1. Transformation and Teacher Evaluation Standards March 28, 2012 1

2. NC RttT Change Strategy TurnaroundTransformation RestartClosure Comprehensive Needs Assessment District Coaching Leadership Coaching Instructional Coaching

3. WHICH REFORM MODEL IS YOUR SCHOOL IMPLEMENTING? 3

4. NC RttT Change Strategy Turnaround 13 Transformation 95 Restart 1 Closure 9 Comprehensive Needs Assessment District Coaching Leadership Coaching Instructional Coaching 4

5. School Closure Reassign to HIGHER performing school Schools: 1 in Hyde 1 in Pitt 1 in Scotland 2 in WS-Forsyth 4 in CMS 5

6. Restart CMO/EMO May use Turnaround or Transformation Strategies Schools: 1 in Weldon 6

7. Turnaround – 13 Schools 7 Same twelve components of Transformation but school must replace at least 50% of the staff Schools 9 in CMS 1 in Guilford 1 in WS-Forsyth 1 in Hickory City 1 in Gaston

8. Transformation – 95 Schools Teachers and Leaders (1-4) Replace principal (1) Implement new evaluation system that uses student growth (2) Identify and reward staff who are increasing student outcomes; support and then remove those who are not (3) Implement strategies to recruit, place, and retain staff (4) Instructional and Support Strategies (5-7) Select and implement an instructional model based on student needs (5) Provide job-embedded professional development designed to build capacity and support staff (6) Ensure continuous use of data to inform and differentiate instruction (7) Time and Support (8-10) Provide increased learning time (8) Provide ongoing mechanism for community and family engagement (9) Partner to provide social-emotional and community-oriented services and supports (10) Governance (11-12) Provide sufficient operating flexibility to implement reform (11) Ensure ongoing technical assistance (12) 8

9. HOW IS RACE TO THE TOP HELPING SCHOOLS MEET THESE COMPONENTS? 9

10. Regional Leadership Academies: Goal: use case studies in effective leadership and intensive administrative internships to train new principals to lead turnaround efforts in low-achieving schools Implementation: There are three regional leadership academies: the Northeast Leadership Academy, the Sandhills Leadership Academy, and the Piedmont- Triad Leadership Academy. 10

11. Teach For America Expansion: Goal: increase the number of Teach For America corps members placed in the State’s northeastern region Implementation: Some empirical evidence shows that Teach For America’s preparation model produces more effective teachers than other training methods. Race to the Top provides funding for Teach For America to bring over 200 additional corps members to the northeast. 11

12. North Carolina Teacher Corps: Goal: provide trained teachers to serve in high-needs subject areas and grades in low-achieving LEAs not served by Teach For America Implementation: Three DPI staff members will complete the planning year for the NCTC, including the design of a recruitment strategy, establishment of relationships with partner LEAs, creation of pathway to licensure, and development of training and support model. Next year, 100 corps members will enter classrooms in partner LEAs. 12

13. New Teacher Support Program: Goal: provide intensive support to new teachers in the State’s low-achieving schools Implementation: The program began in four regions this summer and will expand to serve all eight regions in the 2012 – 2013 year. Participating teachers attend a week-long “boot camp” that focuses on classroom management, goal-setting, building community relationships, and long-term, unit and daily lesson planning. Teachers receive support from coaches during the school year. 13

14. High Growth Incentive: Goal: provide incentive to all T.A.L.A.S. schools Implementation: All certified employees at a school on the T.A.L.A.S. 118 list that makes “HIGH GROWTH” will receive a $1,500 bonus ($750 if employee is no longer at the school). 14

15. Recruitment Incentive Funding: Goal: offer incentive to teachers to teach at low- achieving schools in Hertford, Lenoir, Edgecombe, Halifax, Weldon City, Vance, Hoke, Thomasville City, Anson, and Rowan-Salisbury Implementation: Every new teacher who holds a Standard Professional II license who begins work at one of the selected low-achieving schools will receive a voucher for approximately $5,770 every year they are employed at the low-achieving school until 2013- 2014 to use toward housing, student loan payments, or additional education pursuits. 15

16. What’s Around the Corner? March –Regional READY Meetings –Professional Development for School Leaders Session #5 on March 29 th As a principal how do you manage a significant change in standards and a new accountability system while you are also trying to implement all the components of the U.S.E.D model? April –U.S.E.D. North Carolina Race to the Top April 4 th & April 5 th visiting schools and districts 16

17. LITERACY REVIEW 17

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21. Guiding Questions What processes did you use to implement your literacy plan? Discuss communication tools used to create a common understanding of your literacy plan. Share something about your literacy plan that seems most beneficial to the growth of literacy in your school. 21

22. Effective Literacy Plans  Clearly-Defined Literacy Goals  Assessment Data to Drive Planning and Instruction  Levels of Intervention Based on Student Need  High-Quality Instructional Approaches and Materials  Sufficient Time for Literacy Instruction and Support  Professional Development  Timeline  Resources  Leadership 22

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24. WELCOME TO TODAY’S PROFESSIONAL DEVELOPMENT! WEBSITE: http://transformingschools.drupalgardens.com/nodehttp://transformingschools.drupalgardens.com/node To download all related templates. Feel free to modify and use them with your school community! 24

25. THE LEARNING CYCLE THROUGH: RIGOR, RELEVANCE, ENGAGEMENT & LANGUAGE AMPLIFICATION 25

26. Outcome 1.The principal will identify rigor, relevance, engagement, differentiation, and language amplification. 2. The principal will be able to model and coach best practices as an instructional leader. 26

27. Learning Cycle Curriculum Assessment Instruction 27

28. Revised Bloom’s Taxonomy 28

29. Revised Bloom’s Taxonomy Remembering Understanding Applying Analyzing Evaluating Creating Broad and Shallow Ideas: Narrow and Deep Ideas: 29

30. Kratz Video Targeting: Rigor Relevance Engagement Differentiation Language Amplification http://www.youtube.com/watch?v=_uOncGZWxDc www.kaganonline.com 30

31. Tally Sheet for RBT Use Tally sheet with Kratz Video 31

32. Table Talk and Making Connections Share with table partners about the video through the RBT lens. 32

33. Language Amplification of: Engagement 33

34. TODAY’s Language Amplification NORMS: Full Sentences Proper English Repeat or Re-phrase Responses Tell me MORE Full of DETAILS! 34

35. Strategies www.kaganonline.com FOCUS STRATEGY: –Numbered Heads Together Scaffolding Numbered Heads with: –Neighbors Gossip 35

36. Neighbors GOSSIP 36

37. Neighbors Gossip of Kratz Video Musical Round the Room Action Thermometer Numbered Heads Think Pair Share Neighbors Gossip 37

38. 12/8/2015 Front: Question Stems 1.WHAT is the title of the book? 2.WHO were the main characters in the story? 3.HOW did the story end? 4.WHICH….? 5.WHEN….? Back: Rubric for Responses 1.Uses full sentences. 2.Includes 2-4 related facts. 3.Provides clarifying details. 4.Makes clear connections to prior learning. RBT Cards 6 cards: 1 per taxonomy component 38

39. Neighbors Gossip using RBT: Two-sided Cards: Kratz Video Remembering QUESTIONS 1.WHAT is the title of the book? 2.WHO were the main characters in the story? 3.HOW did the story end? 4.WHICH….? 5.WHEN….? Remembering Answers RUBRICS 1. Uses full sentences. 2. Includes 2-4 related facts. 3. Provides clarifying details. 4. Makes clear connections to prior learning. 39

40. Neighbors Gossip: Kratz Video UNDERSTANDING 1.Can you EXPLAIN why the…. did…? 2.Can you CLASSIFY all of the … in the story? 3.Can you DEMONSTRATE how to do …? 4.What facts or ideas SHOW? 5.EXTEND THE… 6.ILLUSTRATE… UNDERSTANDING 1.Which statements SUPPORT….? 2.Can you EXPLAIN what the author meant by….? 3.How would you SUMMARIZE…? 4.How will you REPHRASE this statement…? 5.Can you INFER why the character did…? 6.What EVIDENCE IS THERE OF …? 7.Can you EXTEND the ending? 40

41. Neighbors Gossip: Kratz Video APPLYING 1.How would you SOLVE…? 2.How would you ORGANIZE and DEMONSTRATE…? 3.What EXAMPLES can you find of…? 4.SELECT… 5.BUILD… 6.UTILIZE… APPLYING 1.What other way could you…? 2.Make use of these facts to build… 3.What elements of the story would you choose to…? 4.What questions would you use in an interview with…? 5.CONSTRUCT… 6.EXPERIMENT WITH… 7.APPLY…. TO… 41

42. Break! Please be back in 15 minutes. Sit in groups of 4. 42

43. Numbered Heads Together: Analyzing, Evaluating, Creating using Kratz Video Cooperative Teaching Tool Used to: Amplify Language Increase Rigor Add Relevance Provide opportunities for Differentiation Develop Leadership Skills Promote Engagement 43

44. Numbered Heads Together ROLES: 1.Scribe, note taker, recorder 2.Encourager (speak up – step back) 3.Rubric checker 4.Spokesperson, reporter 44

45. Numbered Heads Together Revised Bloom’s Taxonomy: ANALYZING 45

46. Revised Bloom’s Taxonomy 46

47. Thinking Map Reflection: Strategy: RBT Cards, Neighbor’s Gossip, Numbered Heads, Musical Round the Room, Action Thermometer, Think Pair Share RigorRelevanceEngagementDifferentiation Language Amplification DIRECTIONS: 1.Within your group, select ONE of the Strategies. 2.Jot down your thoughts as to how your “Selected Strategy” increases these five components of quality instruction. 47

48. Post-Tally Sheet for RBT Use Tally sheet with Kratz Video 48

49. Walkthrough Visits with STC Using RBT Tally Sheet Guiding Questions: How will you use these data with your teacher(s)? What support can you provide teachers who need additional support utilizing RBT in classes? 49

50. RBT Tally Sheet to use with your STC 50

51. Consistent Practice leads to: Greater Understanding Greater Understanding leads to: Increased Proficiency Increased Proficiency leads to: Expanded and more rigorous THINKING! Be DELIBERATE & PERSISTENT! Implementing CHANGE with Fidelity & High Level of Implementation 51

52. Learning Cycle Curriculum Assessment Instruction What is the RELATION between: Rigor, Relevance, Engagement & Language Amplification and the Learning Cycle? Table Talk: Insights and Reflections Challenges and Worries Solutions and Next Steps Best Ideas from today How will I use / implement these ideas at my school? 52

53. Think & Share 53

54. Above and Beyond Video http://www.youtube.com/watch?v=7KMM387HNQk 54

55. Using the NCTEP to Impact Student Achievement NCTEP as the basis for instructional improvement 55

56. What is Essential to Student Achievement? Standards Based InstructionStandards Based Instruction RelationshipsRelationships Engaged LearnersEngaged Learners AssessmentAssessment http://www.marzanoresearch.com/products/catalog.aspx?group=107 Barley, Z., Lauer, P. A., Arens, S. A., Apthorp, H. S., Englert, K. S., Snow, D., & Akiba, M. (2002). Helping at-risk students meet standards: A synthesis of evidence-based classroom practices. Aurora, CO: Mid-continent Research for Education and Learning. 56

57. Rubric Activity Where in the rubric do we find it… Standards Based RelationshipsEngagementAssessment 57

58. What would you see in a highly effective classroom? What might you see in the classroom that could be an indication of the four elements of effective instruction? Standards Based RelationshipsEngagementAssessment 58

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60. What does it look like? I Can Statements, Essential Standards, Learning Objective Does the student know the intended outcome? Does the teacher know the intended outcome? Is the intended outcome aligned to the SCOS or Pacing Guide (Is the Pacing guide aligned to the SCOS)? Cheat sheets for principals--flip charts, access to internet, sharing web site bookmarking http://www.mentoringminds.com/stor e/Common-Core- Standards/Elementary-Flip- Charts/Kindergarten-Common-Core- Standards-Flip-Chart/941 60

61. Conferencing Questions Designed with Intentionality The evaluator uses the conference time as an opportunity to: ask questions that provide an understanding of the teacher’s developmental level. ask questions that facilitate an accurate evaluation. develop an awareness of the support needed by individual teachers. communicate high expectations for teachers. –Integrating literacy, Bloom’s Taxonomy clarify inaccuracies or misunderstandings in pedagogy, instructional best practice, or expectations. 61

62. Questions Designed with Intentionality Standard III a Examples How do you use the Essential Standards/Common Core in your planning? Do you use a pacing guide? What has been the most difficult aspect of transitioning to the new standards for you as a teacher? 62

63. The Post Conference An opportunity for instructional improvement and mini Professional Development. Review questions that might be used in the post conference. Make changes and comments on rubric as you post conference. Indicate on rubric, support and suggestions for improvement. Major issues should be indicated in professional growth plan, monitored, directed, or action. 63

64. Your turn! Design your own questions Write your own questions that are designed to establish high expectations and indicate a teacher’s level of practice in… Standards Based RelationshipsEngagementAssessment Indicate the standard and the element beside each question. 64

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66. TOOLS TO QUANTIFY OBSERVATIONAL DATA 66

67. Question Stem Analysis Resource http://tpri.wikispaces.com/file/view/05-2Bloom-16-17+Stems+for+Instruction.pdf RememberUnderstandApply *Who? *Where? *What happened after? *Can you name all the... ? *State in your own words. *Give an example. *Select the best definition. *Outline... *Choose the best statements that apply. *Draw a story map. *What was the main idea? *What questions would you ask of... ? AnalyzeEvaluateCreate *What’s fact? Opinion? *What does the author believe? *If... happened, what might the ending have been? *The least essential statements are... *Find the errors. *Is there a better solution to... ? *What changes to... would you recommend? *Defend your position about... *How many ways can you... ? *How would you test...? *Propose an alternative. *Can you design a... to... ? 67

68. How do we measure engagement? liketoread.com Karen Haag 68

69. Tracking Chart 69

70. Tracking Chart 2 70

71. Teacher Behavior Student Behavior 1. Teacher asks students to copy a 1. Students work alone to copy chart verbatim from their texts text. Some students finish into their notebooks. quickly and then do nothing. 2. Teacher follows a student’s low-level 2. Since any student may be response with a probing question for called on, all listen carefully to the entire class, then waits to allow the teacher’s new question and students to process before calling on formulate possible answers. a student to answer. Impact on Student Learning 1. Students have spent 10 minutes at the lowest level of thinking. 2. Time and expectation for higher order thinking is developed in the group. 71

72. Video Reflection: Student Engagement Focus 1. Briefly describe the instruction you provided during the lesson. 2. To what extent were students actively engaged in the lesson? How do you know? 3. If you had the opportunity to teach this lesson over again, what would you do differently? 4. If there was one thing from the lesson you would share with a colleague, what would it be? from Jill Hall, principal of Neal Middle School, Durham Public Schools 72

73. Sharing Best Practices Share strategies and tools you have used to quantify data or capture evidence during observations. Further Resources: http://www.dpi.state.nc.us/profdev/resources/coaching/ http://www.dpi.state.nc.us/profdev/resources/coaching/ 73

74. Wrap up Session I, Reviewed literacy plans Session II, Best Practices in the Cycle of Learning Session III, How to use the NCTEP to improve instruction and support teacher learning-Individualized PD Session IV, Practice through Role Playing and video clips 74

75. Using Intentional Feedback to Build Teacher Capacity and Improve Achievement for Everyone In preparation for this session, please assemble yourselves in groups of three. Human Resource and Instructional Leadership: 75

76. Remember from Summer Training… Vision and core beliefs about teaching and learning Translate into Classroom non-negotiables for your staff 76

77. In the ASCD publication Building Teachers’ Capacity for Success, authors Pete Hall and Alisa Simeral state: “Astoundingly, the majority of school-based administrators still perform roughly 95% of their daily work in places other than the school’s classrooms!” (Hall, Simeral, 2008) 77

78. Providing Feedback Types: Written Feedback Formal Informal Immediate Verbal Feedback Delayed Verbal Feedback Methods: Walkthroughs Snapshots Peer Observations Formal Observations 78

79. Activity Think-Pair Share at your table answering the following questions: How do you currently debrief with teachers (protocol/process/system)? What strategies have been particularly effective/ineffective? What are some challenges you’ve had when providing feedback? 79

80. Preparing the Teacher for Feedback What: Establish opening dialogue thanking him/her for the opportunity and building rapport and openness. Why: Teacher is more likely to hear your comments for improvement if he/she first feels understood and appreciated. 80

81. Protocols for informal feedback: Identify the specific behavior(s) that you want the teacher to continue fostering, a “keeper.” e.g. “The students __________ because you __________.” * “Polishers” are things you want to see improved. e.g. “It’s important that students __________; in order to do that, try ____________.” * Two stars and a wish * I noticed, I wonder, I need 81

82. How to communicate difficult truths: Lowest level and fewest people! Little  Big. Don’t wait! Don’t get personal! Stay focused on the real issue! 82

83. Video Directions Take two column notes. On the left, record teacher behavior. Record student behavior on the right. At the bottom, record impact on student learning. Try to limit your focus to look for differentiation, student engagement, relevance and rigor. An example follows: 83

84. Teacher Behavior Student Behavior 1. Teacher asks students to copy a 1. Students work alone to copy chart verbatim from their texts text. Some students finish into their notebooks. quickly and then do nothing. 2. Teacher follows a student’s low-level 2. Since any student may be response with a probing question for called on, all listen carefully to the entire class, then waits to allow the teacher’s new question and students to process before calling on formulate possible answers. a student to answer. Impact on Student Learning 1. Students have spent 10 minutes at the lowest level of thinking. 2. Time and expectation for higher order thinking is developed in the group. 84

85. Video Activity http://www.youtube.com/watch?v=EUO2Bf b9QlQ&feature=youtu.behttp://www.youtube.com/watch?v=EUO2Bf b9QlQ&feature=youtu.be 85

86. Post Video Directions/Role Play 1 minute -- review your notes silently. 2 minutes -- Form groups of three to role-play. –Principal – gives feedback –Teacher – receives feedback and answers clarifying questions. May also ask for clarification or advice on the feedback. –Observer – sole purpose is to later give feedback to the principal on the quality of feedback he or she gave the teacher. Role play itself should take 3-5 minutes. Observer giving feedback to principal should take 3 minutes. 86

87. Evaluating the Whole Teacher Teacher behavior outside the classroom also affects performance and sometimes requires feedback. Let’s discuss as a whole group some things that: A.fall within our scope as supervisors B.are NOT within our scope C.are questionable We must be thoughtful and within the law when addressing these behaviors. 87

88. Consider the Following “Curveballs” How does this change your judgment? How does this change your feedback? What would be your next steps in accordance with your district’s HR policies? 88

89. Do-Over! Now, take a moment to review NCTEP standard 4 (on the next slide) with your group of 3. What items from this standard could you address with your teacher? How would your feedback change based on the curveballs and the NCTEP standard 4 outcomes? Redo the feedback role play under the new constraints, but CHANGE roles. Let a new person be the principal, teacher, and observer. 89

90. Teachers Facilitate Learning for Their Students: A.Know the ways in which learning takes place, and know the appropriate levels of intellectual, physical, social, and emotional development of their students B.Plan instruction appropriate for their students B.Use a variety of instructional methods C.Integrate and use technology in their instruction D.Help students develop critical thinking and problem solving skills E.Help students work in teams and develop leadership qualities F.Communicate effectively G.Use a variety of methods to assess what each student has learned 90

91. Now what? To conclude the feedback, what next steps or targets would you set for the teacher? e.g. “On my next observation, I’ll be looking for… What support do you need for that?” We will next watch a few minutes of the actual feedback given to the teacher in the video. 91

92. Video Activity 92 http://youtube.com/NZGApnaAyQk

93. Final Thoughts There can be legal repercussions of your feedback Communicate with your HR person in the district Know your people and know yourself 93

94. Reflective Questions How proactive will you be in requesting feedback on your own practices? How can you model for your faculty through videos, role play, or other methods the types of interactions we discussed today? 94

95. For Further Study: Amazon.com lists over 16,000 titles with the word feedback. The full video (27 min) can be viewed at: https://www.teachingchannel.org/videos/divergent-questioning-in-8th- grade-math?fd=0 https://www.teachingchannel.org/videos/divergent-questioning-in-8th- grade-math?fd=0 The ASCD offers the title referenced in this presentation, Building Teachers' Capacity for Success: A Collaborative Approach for Coaches and School Leaders (2008). It is available at: http://www.ascd.org/publications/books/109002.aspx http://www.ascd.org/publications/books/109002.aspx A resource from the business world is The One Minute Manager by Ken Blanchard. This 1982 classic has turned into an empire of books for leaders that you may want to explore. Suggestions for busy principals include the following short booklets which can be ordered directly from the Center for Creative Leadership www.ccl.org or from Amazon: www.ccl.org –Feedback That Works: How to Build and Deliver Your Message (2007) –Giving Feedback to Subordinates (2007) –Ongoing Feedback: How to Get It, How to Use It (2007) 95