Common Core State Standards & North Carolina Essential

Standards Support for School Executives

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DRAFTDRAFT

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 21st century teacher and classroom will look

• Clear steps to move forward

• Knowledge of Standards 6 and 8

• Inter-rater Reliability

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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

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Assessing Your Readiness

Are you ready to model 21st century instruction?

ActivityImagine you are in the classroom of a highly effectiveteacher.

• 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 paperprovided.

DRAFTDRAFTSo 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.

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20th Century Classroom vs. 21st Century Classroom

• Teacher Centered

• Students work in isolation

• Memorizing facts

• Textbook Driven

• Student Centered

• Students work collaboratively

• Solving Problems

• Research Driven

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10

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Interactive Stations: Increase Engagement and

Understanding <script src='https://www.teachingchannel.org/videos/interactive-stations-increase-engagement-and-understanding/embed?format=js' type='text/javascript'></script>

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

• AlignmentHow does this learning connect to standards?NCPTS 4: Teachers Facilitate Learning for Their StudentsNCPTS3: Teachers Know the Content They Teach

• StrategiesWhat 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?

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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”

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http://www.insidemathematics.org/index.php/classroom-video-visits/public-lessons-comparing-linear-functions/264-comparing-linear-functions-

introduction?

Table ActivityAs a group:• Go to the McRel demo site

https://mxweb3.media-x.com/home/ncval/demo/– Username: Principaldemo (any number 1-40)– Password: 123456

• 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

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Checking EvidenceUse 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?

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Next Steps?

18Image 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.

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Transform your expectations for

instruction

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Make your expectations transparent to everyone.

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Clearly communicate this initiative as a

priority...it is what’s right for students.

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Meet teachers where they are, then push

forward.

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Know all your resources

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State Local School

Organize your resources

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Resources

• Wikis

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MESSAGING TOOLKIT

5 MinuteBreak

What is our goal?

Student ReadinessAchievement and growth for all students

Great Teachers and LeadersAn effective teacher in every classroom and leader in every school

Before Teaching and LeadingDevelop effective teachers and leaders in preparation programs

▲

During Teaching and LeadingUse meaningful evaluation and professional development to increase effectiveness of teachers and leaders

Growth Model▲

Teachers

Principals

6Contribute

to Academic Success

Academic Achievement

Leadership8Academic

Achievement Leadership

Standards 6 and 8 are measures of

Growth

Growth Model▲

Teachers

Principals

6Contribute

to Academic Success

Academic Achievement

Leadership8Academic

Achievement Leadership

We will use

Educator Value-Added Assessment System EVAAS

for standards 6 & 8 when possible

Growth Model▲

Teachers

Principals

6Contribute

to Academic Success

Academic Achievement

Leadership8Academic

Achievement Leadership

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

http://ncees.ncdpi.wikispaces.net/

Inter-rater ReliabilityActivity

Standard 1 Scenario with Mr. Washington

http://tinyurl.com/cf95wuj

Without Rubric:

With Rubric:http://tinyurl.com/6snajkg

Standard 5 Scenariowith Mrs. Jones

http://tinyurl.com/cqd855l

Without Rubric

With Rubric:

http://tinyurl.com/7u7hglo

Contact Information

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Kimberly Simmons kimberly.simmons@dpi.nc.gov828.406.9237 (c)kim.simmons222 (Skype)