1. Evaluating the 21st Century Educator with Fidelity School Executive Training Pitt County Schools January, 2012

2. Before We Begin… Visit: Add this wiki space to your favorites
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Download and save the presentation and handouts found under “Region 1 Events”
Username: Principaldemo (Any number 1-40)
Password:

3. Can We Agree? To be actively involved Value differences
Agree to disagree
Listen
Don’t take it personally
Be honest
Stay focused on established purpose and
goals
Refrain from conducting side bar
conversations

4. Our Agenda Welcome, introductions, agenda overview
Assess your Understanding of Fidelity
Discuss Inter-Rater Reliability
Complete an Abbreviated
Observation
Discuss the 21st Century
Classroom/Teacher
Answer Questions
Complete the Ticket out the Door

5. Activity Imagine you are in the classroom of a highly effective
teacher.
What would you see?
What would you hear?
What would the students be doing or saying?
At your table:
Discuss and record your thoughts on the chart paper
provided.
Would you be able to match these to the standards?
Tables will record on chart paper and share

6. North Carolina Professional Teaching Standards
STANDARD I: Teachers demonstrate leadership.
STANDARD II: Teachers establish a respectful environment for a diverse population of students.
STANDARD III: Teachers know the content they teach.
STANDARD IV: Teacher facilitate learning for their students.
STANDARD V: Teachers reflect on their practice.
STANDARD VI: Teachers facilitate academic growth.
Let’s have a quick review of the standards before we delve into them more deeply.
St. 1 - Leadership in and beyond the classroom. Teachers take responsibility for all students’ learning and use data to drive instruction. They establish a safe learning environment. They strive to lead the profession and serve as an advocate for students.
St. 2 - Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults. They embrace diversity, treat students as individuals, adapt their teaching, and work collaboratively.
St. 3 - Teachers align their instruction w the NCSCOS, know their content, and teach relevant, connected lessons.
St. 4 - Teachers understand learning, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.
St. 5 - Teachers analyze student learning and think critically about learning in their classrooms. They seek appropriate pd that matches their professional goals, and they are active learners.
When you are finished sharing the posters, you can talk about standard 6. Use this if you would like:
This is the newest standard, and there is much more work underway to determine how this standard will be measured.
While principals should, of course, always be looking for evidence of student learning, there will be no “observation-based” component to Standard Six. Some are concerned that the sixth standard means more work for principals. It really doesn’t since the rating will be based squarely on data that are collected and aggregated by the state.
Here is some help for responding if there are questions: (Tread carefully here…and remind principals not to shoot the messenger!)
This info was on the Superintendent's update from Dr. Atkinson and I think it provides a good "blurb" to include somewhere in our training. Teacher Effectiveness: Sixth Standard Update - Effective this school year, the State Board of Education has added a sixth standard to the Teacher Evaluation Instrument. A teacher’s rating on the sixth standard will be based on whether a teacher’s students meet growth expectations, exceed growth expectations, or fail to meet growth expectations. An average of three years of student growth information will be used to determine the teacher’s rating. Only teachers with three or more years of data will receive a formal rating on the sixth standard, although principals are encouraged to discuss any student growth information with teachers. For the school year, there will be no state-mandated consequences for teachers based on their sixth standard rating. The sixth standard requires no change to the evaluation process during the school year. The standard will be automatically populated through the use of three years of data points on student growth. Principals and other classroom observers do not need to take additional action during the year to ensure that data is included. Detailed webinar information will be included in the next communication. For additional information please contact Jenn Preston, Race to the Top Project Coordinator for Teacher Effectiveness, at

7. Performance Rating Scale
Consistently and significantly exceeded basic competence on standards of performance
Distinguished
Not Demonstrated
Did not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance
*Requires documentation
Knowledge and skills replicated
Exemplar of performance
Exceeded basic competence on standards for performance most of the time
Accomplished
Innovation + High Performance
Demonstrated basic competence on standards of performance
Proficient
Solid, effective application + success
Demonstrated adequate growth during the period of performance, but did not demonstrate competence on standard(s) of performance
Developing
Never demonstrated
Skill not mature or unsuccessful 7

8. The developing teacher tells The proficient teacher explains
The developing teacher tells The proficient teacher explains The accomplished teacher demonstrates The distinguished teacher inspires

9. Standard I: Teachers Demonstrate Leadership Activity
Identify the descriptors for Standard 1
List examples of evidence that would illustrate a teacher who is rated from developed to distinguished
Things to remember:
The levels are cumulative across the rows of the rubric
List teacher and students behavior
It may be helpful to divide your paper into 4 quadrants
Share with the group
Principals work in teams of three or four and come up with their ideas on chart paper

10. Standard I Teachers Demonstrate Leadership
Element A
Teachers lead in their classrooms.
Developing
-Has assessment data available and refers to it to understand
the skills and abilities of students
‐ Accesses data from district assessments
‐ Has written classroom management plan
available and posted
-Links lessons to prior learning
-Has college displays
-Clarifies that passing is necessary for
graduation
-Assumes responsibility for student
achievement/proficiency/growth

11. Standard I Teachers Demonstrate Leadership
Proficient
‐ Uses a variety of formative and summative assessments to
evaluate student progress and guide instruction
‐ Data analysis guides lesson plans, activities, and group
assignments
‐ Communicates vision to students
‐ Enforces the written classroom management plans
‐ Reshapes instruction to fit needs of individual students
- Provides extra assistance to students as needed
- Refers to current events
- Relates instruction to preparation for life
Continually encourages students to graduate and plan for
college/career
-Correlates best instructional practices with progress of students to
ensure student college and career readiness
-Generates data driven interventions to support student mastery
of and concepts taught

12. Standard I Teachers Demonstrate Leadership
Accomplished
‐ Uses portfolios, rubrics, and other types of assessments
to evaluate progress
‐ Uses protocols for collaborative activities
‐ Includes real‐life situations and 21st century skills in
lesson plans
-Discusses impact of current events
‐ Provides leadership opportunities in classroom
‐ Vision is communicated/modeled to produce student
leaders in the classroom
‐ Differentiates instruction and assignments based on data
-Creates processes and procedures to align best practices
and data driven interventions to facilitate replication of
best practices among peers

13. Standard I Teachers Demonstrate Leadership
Distinguished
-Analyzes data with colleagues to make decisions about student
needs and instructional planning
-Maintains accurate records of every student's progress
-Establishes procedures to ensure that all students participate in
discussions and share roles in group work
‐ Facilitates workshops at the school level to ensure all students
succeed by using best practices connected to student data
‐ Leads school wide workshops on how to differentiate
instruction and assignments based on data and/or how to
create a safe and orderly learning environment
-Demonstrates processes and procedures to align best practices
and data driven interventions to colleagues and coaches peers
for implementation of best practices
-Leads school and district PLCs in collaborative work to support
teachers and improve effectiveness

14. Classroom Observations
The Quick Visit

15. Elements of the “Quick Visit”
Content
What are the students learning? How are students making sense of the content?
NCPTS3: Teachers Know the Content They Teach
Alignment
How does this learning connect to standards?
NCPTS 4: Teachers Facilitate Learning for Their Students
Strategies
What are the students and teacher doing?
What approach are students using to attack and/or solve problems?
NCPTS2 : Teachers Establish a Respectful Environment for a Diverse Population of Students
Impact
How does it maintain student interest and attention? Describe the impact of the
strategy on students. What misconceptions do students hold and
where do those misconceptions originate?
Classroom Videos
Public Lessons
Area and Perimeter
Problem 1

16. Let’s Practice with Standard 4
Locate Standard 4 and the descriptors
View the video
Record evidence that supports Standard 4
Discuss your observations with your table
The elements of a “quick visit”
Area and Perimeter Problem 2
Continue with lesson and have principals record additional information.
Ask them to talk around their table to see what common thing they recorded about the lesson.
Answer the question: “What did you observe that showed how students interact with each other?”

17. Table Activity As a group: Go to the McRel demo site
Username: Principaldemo (any number 1-40)
Password:
Open a “New Observation”
Complete an Abbreviated Observation using the rubric
Use the “Checking Evidence” guide to review the evidence collected by your group
Discuss and share your impressions with the group
After the video- as a table group they will record their comments using McRel. Standard 4 only-

18. Checking Evidence
Use the self-check questions to review your evidence collection
Have I recorded only facts (not my opinion)?
Is my evidence relevant to the criteria being examined?
Whenever possible, have I avoided using words such as few, some, most with numbers?
Have I used quotation marks when quoting a teacher or student?
Does my selection or documentation of evidence indicate any personal or professional biases?

19. 5 Minute Break

20. The 21st Century Classroom
Does it really matter?

21. Exploring 21st Century Student Attributes
Sit with your preferred level
Elementary (Future Ready Elementary Student “Nicky”)
Middle (Future Ready Middle School Student)
High (Future Read Graduate)
Identify 3 attributes found on your 21st century learner
Discuss the “teaching” necessary to develop each attribute (What would you see in the classroom?)
Chart and share with the group

22. The P21 Framework Student Outcomes Support Systems
North Carolina is one of the partner states in the development and implementation of this framework for 21st Century Skils. The Partnership for 21st Century Skills (P21) has developed this framework. This graphic highlights our work today. We are concerned with the student outcomes represented by the rainbow section of the graphic. The outcomes include the content areas and interdisciplinary themes, and the 21st century skills.
Mention that this is also the basis for the North Carolina Educator Evaluation System process.
Participants should be able to access this document which offer definitions of the outcomes to be addressed during this workshop:
Ask for a show of hands – how many of you are familiar with this framework? (PD Leads – base your discussion of the next few slides on the responses of the audience.)

23. Learning and Innovation Skills Information, Media & Technology Skills
Global Awareness
Life and Career
Skills
Learning and Innovation Skills
FEBE
Literacy
Health
Literacy
Civic
Literacy
Financial
Econimics
Business
Entrepreneurial
Information, Media & Technology Skills
The 4
C’s
NCAE.org

24. 21st Century Classroom Observation Tools
At your table,
Review the observation tool
Discuss the following:
1. How could you use this for a classroom walk through?
2. What would you add or delete from this tool?
3. How could this 21st century observation tool be used across the district to help with fidelity?
Identify the best use of 21st century skills that you have observed during your last observation.
Post your thoughts on Wallwisher

25. Harness Your Students’ Digital Smarts
Tell participants that they will be watching a 4 and a half minute video that highlights how a teacher in rural Georgia integrates several 21st century skills into her daily instruction.
Let them know that they will have some reflection questions to answer while they are watching the movie. Show the next slide with the questions on it.
Click the picture to link to the video. If your internet connection is slow, you may want to bring this up in the background before the presentation starts so that you don’t have to wait for it to buffer.
After the video, table talk about answers to questions.
How does this teacher respect the needs of 21st Century learners?
How is she an example of a 21st Century educator?
How do students in the video demonstrate the 4 C’s?
What types of literacies did you observe in this video? Why are they important?
How does the teacher create an environment that requires students to think critically?
How does this teacher prepare students to be globally competitive?

26. Assessing Your Technology Knowledge
At your table discuss the following questions:
What are some of your own needs in managing information?
What do you know about digital tools?
How might digital tools help you in your work?
How can digital tools be valuable for students?

27. Assessing Your Technology Knowledge
Work in groups of three
Match the “Needs” cards with the “Solution” cards
Share your thoughts
Examine “free web tools”

28. School Assessment Activity: MILE Guide Self-Assessment Survey
Each individual team member should complete this self-assessment for closure that would allow each individual to self-assess his/her development with regard to competence with the 21st century skills. This could be used as an exit ticket that would give us information about what the needs are for further PD around 21st century skills.
We could go through this survey as a large group and remind participants that this is something that can be used with their teachers. At the end, there is a diagnosis and suggestions for where you could go.

29. Here are two suggested readings.

30. Your feedback is important to us!
Reflection
Visit:
Complete the ticket-out-the-door by clicking on the link provided.
Your feedback is important to us!

31. Contact Information
Beth Edwards, PD Lead, Region 1 (252) Dianne Meiggs, PD Lead, Region 1 (252)
Change this to reflect your PD leads.