Common Core State Standards & North Carolina Essential Standards Support for School Executives 1

DRAFT Outcomes Understand the numerous roles of the school executive during the transformation to the Common Core State Standards and North Carolina Essential Standards Clear, relevant knowledge of how the 21 st century teacher and classroom will look Clear steps to move forward Knowledge of Standards 6 and 8 Inter-rater Reliability

3 Focus on Leadership Image from Microsoft Office If it isn’t important to you…it won’t be important in your school.

Numerous roles of support 4

Assessing Your Readiness Are you ready to model 21 st century instruction?

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.

DRAFT So what is 21st century education? It is bold. It breaks the mold. It is flexible, creative, challenging, and complex. It addresses a rapidly changing world filled with fantastic new problems as well as exciting new possibilities. 8

20 th Century Classroom vs. 21 st Century Classroom Teacher Centered Students work in isolation Memorizing facts Textbook Driven Student Centered Students work collaboratively Solving Problems Research Driven 9

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Interactive Stations: Increase Engagement and Understanding

Classroom Observations The Quick Visit

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 NCPTS3: Teachers Know the Content They Teach 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? 14

Let’s Practice with Standard 4 View the video Record evidence that supports Standard 4 Discuss your observations with your table The elements of a “quick visit” 15 visits/public-lessons-comparing-linear-functions/264-comparing-linear- functions-introduction ? visits/public-lessons-comparing-linear-functions/264-comparing-linear- functions-introduction

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 16

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?  Have I used quotation marks when quoting a teacher or student?  Does my selection or documentation of evidence indicate any personal or professional biases? 17

Next Steps? 18 Image from Microsoft online gallery

Let’s work smarter because we can’t work harder. Know all your resources. Organize your resources to work for you. Clearly communicate this initiative as a priority...it is what’s right for students. Transform your expectations for instruction. Make your expectations transparent to everyone. Meet teachers where they are, then push forward. 19

Transform your expectations for instruction 20

Make your expectations transparent to everyone. 21

Clearly communicate this initiative as a priority...it is what’s right for students. 22

Meet teachers where they are, then push forward. 23

Know all your resources 24 StateLocalSchool

Organize your resources 25

Resources Wikis 26 MESSAGING TOOLKIT

5 Minute Break

What is our goal? Student Readiness Achievement and growth for all students Great Teachers and Leaders An effective teacher in every classroom and leader in every school Before Teaching and Leading Develop effective teachers and leaders in preparation programs ▲ During Teaching and Leading Use meaningful evaluation and professional development to increase effectiveness of teachers and leaders

Growth Model ▲ Teachers Principals 6 Contribute to Academic Success Academic Achievement Leadership 8 Standards 6 and 8 are measures of Growth

Growth Model ▲ Teachers Principals 6 Contribute to Academic Success Academic Achievement Leadership 8 We will use Educator Value-Added Assessment System EVAAS for standards 6 & 8 when possible

Growth Model ▲ Teachers Principals 6 Contribute to Academic Success Academic Achievement Leadership 8 How do Value-Added models work? They measure growth by predicting how well a student will perform on an assessment. How do they predict how well the student will do? They look at previous test scores and estimate how well the student should perform at the end of the year. Every student must grow based on where they start.

NCEES Wiki

Inter-rater Reliability Activity

Standard 1 Scenario with Mr. Washington Without Rubric: With Rubric:

Standard 5 Scenario with Mrs. Jones Without Rubric With Rubric:

Contact Information 38 Kimberly Simmons (c) kim.simmons222 (Skype)