Leadership isn’t exclusive to Principals!!! They will have to be able to walk the a walk not just talk the talk. Instructional Leader NNRPDP, Hansen

33 “Clarity precedes competence” -Rebecca DuFour “Clarify expectations in order to liberate hope.” -Steve Constantino If cultures are struggling or an initiative struggles to gain traction, lack of clarity in regards to expectations is a good culprit to look for. So… What are the expectations? NNRPDP, Hansen

34 In regards to NEPF, how can we support the: 1. Training of Teachers so that they understand the standards? 2. Implementation of the instructional shifts represented in the standards? How can we help those whom we lead not feel overwhelmed by “one more thing”? NNRPDP, Hansen

35 In regards to: NEPF-  Can you describe what good teaching looks like?  Can your teachers describe it?  Do your descriptions match?  Is there clarity among all involved? NNRPDP, Hansen

36 Let’s get familiar with the standards! NEPF Website and passwords development/index.htm Username: Nevada Password: nevinstruct NNRPDP, Hansen

37 In regards to: NEPF-  Can you describe what good teaching looks like?  Can your teachers describe it?  Do your descriptions match?  Is there clarity among all involved? NNRPDP, Hansen

38 In regards to: CCSS-  Can you describe what needs to be taught/learned?  What artifacts do you point to when on-boarding a new teacher?  Can your teachers describe what needs to be taught/learned?  What role do collaborative teams play in this process?  Do your descriptions match?  Is there clarity among all involved? NNRPDP, Hansen

39 In every group where a challenge exists a leader will emerge. The leader is usually the one that can frame the problem without placing blame. NNRPDP, Hansen

40 What are the opportunities? NNRPDP, Hansen


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