Presentation on theme: "HARDING UNIVERSITY HIGH SCHOOL TRANSFORMATION-2014-2015 “RAM STYLE”"— Presentation transcript:
HARDING UNIVERSITY HIGH SCHOOL TRANSFORMATION “RAM STYLE”
Pre-test 1.True or False: Educators may use the North Carolina Educator Evaluation System without training. 2.Within ____ weeks of a teacher’s first day of work, orientation on the N.C. Educator Evaluation (NCEES) must be provided. 3.Teachers should complete a self-assessment Pre-observation conferences are required 5.Formal observations must be... 6.Post-observations must be held... 7.True or False: The summary ratings must be an average of the notations on a teacher’s rubric from throughout the year. 8.Which resources contribute to the development of the PDP: 9.If a teacher is completing their third year, they must receive ratings of _______ or higher to be issued a SP2 license.
Teacher Evaluation Process
Component 1: Training Before participating in the evaluation process, all teachers, principals and peer evaluators must complete training on the evaluation process. Component 2: Orientation Within two weeks of teacher’s first day, the principal will provide: A. The Rubric for Evaluating North Carolina Teachers; B. Teacher Evaluation Policy ID Number: TCP-C-004 C. A schedule for completing evaluation process. Before Week 2 of School Year STEP 1: Training and Orientation
Component 4: Pre-Observation Conference Before the first formal observation, the principal meets with the teacher to discuss: self- assessment, professional growth plan a written description of the lesson(s) to be observed. Goal: To prepare principal for the observation. Before First Formal Observation STEP 2: Self-Assessment, Goal Setting and Pre-Conference Component 3: Teacher Self-Assessment Using the Rubric, the teacher shall rate their performance and reflect on his or her performance throughout the year.
Component 5: Observations A. Formal observation: 45 min. or entire class period B. Probationary Teachers: 3 formal by principal and 1 formal by peer C. Career Status Teachers: Evaluated annually. During the renewal year: 3 total- 1 must be formal Observations shall be noted using the Rubric. Within the 1 st nine weeks STEP 3: Observation Cycle (Administrative and Peer) STEP 3: Observation Cycle (Administrative and Peer) Component 6: Post-Observation Conference The principal shall conduct a post-observation conference no later than ten school days after each formal observation. Discuss and Document strengths and weaknesses on the Rubric
Component 7: Summary Evaluation Conference and Scoring the Teacher Summary Rating Form- A. Give rating for each Element in Rubric B. Comment on “Not Demonstrated” C. overall rating of each Standard D. Provide teacher with opportunity to add comments to the Summary Rating Form E. Review completed Teacher Summary Rating Form with teacher and F. Secure the teacher’s signature on the Record of Teacher Evaluation Activities and Teacher Summary Rating Form. Component 8: PD Plans Individual Growth Plans-“Proficient” or better Monitored Growth Plans-At least 1 “Developing” Directed Growth Plans-“not Demonstrated” or “Developing” rating for 2 sequential yrs. Before the End of the School Year STEP 4: Summary Evaluation and Goal Setting
21 st Century Video (4 C’s) Communication Collaboration Critical Thinking Creativity Above and Beyond https://www.youtube.com/watch?v=7KMM387 HNQkhttps://www.youtube.com/watch?v=7KMM387 HNQk 21st Century Video (4 C’s)21st Century Video (4 C’s)
Framework for 21st Century Learning: A Vision for 21st Century Student Success 21st Century Learners have the actions, attitudes, and skills that allow them to communicate, collaborate and create effectively. Well developed 21st Century Learners have specific capacities in: Creativity and Innovation Communication and Collaboration Critical Thinking, Problem Solving, and Decision Making Digital Citizenship Research and Information Fluency Technology Operations and Concepts Effective 21st Century Educators offer authentic, relevant learning experiences that support the development of these skills. As you explore the North Carolina Professional Teaching Standards, you will find that these practices and expectations for students are interwoven into the standards set forth for North Carolina teachers.
21 st Century Student Outcomes and Support Systems Learning Environment Professional Development Curriculum and Instruction and, Standards and Assessment
Evaluation 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: TEACHERS FACILITATE LEARNING FOR THEIR STUDENTS STANDARD V: TEACHERS REFLECT ON THEIR PRACTICE
North Carolina Teaching Standards a) Take five minutes to review the North Carolina Professional Teaching Standards.North Carolina Professional Teaching Standards – As you read about each standard, reflect on your personal strengths and areas for improvement. Using a notecard at your table, rate yourself in order of the standard with which you feel most knowledgeable to the standard with which you are the least comfortable. b) Make your way to the poster with the standard of your greatest strength. Share with others in your Standard Group why you have chosen this standard as your strength. On the top of the poster, each participant should graffiti write experiences, expertise, or other reasons each thinks this standard is his/her strength. c) Make your way to the poster with the standard that is your second greatest strength. Read the information already on the poster. Repeat the steps in "b" above by discussing with colleagues your rationale for ranking this standard your second strongest. Then, add any additional thoughts to the top of the poster. d) Now, move to the poster that you chose as your weakest standard. Read the comments other participants have added to the poster. Discuss with colleagues why you think this standard offers you the most potential for growth. At the bottom of the poster, add reasons why you are least comfortable with this standard.
Reflection Activity On the reverse side of your note card where you ranked your level of strength with each standard, take a few moments to think about areas for improvement. Reflect on the group conversations, your own self-assessment, and the standards themselves. Take five minutes to write a personal commitment for the school year.
1.True or False: Educators may use the North Carolina Educator Evaluation System without training. 2.Within 2 weeks of a teacher’s first day of work, orientation on the N.C. Educator Evaluation (NCEES) must be provided. 3.Teachers should complete a self-assessment...every year, online and in isolation (without observer) 4. Pre-observation conferences are required… Before the first observation. 5.Formal observations must be...45 minutes or at least one class period 6.Post-observations must be held...after each formal observation and within 10 school days 7.True or False: The summary ratings must be an average of the notations on a teacher’s rubric from throughout the year. 8.Which resources contribute to the development of the PDP: self assessment, school data and district initiative 9.If a teacher is completing their third year, they must receive ratings of proficient or higher to be issued a SP2 license.
Rating Scenarios Read and rate the scenarios as: – Developing – Proficient – Accomplished – Distinguished