1. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Instructional Technology Division NCDPI TFPAI Training: Principals

2. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Purposes of Evaluation Reflect performance accurately: Validate strong performance Identify acceptable level of competency Identify areas of performance needing improvement Identify and document performance leading to dismissal

3. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Purposes of Evaluation Professional growth Self assessment Licensure requirements

4. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION How does the evaluation of a technology facilitator differ from the evaluation of a classroom teacher?

5. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Differences Technology Facilitator 3 Major Functions Teaching is only one practice of Teaching and Learning Function Other 2 functions are management Teacher 8 Major Functions All pertain to teaching function Note: New Teacher Rubric includes 5 Standards which pertain to the teaching function Demonstrate leadership Establish respectful environment for diverse population Know content they teach Facilitate learning for their students Reflect on their practice

6. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION TFPAI Rating Scale Based on the 4 point scale used in the TPAI-R Above Standard At Standard Below Standard Unsatisfactory

7. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Above Standard Performance is consistently above defined job expectations. The technology facilitator demonstrates outstanding teaching practice and program management skills. The technology facilitator seeks to provide leadership; take initiative; expand scope of competencies; and undertakes additional, appropriate responsibilities.

8. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION At Standard Performance is consistently adequate/acceptable. Teaching practices fully meet all performance expectations at an acceptable level. The technology facilitator maintains an adequate scope of competencies and performs additional responsibilities as assigned. A TF At Standard is doing a good job but lacks some of the initiative and leadership qualities.

9. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Below Standard Performance within this function is sometimes inadequate/unacceptable and needs improvement. The technology facilitator requires supervision and assistance to maintain an adequate scope of competencies and sometimes fails to perform additional responsibilities as assigned. A Below Standard rating requires the implementation of an improvement plan monitored by the principal.

10. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Unsatisfactory Performance is consistently inadequate/unacceptable and most practices require considerable improvement to meet minimum performance expectations. The technology facilitator requires close and frequent supervision in the performance of all responsibilities. Unsatisfactory requires documentation for dismissal

11. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Rating Scale Proactive Obstructionist The more proactive a Technology Facilitator, the higher the performance rating The more obstructionist, the lower the rating

12. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Recommended Observation Cycle Career status – If a TF has career status as a Teacher, they will have career status as a TF One annual interview or shadowing evaluation by principal or designee (in place of snapshots) Administrators may wish to use the full observation cycle to monitor a TF during their first year in a new position

13. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Exception: renewal year requires full observation schedule

14. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Recommended Observation Cycle Provisional/Non-career status One instructional activity observation (Suggested as the first observation) If observation is successful, other evaluation methods are suggested to address functions two and three. One interview One shadowing by principal/designee One observation by peer (not mentor) One cumulative evaluation by principal/designee

16. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION What does a good instructional technology facilitator do?

17. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION TFPAI Video This video gives an overview of the TF’s job but cannot highlight every single aspect Look for the 3 different functions: 1.Teaching and Learning 2.Information access and delivery 3.Program administration Note particularly who the TF is collaborating with and how

18. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Video Discussions What did you notice about the TF’s job? Who were they working with? What were some of the things they were doing throughout the school day? Did you notice that the TF position is a “stealth” position, under the radar, supporting classroom teachers and students? Describe the collaboration you saw taking place. Did it differ from school level to school level? Could you delineate between the functions? What was the key to making it all work?

19. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Let’s Take A Look At The TFPAI

20. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION 3 Major Functions Planning and Facilitating Teaching and Learning Planning and Facilitating Information Access and Delivery Planning and Facilitating Program Administration Based on the national standards from: The International Society for Technology in Education (ISTE) The Educational Computing and Technology Standards for Technology Facilitation Also based on state guidelines in IMPACT: Guidelines for Media and Technology Programs What is the key phrase in each function?

21. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Planning and Facilitating Reflects the fundamental role of the technology facilitator in working with others to plan and facilitate effective services that support the total instructional program.

22. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Collaboration is the key to enhancing student achievement. Principals facilitate collaboration by: Emphasizing the expectation that teachers will collaborate with the TF Creating time for collaboration to occur on a regular basis

23. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Principal’s TFPAI Observation Activity Observation Activity The purpose of this activity is to begin exploring the appraisal instrument and reflect on the many responsibilities and services of the TF. Note: Many of the examples can have multiple answers because TF practices are often cross functional – Principals decide in which function a responsibility will be emphasized for the purpose of the final evaluation. Answer Key

24. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Teaching and Learning Practices Instruction is one of the most important parts of a TF job. Refer to FODI Instruction – Note inserted under 1.2 is the teacher observation information. Make this your first observation. If teaching is satisfactory, move on to interview/shadowing observations. If teaching is unsatisfactory, outline suggestions for improvement and observe again.

25. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Teaching and Learning... Modeling technology integration Many times teachers are not comfortable with technology. The TF can assist teachers with this fear through modeling. TF’s work with teachers to plan integration ideas. TF’s can lead the first lesson if needed and offer guidance the second time while allowing them to teach without the TF in subsequent lessons.

26. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Teaching and Learning... Facilitating in technology programs and activities TF’s are the point of contact for the school for special technology related activities. They lead or co-lead special events such as technology fairs, computer learning month activities, PTO presentations, etc.

27. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Teaching and Learning... Staff Development Includes the staff development that the TF offers to teachers and the staff development that they participate in. Teacher Staff Development Should determine staff development by assessing the needs of the school staff Should be varied year to year based on the needs of the staff

28. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Teaching and Learning... Staff Development Continued TF Personal Staff Development It is very important that the TF continue learning either through workshops, classes, or personal study The TF should share new ideas and resources they learn The TF should be an active participant in regional and LEA meeting and workshops. HCS offers TF Collaboration workshops

29. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Teaching and Learning... Collaboration Collaborating with teachers with media coordinator To address the needs of the students Research shows that collaboration has a huge impact on student achievement. TF’s should go to planning meetings with some knowledge of what the teacher is going to be working with students on and bring ideas and resources.

30. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Practice Activity for Function 1: Teaching and Learning Now that we have reviewed Function 1, let’s practice rating TF practices using the 4 point scale. Function 1.1 Practice Function 1.1 Practice Answer Key Next

31. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION 1.1 Practice Mrs. Jones, I will try to facilitate your request for resources on presidents. It might take me a couple of days. Mrs. Jones, I have put together a collection of lesson plans and resources that I feel will help you with your unit on presidents. Mrs. Jones, When would be a good time to meet to discuss ideas for a collaborative unit that we can do with your students on the presidents? Mrs. Jones, I really don’t have time to help you with your lesson on presidents. I have too many problems with the network.

32. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION 1.1 Practice Answer Key Mrs. Jones, I will try to facilitate your request for resources on presidents. It might take me a couple of days. BELOW STANDARD Mrs. Jones, I have put together a collection of lesson plans and resources that I feel will help you with your unit on presidents. STANDARD Mrs. Jones, When would be a good time to meet to discuss ideas for a collaborative unit that we can do with your students on the presidents? ABOVE STANDARD Mrs. Jones, I really don’t have time to help you with your lesson on presidents. I have too many problems with the network. UNSATISFACTORY Back

33. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Information Access and Delivery Practices Availability of computers and access to technology The TF’s role is to create and maintain an environment in which technology supports instruction. The TF helps teachers integrate technology into classroom instruction. This function also addresses the technology infrastructure and access to hardware and technology resources.

34. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Information Access and Delivery Practices There are 8 practices under this function, an overview of them is listed below. Best practices Flexible access to facility/resources Hardware/software issues Technology infrastructure Copyright/ethics

35. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Information Access and Delivery Practices Best practices – The Technology Facilitator: Is familiar with outstanding practice in using technology to support teaching and learning. Plans, designs, and models technology in effective learning environments. Assists teachers in developing lesson plans that incorporate technology and computer skills objectives. Promotes partnerships with the community, parents, and business to support academic success.

36. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Information Access and Delivery Practices Flexible access to facility/resources The Technology Facilitator: Works with administration and staff to provide access to the technology facility and resources of the school when needed by teachers and students Function 1 addresses flexible access to the services of the Technology Facilitator.

37. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Information Access and Delivery Practices Hardware/software issues The Technology Facilitator: Works with teachers and the school’s media coordinator to select appropriate technology resources to support teaching and learning. (The TF and MC should co-chair the MTAC committee) Determines that resources obtained through the school selection process will be compatible with the school’s technology infrastructure.

38. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Information Access and Delivery Practices Technology infrastructure The Technology Facilitator: Has input into the design and planning for the school’s network/technology infrastructure. Assists in maintaining the infrastructure and technology resources of the school Serves as the school contact for central office in dealing with infrastructure issues. (TeamWorks)

39. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Information Access and Delivery Practices Copyright/ethics The Technology Facilitator: Adheres to all policies and laws pertaining to the ethical use of technology resources (e.g., copyright) Assists teachers in understanding the social, ethical, legal, and human issues surrounding the use of technology.

40. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Practice Activity for Function 2: Information Access and Delivery Let’s practice rating the practices in Function 2. Place your groups practices under the correct scale. Take time to look at the other practices and be ready to comment if you think there are changes needed. Answer Key Answer Key

41. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Program Administration Practices Policies and procedures for effective instructional technology administration The focus of the practices in this function is the management of the technology program in order to provide appropriate services that support the integration of instructional technology with the total curriculum.

42. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Program Administration Practices Media and Technology Advisory Committee (MTAC) The TF enlists the assistance of team members in: Planning technology program priorities, services, and activities Revising the building-level technology plan Evaluating and selecting appropriate instructional technology resources Evaluation of the technology program – The TF should periodically evaluate how the media program is meeting the needs of students and staff. Budget – The TF helps develop an annual budget that includes instructional technology resources.

43. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Program Administration Practices Effective interaction – The TF’s role is highly dependent on the ability to interact effectively with everyone students, staff, and parents. The administrator should observe this interaction throughout the year in a variety of settings. Accurate reporting – required documentation such as the AMTR, SEA proposals, work orders, etc. should be submitted accurately and by established deadlines Non-instructional duties – An important way that a TF can fulfill this responsibility is by serving on school-based committees where the they can offer a total school perspective.

44. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Practice Activity for Function 3: Program Administration

45. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Examples of Practice 3.1 Scene: Media and Technology Committee meeting I would like to suggest that we consider holding a technology showcase this year. Our students have worked hard to show us what they have learned this year and we are anxious to show off their accomplishments. We have some excellent student multimedia projects. I suggest we put them on display in the library next week. Mrs. Jones would like to showcase some of her student’s work. Is anyone interested in heading up an event? Technology showcases take too much time.

46. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Putting It All Together

47. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Rating Scale Proactive Obstructionist

48. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION How Do You Decide? Resources To Help: Matrix of Data SourcesMatrix of Data Sources – For interpreting observation data, reviewing additional documentation, and obtaining additional information during a conference (questions to ask) Looks LikeLooks Like – For examples of practices for each of the rating scales Common sense!

49. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Rater Errors SIMILAR TO ME: tending to rate people up if they are similar to you (have same values, interests, likes), or rating them down if they are not similar to you. POSITIVE LENIENCY: Rating higher than a person deserves. “I give high ratings. It makes them feel good.” NEGATIVE LENIENCY: Being reluctant to assign high ratings to individuals. Rating people lower than they deserve. “Nobody’s perfect.”

50. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Rater Errors HALO EFFECT: Being unduly influenced by a single favorable or unfavorable trait, which colors the judgment of the individual’s other traits. Taking another person’s positive or negative evaluation prior to the interview that impacts how you rate the employee. RECENCY EFFECT: Rating someone down or up based on a recent event. Ignoring the performance of the entire period. “What have you done for me lately?” STEREOTYPING: Generalizing across a class. Not recognizing individual difference.

51. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Rater Errors CONTRAST EFFECT: Making comparisons. Evaluating employee relative to the person last evaluated. FIRST IMPRESSION: Forming an initial positive or negative judgment and then ignoring or distorting subsequent information to support the initial impression. CENTRAL TENDENCY: Constantly placing people in the middle of the scale or close to the midpoint, to avoid extreme positions. Staying safe.

52. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Ways to Minimize Rater Errors Stick to the Standards Concentrate on job performance, not personality. Be objective—if everybody gets high ratings, don’t change criteria. Rate each task or factor separately. Describe Benchmarks Define in specific terms, examples of not meeting the standard, meeting the standard, and exceeding the standard. Document, Document, Document Write down significant events when they occur. (FODI can be an ongoing document) Have someone else rate your documentation.

53. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Ways to Minimize Rater Errors Do Multiple Appraisals Do more than one appraisal a year—set expectations and keep the boss informed. When possible, have multiple appraisers. Collect data independently and make sure people know they will have multiple appraisers. Plan the Appraisal Interview(s) Inform people to be interviewed beforehand. Check their perception of performance. Keep socializing down. Stick to standards and determine areas for improvement. Set a follow-up meeting.

54. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION TFPAI Cumulative Scenario Practice Activity Rate the scenarios in the cumulative activity independently. We will check inter-rater reliability when complete. Key

55. PUBLIC SCHOOLS OF NORTH CAROLINA STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION Evaluation Please complete the evaluation and place on the back table before leaving today. Thank You For You Attendance Please feel free to call or email me this year if you have any further TFPAI questions. eblanchard@harnett.k12.nc.us (910) 814-3413