BME Teacher Rubric Orientation

Thank you to Craven County District Leadershipfor this powerpoint

8/26/2009 1

Thank You and Credit toour District Leadership

for this rubric orientation powerpoint• Mr. Gerald Johnson

• Ms. Jo Wheeler• Mrs. Margaret Pritchett

• Mrs. Nancy Gaskill• Ms. Tammy Cullom• Mrs. Wendy Miller

Ground Rules

• Post and approve the agenda

• Listen as an ally

• One person speaks at a time

• Respect each other

• Everyone participates

• Stay on task

• Start and stop on time

• Schedule appropriate breaks

• Evaluate at end of each meeting

• Have Fun!

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Forming TeamsNew Vision for Teaching

Standard 1-5Evaluation Process

Smart Goals / Goal SettingWrap Up

AGENDA

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Forming Teams

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Dynamic Visuals © Kagan Publishing

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Through the Years

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What happens over time?• Let’s consider a 66 year old born in

1943 who began school in 1949• Decide if your card is an event that relates to:

1940’s1950’s1960’s1970’s 1980’s1990’s2000 - present

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• Select a card and discuss with your table group in which decade the event occurred.

• Move to the decade you think represents your time period.

• Check the list to see if you are in the right decade. Move to the correct group.

• Share your event during the group sharing

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Now let’s consider a child starting Kindergarten in 2009

• This child was born in 2004.• This child was not alive when 9/11

occurred.• The United States has been at war

for this child’s entire life thus far.• We will need to educate this child

for a life that will bring retirement in 2069 or later.

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What might life look like in 2069?

• Examine your card and locate the year on the back of the card

• When your group is called, share your fact with the group

We need to be ready for the 21st Century! 11

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5minutes

The Key Elements of ………21st Century Learning

acknowledges the importance of traditional core subjects, but expands them with missing elements that make the core subjects relevant to the world in which students live and eventually may work.

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Framework for 21st Century Learning

www.21stcenturyskills.org14

This report was developed by a new public-private coalition

known as the Partnership for 21st Century

Skills.www.21stcenturyskills.org

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The report states, “Literacy in the 21st century means more than

basic reading, writing, and computing skills”.

As writer Alvin Toffler points out, “the illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn,

and relearn.” 16

The new North Carolina Professional Teaching Standards were developed using the 21st Century Partnership’s MILEGuide. (Milestones for Improving Learning and Education)

This MILEGuide describes the skills and knowledge required of students in the 21st Century.

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In North Carolina, for every 100 9th grade

students…

…70 students graduate four years later.

…41 students enter college.

28 students are still enrolled in their 2nd year.

…19 students graduate with either an Associate’s degree within three years or a Bachelor’s degree within six years.

Source: www.achieve.org

NORTH CAROLINA’S Educational Pipeline

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New Vision for Teaching

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Future-Ready Students For the 21st Century

The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century. 20

To accomplish this mission, North Carolina Public Schools will:

Produce globally competitive students

Be led by 21st century professionals

Be healthy and responsible

Leadership will guide innovation in NC Public schools

Be governed and supported by 21st Century Systems

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How are the NC Professional Teaching Standards different from the Core

Standards adopted in 1998?

The most significant difference is ALIGNMENT! SBE mission and goals

21st Century Skills and KnowledgeResearch from Teacher Working Conditions Survey

School Executive and Superintendent StandardsEvaluation Instruments

Program approval for Schools of EducationProfessional Development 22

GS 115C-295.1 requires the Commission to review and propose standards for teaching in North Carolina.

In August 2006 Chairman Lee charged the Commission to review and align the standards to reflect the State Board’s newly adopted mission and goals.

The Commission is composed of 16 practicing educators.

New Standards for Teachers, Principals & Superintendents!

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North Carolina Professional Educator Evaluation Systems

Their purpose is to support and promote effective leadership, quality teaching, and

student learning.

The design is a growth model to improve instruction and enhance professional

practice.

The evaluation instruments are based on the Framework for 21st Century Learning and the

Standards24

They are flexible enough to be fair to teachers and school executives of varying levels of experience and in school settings.

The rubrics are formative in nature based on a rating scale from developing through

distinguished.

Multiple data sources, artifacts, and evidence will be used in assessing educator performance.

They will provide the basis for performance goals and professional development

activities. 25

Still to come:

Evaluation systems for: Superintendents Assistant PrincipalsCentral Office Staff & other

school personnelStandards for School Boards

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The teacher performance evaluation process will:

Serve as a measurement of performance for individual teachers.

Serve as a guide for teachers as they reflect upon and improve their effectiveness.

Serve as the basis for instructional improvement.

Focus the goals and objectives of schools and districts as they support, monitor, and evaluate their teachers.

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Guide professional development programs for teachers.

Serve as a tool in developing coaching and mentoring programs for teachers.

Enhance the implementation of the approved curriculum.

Inform higher education programs as they develop the content requirements for higher education programs.

The teacher performance evaluation process will:

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Possible Artifacts: School Improvement

Plan School Improvement

Team North Carolina Teacher

Working Conditions Survey

Student Achievement Data

Professional Development Student Work National Board Certification PTA Professional Learning

Communities (PLC) Lesson Plans Student Dropout Data

Artifact – A product resulting from a teacher’s work (a natural by-product, not a newly created document)

Definitions

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DefinitionsBeginning Teacher - Teachers who are in their

first three years of teaching and who hold a Standard Professional 1 License

Probationary Teacher – Teachers who have not obtained Career Status in their district

Career Status Teachers –Teachers who have been granted Career Status in their district

Formal Observation – an observation of a teacher’s performance for a minimum of 45 minutes or one complete lesson

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Informal Observation – An observation of a teacher for a minimum of 20 minutes

North Carolina Teacher Rubric – A composite matrix of the standards, elements and descriptors of the North Carolina Standards for Teachers

Performance Standard – The distinct aspect of leadership or realm of activities which form the basis for the evaluation of a teacher – 5

Teachers Demonstrate Leadership, see page 20

Performance Elements – The sub-categories of performance embedded within the standard.

Teachers lead in their classrooms

Definitions

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Definitions

Performance Descriptors – The specific performance responsibilities embedded within the components of each performance standard

Takes responsibility for the progress of students to ensure that they graduate from high school; Communicates to students the vision of being prepared for life in the 21st century.

Performance Goals - Goals for improvement in professional practice based on the self-evaluation and/or supervisor recommendation 32

Performance Rating Scale

Developing – Demonstrated adequate growth but did not demonstrate competence on standard(s)

of performance (Awareness)

Proficient – Demonstrated basic competence on standard(s) for performance (Knows how to do)

Accomplished – Exceeded basic competence on standard(s) of performance most of the time

(Does it above and beyond)33

Distinguished – Consistently and significantly exceeded basic competence on standard(s) of performance (Outside the classroom; doing all the time and teaching others to how to do it)

Not Demonstrated – Did not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance

[NOTE: If the “Not Demonstrated” rating is used, the evaluator must comment about why it was used.]

Performance Rating Scale

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Definitions

School Executives – Principals and assistant principals licensed to work in North Carolina

Self-assessment – Personal reflection about one’s professional practice to identify strengths and areas for improvement (conducted w/out input from others)

Summary Evaluation Form – A composite assessment of the teacher’s performance based on the evaluation rubric and supporting evidence 35

Teacher Responsibilities: Know and understand the North

Carolina Professional Teaching Standards

Understand the North Carolina Teacher Evaluation Process

Prepare for and fully participate in each component of the evaluation process

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Teacher Responsibilities (Cont.):

Gather data, artifacts, evidence to support performance in relation to standards and progress in attaining goals.

Develop and implement strategies to improve personal performance/attain goals in areas identified individually or collaboratively identified. 37

Principal/AP ResponsibilitiesKnow and understand the North Carolina

Professional Teaching Standards.

Participate in training to understand and implement the Teacher Evaluation Process.

Supervise the Teacher Evaluation Process and ensure that all steps are conducted according to the approved process.

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Principal/AP Responsibilities Cont.Identify the teacher’s strengths and

areas for improvement and make recommendations for improving performance.

Ensure that the contents of the Teacher Summary Evaluation Report accurately reflect the teacher’s performance.

Develop and supervise implementation of action plans as appropriate.

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NC Standards for Teachers

Standard 1: Teachers demonstrate leadership

Standard 2: Teachers establish a respectful environment for a diverse population of students

Standard 3: Teachers know the content they teach

Standard 4: Teachers facilitate learning for their students

Standard 5: Teachers reflect on their practice40

Rubric for Evaluating

North Carolina Teachers 41

Standard ITeachers

demonstrate leadership

4th/Resource42

Standard I: Teachers demonstrate leadership.

A. Teachers lead in their classrooms: (elements)

Take responsibility for all students’ learning (descriptors)

Communicate vision to studentsUse data to organize, plan, and set goals

Use a variety of assessment data throughout the year to evaluate progress

Establish a safe and orderly environment Empower students

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Standard I: Teachers demonstrate leadership.

B. Teachers demonstrate leadership in the school:Work collaboratively with all school personnel to create a

professional learning communityAnalyze data

Develop goals and strategies through the school improvement plan

Assist in determining school budget and professional development

Participate in hiring processCollaborate with colleagues to mentor and support teachers to improve effectiveness 44

Standard I: Teachers demonstrate leadership.

C. Teachers lead the teaching profession:

Strive to improve the profession Contribute to the establishment of

positive working conditionsParticipate in decision-making

structuresPromote professional growth 45

Standard I: Teachers demonstrate leadership.

D. Teachers advocate for schools and students:

Advocate for positive change in policies and practices affecting student learning

Participate in the implementation of initiatives to

improve education46

Standard I: Teachers demonstrate leadership.

E. Teachers demonstrate high ethical standards:

Demonstrate ethical principles

Uphold the Code of Ethics and Standards for Professional Conduct

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One

Stray

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Question 1:

In what ways do Craven County teachers

demonstrate leadership in:their classrooms?

their schools?their profession?

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Question 2:Teachers demonstrate

leadership by advocating for schools and students.

Specifically, how have Craven County teachers participated

in the implementation of initiatives to improve

education? 50

STANDARD 2Teachers establish a respectful

environment for a diverse population of students

EC/Debbie Hunter

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a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults.

• Maintains a positive and nurturing learning environment.

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b. Teachers embrace diversity in the school community

• Uses materials /lessons that counteract sterotypes and acknowledges contributions of all.

• Incorporates different points of view in instruction.

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c. Teachers treat students as individuals.

•Values contributions of students regardless of background or ability.

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Round Robin QuestionHow might a teacher

model an environmentthat is inviting,

respectful, supportive, inclusive and flexible?

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d. Teachers adapt their teaching for the benefit of students with special needs.

• Collaborates with all support staff for students’ needs.

• Engages special needs students in learning and assures their individual needs are met. 56

e. Teachers work collaboratively with families and significant adults in the lives of their students.

• Communicates and collaborates with family and community for the benefit of students.

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What practices or strategies would you expect to see in a classroom that is meeting

the needs of a diverse population?

StandUP-HandUP-PairUP

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b. Teachers embrace diversity in the school community

• Uses materials /lessons that counteract sterotypes and acknowledges contributions of all.

• Incorporates different points of view in instruction.

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Standard III.Teachers know the content they teach

1st and 5th grade

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a. Teachers align instruction with the NC SCOS.

• Applies strategies to make the SCOS rigorous and relevant.

• Evaluates /reflects upon effectiveness of literary instruction.

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b. Teachers know the content appropriate to their specialty.

•Knows content beyond what they teach and directs students’ natural curiosity into an interest in learning.

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Fan-N-

Pick63

c. Teachers recognize the interconnectedness of content areas/ disciplines.

• Knows link between SCOS and grade/content and relates content to other disciplines.

• Integrates global awareness in lesson plans and practices.

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d. Teachers make instruction relevant to students.

• Integrates core content and 21st century skills through lesson plans and practices.

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Inside Outsid

eCircle

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In Standard 3 at the Accomplished level, “teachers deepen student’s

understandings of 21st century skills and help them make their

own connections and develop new skills.”

How will teachers begin to work toward this level of accomplishment with today’s traditional classroom

environments?

School design is a critical issue in most school districts these days.

School districts in the U.S. built thousands of schools that intentionally mimicked the industrial forms that had so sweepingly transformed the workplace. As historians

Tyack and Cuban point out, “this factory approach to schooling has been remarkably durable over time:

children enter school at he same age, are sorted into age-based grade levels, exposed to standardized curricula

and textbooks, assessed at fixed points, and expected to progress at the same rate as their peers. Even today,

many school buildings can be hard to tell apart from the factories they were built to resemble.”

QUESTION: “WHAT WOULD A 21ST CENTURY SCHOOL AND CLASSROOM LOOK LIKE FOR LEARNING TO TRULY THRIVE?”

Standard IV.Teachers

facilitate learning for their students

2nd and 3rd grade69

a. Teachers know how learning takes place and knows the levels of their students.

• Consistently differentiates instruction

• Uses all resources to match strengths /weaknesses of students

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b. Teachers plan instruction appropriate for their students

•Monitors student performance then responds to individual learning needs

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c. Teachers use a variety of instructional methods

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•Ensures success of all students through appropriate materials and methods.

d. Teachers integrate and utilize technology in their instruction.

•Uses technology to push higher level thinking skills

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Talking Chips

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Talking Chip Question

In what ways can a teacher use

technology to push higher up Bloom’s

Revised Taxonomy?75

e. Teachers help students develop critical-thinking and problem-solving skills.

• Teaches students the processes for success at each level of the New Bloom’s Taxonomy.

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f. Teachers help students work in teams and develop leadership qualities.

•Encourages students to create and manage learning teams.

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g. Teachers communicate effectively.

• Uses a variety of methods to communicate with students

• Assists students in effectively communicating

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h. Teachers use a variety of methods to assess what each student has learned.

• Uses assessment data to improve teaching and learning.

• Assess 21st Century skills and assist students in self-assessment

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Quiz-Quiz-Trade

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Standard V

Teachers reflect on their practice

NBCTs/Kindergarten

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Standard V: Teachers reflect on their practice.

a. Teachers analyze student learning:

Think systematically and critically about learning in their classroom, why learning

happens and what can be done to improve student achievement

Collect and analyze student performance data to improve effectiveness

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Standard V: Teachers reflect on their practice.

b. Teachers link professional growth to their professional goals:

Participate in continued, high quality professional development

Participate in professional development aligned with school goals and student

needs 83

Standard V: Teachers reflect on their practice.

C.Teachers function effectively in a complex, dynamic environment:

Actively investigate and implement new ideas and research-based approaches in order to improve teaching and learning

Evaluate impact on student learning

Adapt their practice based on data84

TEACHER Evaluation

Process86

The Evaluation Process

Orientation:Within two weeks of a teacher’s first dayMust include rubric, policy & schedule of

evaluationThe teacher self-assessment:

Uses the teacher rubricIs done by individual (without input from

others)Used in developing IGPUsed in pre and post conference discussions

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Pre-Observation Conference

A pre-observation conference must occur before any announced observations happen during the year.

Discuss: self-assessment, PDP & lesson(s) to be observed

Teacher will have written description of lesson for first observation

Subsequent observations do not require a pre-observation conference

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Observation(s) Formal observations occur over one complete lesson

(a minimum of 45 minutes) Probationary teachers require 4 formal observations:

3 administrative, 1 peer Career status teachers (in their summative year of

evaluation) must have three observations: at least 1 must be formal

The first observation must be a formal, announced observation

Subsequent observations may be unannounced Evaluator uses the rubric as a recording tool

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Post Observation Conferences

Must occur after each observationMust occur no later than 10 school

days after the observationDesigned for the purpose of identifying

areas of strength and those in need of improvement

Requires review and signature of rubric

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Summary Evaluation Conference

Bring Self Assessment & PDPReview ObservationsDiscuss Additional ArtifactsSign Summary Rating Form Begin discussion for future goals

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Summary Rating Form

Every element for every standard is marked (not demonstrated requires comment)

Ratings are based on formal and informal observations throughout the year

Overall rating for each standard is chosen by the evaluator after reviewing all of the

elements within a standard.

Comments can be added from evaluator or the teacher.

Signatures required on the final page.

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Professional Development Plans Teachers who are rated as “Proficient” or higher on

all Standards will develop an Individual Growth Plan

Teachers who are rated as “Developing” on any Standard will be placed on a Monitored Growth Plan

Teachers who are rated as “Not Demonstrated” on any Standard or has a rating of “Developing” for two sequential years will be placed on a Directed Growth Plan (meets GS requirements of an action plan)

Cannot be used w/ any teacher being recommended for dismissal, demotion or nonrenewal

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Evidence Opinion

observable & specific

not influenced by the observer’s perspective

objectiveunambiguous

draws conclusions

influenced by the observer’s

perspective

subjective

may be subject to debate

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Creating S.M.A.R.T. Goals

Specific

Measurable

Attainable

Realistic

Timely96

Specific – a specific goal has a much greater chance of being accomplished than a general goal.

Who: Who is involved? What: What do I want to accomplish? Where: Identify a location. When: Establish a time frame. Which: Identify requirements and constraints Why: Specific reasons, purpose or benefits of accomplishing the goals.

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I want to be rich.

I want to generate $6,000 in income within 2 years

from this date.98

Measurable: Establish concrete criteria for measuring progress toward your goal. When you measure your progress, you stay on track and reach your target dates!

I want to become a millionaire in 2 months.

I want to become a millionaire within _____ years by ______________.

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Attainable: When you identify goals that are most important to you, you figure out ways to make them come true.

You develop the abilities, skills, and resource capacity to reach them.

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I want to write an article.

I want to write an article about _______ that has a least _______

and have it completed by_______.101

Realistic: To be realistic, a goal must represent an objective toward which you are both willing and able to work. Your goal is probably realistic if you truly believe that it can be accomplished.

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Within one year I want to become an owner of a Vegas casino and start a gambling cartel that weeds out the competition.

By the end of the year I want to ______ in Las Vegas and _________________.

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Timely: A goal should be grounded within a time frame. With no time frame there’s no sense of urgency.

I want to lose 20 pounds.

I want to ____________________.104

www.ncpublicschools.org/profdev/training/

teacher

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