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Columbus County Leadership Academy Summer 2009

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Title: Columbus County Leadership Academy Summer 2009


1
Columbus County Leadership AcademySummer 2009
  • Welcome
  • Introduction
  • Agenda

2
Agenda
  • Day 1 21st Century and Teacher Standards
  • Day 2 PLCs and Change Process
  • Day 3 The Evaluation Process
  • Day 4 Putting it All Together

3
Goals for Retreat
  • Gain knowledge about the teacher evaluation
    instrument
  • Become an expert with the standards and
    evaluation process
  • Strengthen your instructional leadership skills
  • Begin to plan for professional development at
    your school using the teacher evaluation
    instrument
  • Be confident that your staff will be ready to
    implement the teacher evaluation process next year

4
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 workand postsecondary
education and prepared for life in the 21st
Century.
5
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

6
Future-Ready Students
  • Read through the descriptors for each of the
    5 guiding mission statements of the North
    Carolina State Board of Education.
  • Identify new (or frequently used) vocabulary
    words for us as educators.
  • How will we immerse the members of our school
    community in the new vocabulary?

7
New Standards for
Teachers, Principals
Superintendents! GS 115C-295.1 required 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 Boards
newly adopted mission and goals The Commission
is composed of 16 practicing educators.
8
  • 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 Knowledge
  • Research from Teacher Working Conditions Survey
  • School Executive and Superintendent Standards
  • Evaluation Instruments
  • Program approval for Schools of Education
  • Professional Development

9
  • In recent decades, school reform efforts have
    recognized teacher and principal professional
    development as a key component of change and as
    an important link between the standards movement
    and student achievement.(Elmore, 2002)

10
  • North Carolina Professional
    Educator Evaluation Systems
  • The design is a growth model to improve
    instruction and enhance professional practice.
  • Support and promote effective leadership, quality
    teaching, and student learning
  • Provide the basis for performance goals and
    professional development activities
  • Multiple data sources, artifacts, and evidence
    will be used in assessing educator performance
  • Rubrics are formative in nature based on a rating
    scale from developing through distinguished
    flexible enough to be fair to teachers and school
    executives of varying levels of experience and in
    school settings

11
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.

12
The teacher performance evaluation process will
  • 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.

13
Changing Expectations
Traditional Model Professional Model
Teaching Content Loosely coupled and idiosyncratic Standards based and articulated
Teaching Practice Teacher as artisan, isolated, idiosyncratic Teacher as a professional, standards based, public, collaborative
Accountability De-emphasized, mystified Public, prominent
Equity Implicit and input oriented Explicit and outcome oriented
Leadership Managerial, autocratic Facilitative, instructional, nurturer of professional learning communities
New Teacher Center, Univ. of California
14
Important Shift
  • Supervising Teaching
  • Works from a perspective that effective
    teaching results in effective learning.
  • Supervising Learning
  • Works from a perspective that if students are
    learning, the teaching must be effective.

15
Why 21st Century Word Splash
  • Global economy
  • HS graduates
  • Tom Friedman
  • Did You Know
  • Time Magazine
  • PISA
  • PLCs
  • Jim Collins
  • You Tube
  • Virtual Learning

16
HS graduation
global economy
You Tube
Did You Know
Tom Friedman

Virtual Learning
PLCs
Jim Collins
PISA
Time Magazine
17
How did we get here?
  • North Carolina has moved from a manufacturing
    and agricultural economy to a technological and
    research-based economy. Schools must respond to
    this change if students are to be ready for the
    future.
  • http//www.news14.com/Default.aspx?ArID606734

18
NORTH CAROLINAS Educational Pipeline
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 Associates
degree within three years or a Bachelors degree
within six years. Source
www.achieve.org
19
Tom Friedman The World is Flat
http//mitworld.mit.edu/video/519 Did You Know
http//www.youtube.com/watch?vjpEnFwiqdx8 J
im Collins Good to Great http//www.jimcollins.co
m/media.html
20
Overview
This is a story about the big public
conversation the nation is not having about
educationwhether an entire generation of kids
will fail to make the grade in the global economy
because they cant think their way through
abstract problems, work in teams, distinguish
good formation from bad, or speak a language
other than English. How to Build a Student
for the 21st Century TIME
Magazine December 18, 2006
21
Why 21st Century Skills?
Ranking of G8 countries 10th grade math
problem solving
OECD Ranking
Problem Solving
Math
Science
Reading
14th
15th
15th
18th
21st
25th
28th
2003
2003
2003
2006
2006
2006
2006
Source PISA, 2003, 2006
Courtesy of
Cisco Systems
22
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23
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24
Virtual Learning
  • NCVPS http//ncvps.blackboard.com/webapps/portal/
    frameset.jsp?tab_id_1_1
  • http//www.youtube.com/watch?v5it8oBMbPrg
  • Thinkering http//www.id.iit.edu/ThinkeringSpaces/
    links/phases/concept_definition/links/frameworks.h
    tm
  • Online PD
  • http//www.learnnc.org/
  • Columbus County http//www.columbus.k12.nc.us/
  • Second Life

25
21st Century Skills Framework
26
The Support systems for 21st Century Learning
must be in place Standards and
Assessments Curriculum and Instruction Professiona
l Development Learning Environments
27
  • As students are expected to learn more complex
    and analytical skills in preparation for further
    education and work in the 21st century, teachers
    must learn to teach in ways that develop higher
    order thinking and performance. (Darling-Hammond,
    2005)

28
Vision for the Future
  • 21st Century Students
  • Think both critically and creatively
  • Effective communicator and problem solver
  • Learn and understand their connection to the
    world around them
  • Receive support and encouragement throughout
    their education to think about and plan for their
    futures

29
Vision of Teaching
  • What will teachers need to know and be able to
    do in the 21st Century schools?

30
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 practice

31
NC Standards for School Executives
  • Standard 1 Strategic Leadership
  • Standard 2 Instructional Leadership
  • Standard 3 Cultural Leadership
  • Standard 4 Human Resource Leadership
  • Standard 5 Managerial Leadership
  • Standard 6 External Development Leadership
  • Standard 7 Micro-Political Leadership

32
  • Standard I
  • Teachers demonstrate leadership.
  • Group Discussion
  • Leadership
  • What is Leadership?
  • The act of influencing the classroom practices of
    professional educators.
  • -Reeves, 2008

33
If your actions inspire others to dream more,
learn more, do more and become more, you are a
leader.John Quincy Adams
34
  • Standard I
  • Teachers demonstrate leadership.
  • Group Discussion
  • Leadership
  • Why Teacher Leadership?
  • What Do Teacher Leaders Do?

35
  • Standard I Teachers demonstrate
  • leadership.
  • A. Teachers lead in their classrooms
  • Take responsibility for all students learning
  • Communicate vision to students
  • Use 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

36
  • Standard I Teachers
    demonstrate
  • leadership.
  • B. Teachers demonstrate leadership in the
    school
  • Work collaboratively with all school personnel to
    create a professional learning community
  • Analyze data
  • Develop goals and strategies through the
  • school improvement plan
  • Assist in determining school budget and
  • professional development
  • Participate in hiring process
  • Collaborate with colleagues to mentor and
  • support teachers to improve effectiveness

37
  • Standard I Teachers
    demonstrate leadership.
  • Teachers lead the teaching profession
  • Strive to improve the profession
  • Contribute to the establishment of positive
    working conditions
  • Participate in decision-making structures
  • Promote professional growth

38
  • 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 education

39
  • Standard I Teachers
    demonstrate leadership.
  • E. Teachers demonstrate high ethical standards
  • Demonstrate ethical principles
  • Uphold the Code of Ethics and Standards
  • for Professional Conduct

40
  • Teachers who choose the path of teacher
    leadershipbecome owners and investors in their
    schools rather than mere tenants. - Roland
    Barth (1999)

41
Relationships
  • What kind of relationships will be needed to
    obtain
  • 21st century desired outcomes?
  • Teachers and Students?
  • Teachers and Teachers?
  • Students and Students?
  • Student and Community?
  • School and Community?
  • What will we see teachers doing?
  • What will we see students doing?

42
3 Steps for 21st Century Schools
  • Collaboration
  • Competition
  • Cooperation
  • http//www.youtube.com/watch?v2yCB4i7GJuM
  • How do our classrooms compare?
  • Strengths?
  • Challenges?

43
Relationships
  • the school environment must assist students to
    develop a sense of belonging and confidence
    through healthy relationships with faculty, staff
    and other students.
  • Building caring and supportive connections with
    students, parents, and communities

44
  • Standard II Teachers
    establish a respectful environment
    for a diverse population of
    students.
  • A. Teachers provide an environment in which each
    child has a positive, nurturing relationship with
    caring adults
  • Encourage an environment that is inviting,
    respectful, supportive, inclusive, and
    flexible

45
  • Standard II Teachers
    establish a
    respectful environment for a diverse
    population of students.
  • B. Teachers embrace diversity in the school
    community and in the world
  • Demonstrate knowledge of diverse cultures
  • Select materials and develop lessons that
    counteract stereotypes and incorporate
    contributions
  • Recognize the influences on a childs
    development,
  • personality, and performance
  • Consider and incorporate different points of view

46
  • Standard II Teachers
    establish a respectful environment
    for a diverse population of
    students.
  • C. Teachers treat students as individuals
  • Maintain high expectations for all students
  • Appreciate differences and value contributions by
    building positive, appropriate relationships

47
  • Standard II Teachers establish a
    respectful environment for a
    diverse population of
    students.
  • Teachers adapt their teaching for the benefit
    of students with special needs
  • Collaborate with specialists
  • Engage students and ensure they meet the needs of
    their students through inclusion and other models
    of effective practice

48
  • Standard II Teachers establish a
    respectful environment for a
    diverse population of
    students.
  • Teachers work collaboratively with the families
    and significant adults in the lives of their
    students
  • Improve communication and collaboration between
    the school and the home and community
  • Promote trust and understanding and build
    partnerships with school community
  • Seek solutions to overcome obstacles that prevent
    family and community involvement

49
Principal Standard III Cultural Leadership
  • School executives will understand and act on
    the understanding of the important role a
    schools culture plays in contributing to the
    exemplary performance of the school.
  • support and value the traditions, artifacts,
    symbols and positive values and norms of the
    school and community that result in a sense of
    identity and pride upon which to build a positive
    future
  • re-culture the school if needed to align with
    schools goals of improving student and adult
    learning and to infuse the work of the adults and
    students with passion, meaning and purpose

50
Standard II Activity
  • Small Groups
  • Compare and contrast the TPAI document and the
    Teacher Evaluation Instrument

51
Academic StandardsWhat They Are and Why We Need
Them
  • The standards are a fair and effective way to
    give students the rules of the game when they
    are in school.
  • By comparing one childs performance to a
    clear standard, parents, children and teachers
    know precisely what is expected.
  • Douglas Reeves

52
  • Quick Write
  • Briefly describe your idea of rigorous and
    relevant learning?

53
Relevance
  • Relevance is making learning meaningful. To truly
    engage students, good teachers connect what kids
    learn to what they already know from their own
    cultures and life experiences.
  • Relevant learning is interdisciplinary and
    contextual. It requires students to apply core
    knowledge, concepts or skills to solve real-world
    problems.
  • How closely does your school/district fit the
    definition?

54
Columbus County Schools
  • Worksheets and lecturing are no longer viable
    teaching methods in the 21st century. Classrooms
    have to be exciting, engaging places where
    complex ideas and meaningful connections are
    made. The gains that we have made have been a
    result of our teachers striving to reach every
    child in an engaging and effective way and
    realizing that growth occurs one child at a
    time.
  • Dr. Dan Strickland, Superintendent of Columbus
    County Schools

55
  • Standard III Teachers know
    the content they teach.
  • Teachers align their instruction with the North
    Carolina Standard Course of Study
  • Teach the North Carolina Standard Course of Study
  • Develop and apply strategies to make the
    curriculum rigorous and relevant
  • Develop literacy skills appropriate to specialty
    area

56
  • Standard III Teachers know
  • the content they teach.
  • B. Teachers know the content appropriate to
    their teaching specialty
  • Know subject beyond the content they teach
  • Direct students curiosity into an interest in
    learning

57
  • Standard III Teacher know the content
    they teach.
  • Teachers recognize the interconnectedness of
    content areas/disciplines
  • Know links between grade/subject and the North
    Carolina Standard Course of Study
  • Relate content to other disciplines
  • Promote global awareness and its relevance

58
  • Standard III Teachers know the
    content they teach.
  • D. Teachers make instruction relevant to
    students
  • Incorporate life skills which include leadership,
    ethics, accountability, adaptability, personal
    productivity, personal responsibility, people
    skills, self-direction, and social responsibility
  • Demonstrate the relationship between the core
    content and 21st Century content that includes
    global awareness financial, economic, business
    and entrepreneurial literacy civic literacy
  • and health and wellness awareness

59
Standard II Instructional Leadership
  • School executives will set high standards for
    the professional practice of 21st century
    instruction and assessment that result in a
    no-nonsense accountable environment.
  • must be knowledgeable of best instructional and
    school practices
  • must use this knowledge to cause the creation of
    collaborative structures within the school for
    the design of highly engaging schoolwork for
    students, the on-going peer review of this work,
    and the sharing of this work throughout the
    professional community.

60
learning and change is intensely
interpersonal.(People getting smart together)
  • Collaboration
  • Sharing expertise and perspectives on teaching
    and learning
  • Examining data about students
  • Shared responsibility and mutual support for
    effective instruction

61
You can teach a student a lesson for a day but
if you can teach him to learn by creating
curiosity, he will continue the learning process
as long as he lives. Clay P. Bedford
62
Rigor
  • Rigor means having high expectations in
    curriculum
  • standards, classroom assignments, ongoing
    assessment,
  • and testing.
  • A different way to think of Rigor
  • Rigor is the goal of helping students develop
    the capacity to understand content that is
    complex, ambiguous, provocative, and personally
    or emotionally challenging.
  • Complex curriculum like physics, calculus,
    chemistry, biology or economics, are composed of
    interacting and overlapping ideas
  • Provocative curriculum conceptually challenging,
    dealing with dilemmas, engaging students in
    identifying problems, conducting inquiry, taking
    positions- Richard Wrights Native Son or
    Katherine Petersons Bridge to Terabithia).
  • Ambiguous curriculum modern poetry, primary
    documents, and statistics, are filled with
    multiple meanings that must be examined and
    sorted into patterns of significance (Dickinsons
    The Soul Selects her Own Society, or A.A.
    Milnes The House at Pooh Corner, or a database
    describing U.S.immigration patterns from 1875 to
    1920).
  • Personally or emotionally challenging curriculum
    the novels of Toni Morrison or Lois
  • Lowry, the facts of
    Shays Rebellion, or the Trail of Tears).

63
Blooms Revised Taxonomy
  • Remembering
  • Understanding
  • Applying
  • Analyzing
  • Creating
  • Evaluating

64
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66
21st Century Curriculum
21st Century Model
Social Studies Content
Analytic Thinking
Current Events
Purposeful Podcasts
http//www.bookosphere.net/purplecow.htm
67
21st Century Curriculum
21st Century Model
Analytic Thinking
Geographic Content
Geography
Global Positioning Software
68
21st Century Curriculum
21st Century Model
Reading Comprehension
Analytic Thinking
Reading
Success Maker Pro
69
The mediocre teacher tells. The good teacher
explains. The superior teacher demonstrates. The
great teacher inspires.William Ward
70
  • Standard IV Teachers
    facilitate learning for
    their students.
  • A. Teachers know the ways in which learning
    takes place, and they know the appropriate levels
    of intellectual, physical, social, and emotional
    development of their students
  • Know how students think and learn
  • Understand the influences on student learning and
  • differentiate instruction
  • Keep abreast of evolving research
  • Adapt resources to address the strengths and
    weaknesses of students

71
  • Standard IV Teachers
    facilitate learning for
    their students.
  • B. Teachers plan instruction appropriate for
    their students
  • Collaborate with colleagues
  • Use data for short and long range planning
  • Engage students in the learning process
  • Monitor and modify plans to enhance student
    learning
  • Respond to cultural diversity and learning needs
    of students

72
  • Standard IV Teachers
    facilitate learning for their students.
  • C. Teachers use a variety of instructional
    methods
  • Choose methods and materials as they strive to
    eliminate achievement gaps
  • Employ a wide range of techniques using
    information and communication technology,
    learning styles, and differentiated instruction

73
  • Standard IV Teachers
    facilitate learning for
    their students.
  • D. Teachers integrate and utilize technology in
    their instruction
  • Know appropriate use of technology to maximize
    student learning
  • Help students use technology to learn content,
    think critically, solve problems, discern
    reliability, use information, communicate,
    innovate and collaborate

74
  • Standard IV Teachers
    facilitate learning for their
    students.
  • E. Teachers help students develop critical
    thinking and problem-solving skills
  • Encourage students to ask questions, think
    creatively, develop and test innovative ideas,
    synthesize knowledge and draw conclusions
  • Help students exercise and communicate sound
    reasoning understand connections make complex
    choices and frame, analyze, and solve problems

75
  • Standard IV Teachers facilitate
    learning for their students.
  • F. Teachers help students work in teams and
    develop leadership qualities
  • Teach the importance of cooperation and
    collaboration
  • Organize learning teams in order to help students
    define roles, strengthen social ties, improve
    communication and collaborative skills, interact
    with people from different cultures and
    backgrounds, and develop leadership qualities

76
  • Standard IV Teachers facilitate
    learning for their students.
  • G. Teachers communicate effectively
  • Communicate clearly with students in a variety of
    ways
  • Assist students in articulating thoughts and
    ideas clearly and effectively

77
  • Standard IV Teachers facilitate
    learning for their students.
  • H. Teachers use a variety of methods to assess
    what each student has learned
  • Use multiple indicators, both formative and
    summative, to evaluate student progress
  • Use assessment systems to inform instruction and
    demonstrate evidence of students 21st Century
    knowledge, skills, performance, and
    dispositions.
  • Provide opportunities for self-assessment

78
Standard IV Group Activity
  • What teacher behaviors might you be looking to
    see for this Standard?
  • What student behaviors might you be looking to
    see for this Standard?

79
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80
  • Standard V Teachers
    reflect on their practice.
  • 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

81
  • Standard V Teachers reflect
    on their practice.
  • Teachers link professional growth to their
    professional goals
  • Participate in continued, high quality
    professional development

82
  • Standard V Teachers reflect
    on their practice.
  • C. Teachers function effectively in a complex,
    dynamic environment
  • Actively investigate and consider new ideas that
    improve teaching and learning
  • Adapt practice based on data

83
Reflection
  • Strategic plan
  • PD 360
  • New Standards
  • Evaluation tools
  • Teachscape
  • Waterford
  • Benchmark
  • ClassScape
  • PIMUS
  • Collaborative Structures
  • How do these district-wide tools support Teacher
    Standard V?

84
Day 2
  • Professional Learning Communities
  • The Change Process

85
The Power of PLCs
  • The most promising strategy for sustained,
    substantive school improvement is building the
    capacity of school personnel to function as a
    professional community. The path to change in the
    classroom lies within and through PLCs.
    (McLaughlin 2003)

86
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87
Superintendents set high standards for
the professional practice of 21st century
instruction and assessment that result in an
accountable environment. They create professional
learning communities resulting in highly engaging
instruction and improved student learning. They
set specific achievement targets for schools and
students and then ensure the consistent use of
research-based instructional strategies in all
classrooms to reach the targets.
http//www.ncptsc.org/
88
Standards
  • Provides for the development of
  • effective professional learning
  • communities aligned with the
  • district strategic plan, focused
  • on results, and characterized by
  • collective responsibility for 21st
  • century student learning
  • Provides structures for the
  • development of effective
  • professional learning communities
  • aligned with the school improvement
  • plan, focused on results, and
  • characterized by collective
  • responsibility for instructional
  • planning and for 21st century student
  • learning
  • Work collaboratively with all school
  • personnel to create a professional
  • learning community

89
Professional Learning Communities
  • Professional someone with the expertise in a
    specialized field, an individual who has not only
    pursued advanced training to enter the field, but
    who is also expected to remain current in its
    evolving knowledge base.
  • Learning ongoing action and perpetual
    curiosity
  • Community a group linked by common
    interests

90
Characteristics of a PLC
  • Shared Mission, Vision, Values and Goals
  • Collective Inquiry
  • Collaborative Culture
  • Action Orientation and Experimentation
  • Continuous Improvement
  • Results Orientation

91
Is the Mission, Vision, and Values SHARED?
  • Mission Why do we exist?
  • What is our fundamental
    purpose?
  • Vision What must our school become to
  • accomplish our purpose?
  • What is our compelling future?
  • Values How must we behave to achieve
    our mission?
  • What are our collective commitments?

92
Building Block
  • Clarifies Priorities
  • Sharpens Focus
  • Gives Direction
  • Guides Behavior

93
Is the structure in place to promote
COLLABORATION?
  • Time
  • Modeling
  • Format for Meeting
  • Format for Reporting
  • Process for Deciding on Work to be Done

94
COLLABORATIVE TEAM MEETING
Data - Needs of Students
Schools Resources
Program Requirements
Grade Level or Department Team Meeting (Problem
Solving)
Planning
Monitoring
Delivering
Effective Differentiated Instruction
Kathryn Howe David Howe 2005
95
Are the CONVERSATIONS around STUDENT LEARNING?
  • What do students need to know and be able to do?
  • What do our students need for success?
  • In school (this year, next year, and so on)
  • In life
  • On state tests
  • Big Ideas
  • Essential Questions

96
  • How will we know when they have learned it?
  • Common Assessments
  • Represent the most effective strategy for
    determining whether the guaranteed curriculum is
    being taught and, more importantly, learned
  • Inform the practice of individual teachers
  • Build a teams capacity to improve its program
  • More efficient than assessments created by
    individual teachers
  • More equitable for students
  • Facilitate a systematic, collective response to
    students who are experiencing difficulty

97
  • How will we respond when they dont learn?
  • Shift from Teaching to Learning
  • Pre-Question Why didnt they learn?
  • Was it taught well and/or according to student
    factors?
  • Do we have effective, systematic intermediate
    (Tier II) and intensive (Tier III) interventions
    in place?

98
Providing Learning Opportunities for ALL
Children
Intensive Intervention Tier III
Differentiated Intervention Tier II
Differentiated Instruction
Instructional Continuum
Resources
Initial Instruction Tier I
Time
99
  • How will we respond when they
  • already know it?
  • Enrichment
  • Acceleration

100
  • Establishing Learning Communities in a
    Challenging Environment
  • The Levey Middle School Story

101
Levey Middle SchoolA Classic Case of Dysfunction
  • 97 African-American student population Student
    population of 800
  • School-wide Title 1 eligible
  • Over 80 of students live in single female headed
    households
  • Achievement scores well below state averages
  • 25 40 annual student turnover rate
  • 2000-2001 school over 3000 disciplinary
    suspensions
  • 2000-2001 school year over 150 students failed
    two or more classes and were required to attend
    summer school
  • 65 of staff in their first, second, or third
    year of teaching
  • 2001-2002 school year, third principal in three
    years

102
Year 1
  • Establishing Professionalism
  • Collective Inquiry
  • Establishing Shared Mission and Vision
  • Creating Order

103
Teacher Curriculum
  • Review Critical Data
  • Choose Goals (No more than four/five)
  • Identify best literature/research that helps
    increase staff ability to meet goals
  • Develop study questions that applies the research
    to schools current reality
  • Prepare study guide for teachers and pace their
    curriculum for the entire school year

104
Study High-Achieving Schools and Research
Relevant to Your School
  • Use staff meetings as learning centers, not for
    announcements and trivia
  • Make sure that study sessions are used to find
    solutions for your problems, not for complaints
    about the current state of your school.
  • Be prepared to answer the nay Sayers
  • Tie the information learned in your book studies
    to the vision for the school
  • Suggested Reading Nothings Impossible, Lorraine
    Monroe, Turning Points 2000, Anthony Jackson,
    Getting Started, Eaker, DuFour and DuFour,
    Transforming Schools, Zmuda and Kuklis

105
Establish Principles
  • Establish order based upon what is right and
    what is wrong
  • Address Budgetary Justice
  • Stand up to anyone who threatens those
    principles, they will be the foundation for your
    fabulous school. This is not easy!!!!!
  • Make the things that are good for kids, the
    foundation of your school culture
  • Build Efficacy

106
Year 2
  • Ensuring that Students Learn
  • Culture of Collaboration
  • Pyramid of Intervention
  • School-Wide Academic Focus

107
What do we want students to know?
  • Identify Essential Standards/Outcomes
  • Pace them per quarter
  • Identify instructional material necessary to
    ensure mastery of standards by the students

108
How do we know if they have learned?
  • Develop common assessments
  • Common assessments measure if students can
    performed the desired tasks
  • Common assessments should be given at least each
    quarter in each core subject matter
  • Common assessments should not exceed 25 questions
  • Assessments should be developed by the teachers
    that teach the content
  • Assessment questions should be similar to the
    modality used on the state assessment

109
Collaborative Culture
  • Develop teams
  • Organize team structure and collaboration
  • Find time in schedule and make collaboration a
    priority
  • Develop protocol and guidance for teams
  • Collaboration must yield results

110
Pyramid of InterventionWhat do we do when
students do not learn?
  • Homework lunch
  • In-school tutors
  • Student Support Specialist
  • After-school tutoring
  • Student Success Plan
  • Title 1 Summer Institute
  • University Summer Program

111
School-Wide Academic Focus
  • Develop school-wide theme
  • Develop school-wide motto
  • Develop school-wide programs that support
    curricular areas of need, i.e., Writing Month

112
Year 3
  • Professional Development Refinement
  • Action Orientation and Experimentation
  • Confronting Counterproductive Behavior
  • Work on Affective Needs

113
Action Orientation and Experimentation
  • Development of pilot programs and innovations
    related to the staff members new level of
    proficiency
  • Hip-Hop Literacy Program
  • Screen Writing Class
  • Business Program and Levey Dollar Store

114
Work on Affective Needs
  • Build relationship between the staff and students
    to strengthen the sense of school community
  • Analyze affective offerings for students and
    adjust where necessary
  • Develop a regular system for recognizing good
    teaching and building staff relationships

115
Levey Results
  • Reading
  • 2000 30 Proficient (State Avg. 68)
  • 2005 88 Proficient (State Avg. 62)
  • Math
  • 2000 31 Proficient (State Avg. 54)
  • 2005 76 Proficient (State Avg. 62)

116
PLCs
  • Where are we? Where are we going?
  • Successes and challenges
  • Resources and support
  • http//www.allthingsplc.info/

117
Characteristics of a PLC
  • Rate your current level of effectiveness in
    each one of the six characteristics of a PLC
    using a Likert scale of 1 -5, with 1 being very
    ineffective and 5 being very effective.

118
Where Do We Go From Here? Worksheet School Improvement Goals Drive Team Goals Where Do We Go From Here? Worksheet School Improvement Goals Drive Team Goals Where Do We Go From Here? Worksheet School Improvement Goals Drive Team Goals Where Do We Go From Here? Worksheet School Improvement Goals Drive Team Goals Where Do We Go From Here? Worksheet School Improvement Goals Drive Team Goals
Describe two characteristics of a professional learning community that you would like to see in place in your school. What steps or activities must be initiated to create this condition in your school? Who will be responsible for initiating or sustaining these steps or activities? What is a realistic timeline for each step or phase of the activity? What will you use to assess the effectiveness of your initiative?

Learning by Doing DuFour, Eaker, and Many
119
The Professional Learning Community Continuum The Professional Learning Community Continuum The Professional Learning Community Continuum The Professional Learning Community Continuum The Professional Learning Community Continuum
Element of a PLC Pre-Initiation Stage Initiation Stage Developing Stage Sustaining Stage
Creating a Focus on Results That Impacts Schools, Teams, and Teachers There is no effort to establish specific district goals intended to impact the direction of each school. The district reacts to problems as they arise and does little to either focus on the future or promote continuous improvement. The district establishes multiple long range goals as part of a comprehensive strategic planning process. Schools may create annual school improvement plans in response to district requirements, but those plans have little impact upon classroom practices. The district has identified a few key goals. Every school then adopts goals designed to help the district achieve its targets. Every collaborative team in every school adopts SMART goals specifically aligned with its school goals. A process is in place to monitor each teams progress throughout the year. Educators throughout the district have a results orientation. Collaborative teams of teachers establish both annual goals and a series of short-term goals to monitor their progress. They create specific action plans to achieve goals and clarify the evidence they will gather to assess the impact of their plans. This tangible evidence of results guides the work of teams as part of a continuous improvement process. Each member understands the goals of the team, how those goals relate to school and district goals, and how he or she can contribute to achieving the goals.
Learning by Doing DuFour, Eaker, and Many
120
SMART Goals
  • S Specific Strategic
  • M Measurable
  • A Attainable
  • R Results -Oriented
  • T Time Bound
  • http//www4.asq.org/blogs/edu/2006/04/how_smart_ar
    e_your_goals.html

121
Competencies
  • Knowledge (factual and experiential) Skills
    Competency

122
Personal, Team, or Both
  • Know Thyself. And Thy Staff
  • Review the list of Competencies to determine
    which ones you feel confident and competent about
    now, ones you need to work on, and the ones that
    you will need to plan for assistance through
    delegation.

123
Principal Standard I Strategic Leadership
  • School executives will create conditions that
    result in the creation of a climate of inquiry
    to
  • strategically re-image the schools vision,
    mission, and goals to align with 21st Century
    needs
  • challenge the school community to continually
    re-purpose itself by building on its core values
    and beliefs about its preferred future and then
    developing a pathway to reach it.

124
Giant Leaps Unlikely
Changes In Practice
Current Practice
There will be no change in outcomes until new
practices are implemented.
125
Are You Ready for the Change?
  • Change http//www.changeisgoodmovie.com/index.htm
    l
  • is a PROCESS, not an event
  • is made by INDIVIDUALS first, then institutions
  • is a highly PERSONAL experience
  • entails DEVELOPMENTAL growth in feelings and
    skills

Hord, S., Rutherford, W., Huling-Austin, L.,
Hall, G. (1998) Taking charge of change. Austin,
TX Southwest Educational Development Laboratory.
126
Change ImplicationsNot Actual Change Initiatives
First-Order Change When a change is perceived as Second-Order Change When a change is perceived as
An extension of the past A break with the past
Within existing paradigms Outside of existing paradigms
Consistent with prevailing values and norms Conflicted with prevailing values and norms
Implemented with existing knowledge skills Requiring new knowledge skills to implement
127
Magnitude of Change
  • Lies in the eyes of the beholder
  • Has to do less with the change itself than with
    the knowledge, experience, values, and
    flexibility of individuals expected to carry out
    the change effort
  • Few changes are of the same magnitude to all
    stakeholders
  • Leaders must understand and accurately
    estimate the order of magnitude of their
    improvement initiatives for all stakeholders

128
Phases of Change
  • Highly interdependent
  • Not sequential.Recursive
  • Phases are different for First and Second Order
    Changes

McRels Balanced Leadership Framework
129
Create Demand
  • Little change occurs in any organization that is
    satisfied with the status quo
  • Create tension between the current reality and a
    preferred future to develop sufficient energy and
    motivation away from the status quo
  • Create a shared vision that challenges the
    current reality
  • or
  • Clarify for everyone that the current reality is
    so unpleasant that individuals or groups are
    willing to accept the risk and discomfort
    associated with changing the status
    quo

130
Implement
  • Relentless focus on the quality, fidelity,
    consistency, and intensity of implementation
  • Leaders must be highly knowledgeable about
    curriculum, instruction, assessment, and the
    research based practices associated with the
    change initiative (provide conceptual guidance)
  • Leaders must support teachers and others in
    realizing and implementing the change through
    inspiration, by portraying a positive attitude
    about their abilities, and being a driving force
    behind the initiative

131
Fidelity Innovation Configurations
  • Problems begin when the details of how to do it
    are not made clear.
  • What does the innovation look like when it is in
    use?
  • What would I see in classrooms where it is used
    well?
  • What will teachers and students be doing when the
    innovation is in use?
  • Focus on developing pictures and
    descriptors, not philosophy.

132
Manage Personal Transitions
  • Gains for students, schools, or districts can be
    perceived as a loss for staff especially when
    they must gain new knowledge, develop new
    approaches and procedures, redefine
    relationships, and re-examine their norms and
    values
  • These personal transitions often result in a
    response that is resistant to change
  • Leaders must be flexible in their approach
    and behaviors by being directive or non-directive
    as the situation/person warrants

133
Moving through the Change
  • Stages of Concern
  • 0. Awareness
  • Informational
  • Personal
  • Management
  • Consequence
  • Collaboration
  • Refocusing

Hord, S., Rutherford, W., Huling-Austin, L.,
Hall, G. (1998) Taking charge of change. Austin,
TX Southwest Educational Development Laboratory.
134
Planning for Change
  • Awareness Level/Information Level
  • Content standards/rubric, school data
  • 1. How would you kick this off?
  • 2. Where would you start?
  • Structures faculty meetings, PLCs, SIT, PTA,
    Teacher Work days

135
Monitor and Evaluate
  • Collecting and analyzing data on the quality,
    fidelity, consistency, and intensity of
    implementation
  • Assessing the impact of implementation on student
    achievement
  • Determining the impact of implementation on
    implementers
  • Adjust leadership behaviors accordingly

136
Day 3
  • The Evaluation Instrument

137
The Evaluation Process
  • Orientation
  • Within two weeks of a teachers first day
  • Must include rubric, policy schedule of
    evaluation
  • The teacher self-assessment
  • Uses the teacher rubric
  • Is done by individual (without input from others)
  • Used in developing IGP
  • Used in pre and post conference discussions

138
Definitions
  • Beginning 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
    teachers performance for a minimum of 45 minutes
    or one complete lesson

139
Definitions
  • Performance Descriptors The specific
    performance responsibilities embedded within the
    components of each performance standard
  • Performance Goals - Goals for improvement in
    professional practice based on the
    self-evaluation and/or supervisor recommendation

140
Definitions
  • School Executives Principals and assistant
    principals licensed to work in North Carolina
  • Self-assessment Personal reflection about ones
    professional practice to identify strengths and
    areas for improvement (conducted w/out input from
    others)
  • Summary Evaluation Form A composite assessment
    of the teachers performance based on the
    evaluation rubric and supporting evidence

141
Definitions
  • 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
  • Performance Elements The sub-categories of
    performance embedded within the standard

142
Definitions
  • Artifact A product resulting from a teachers
    work (a natural by-product, not a newly created
    document)

Possible Artifacts
  • Professional Development
  • Student Work
  • National Board Certification
  • PTSA
  • Professional Learning Communities (PLC)
  • Lesson Plans
  • Student Dropout Data
  • School Improvement Plan
  • School Improvement Team
  • North Carolina Teacher Working Conditions Survey
  • Student Achievement Data

143
Performance Rating Scale
  • Developing Demonstrated adequate growth but did
    not demonstrate competence on standard(s) of
    performance
  • Proficient Demonstrated basic competence on
    standard(s) for performance
  • Accomplished Exceeded basic competence on
    standard(s) of performance most of the time

144
Performance Rating Scale
  • Distinguished Consistently and significantly
    exceeded basic competence on standard(s) of
    performance
  • 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.

145
Standard 1 TeachersDemonstrate Leadership
c. Teachers lead the teaching profession. Teachers strive to improve the teaching profession. They contribute to the establishment of positive working conditions in their school. They actively participate in and advocate for decision-making structures in education and government that take advantage of the expertise of teachers. Teachers promote growth for all educators and collaborate with their colleagues to improve the profession. c. Teachers lead the teaching profession. Teachers strive to improve the teaching profession. They contribute to the establishment of positive working conditions in their school. They actively participate in and advocate for decision-making structures in education and government that take advantage of the expertise of teachers. Teachers promote growth for all educators and collaborate with their colleagues to improve the profession. c. Teachers lead the teaching profession. Teachers strive to improve the teaching profession. They contribute to the establishment of positive working conditions in their school. They actively participate in and advocate for decision-making structures in education and government that take advantage of the expertise of teachers. Teachers promote growth for all educators and collaborate with their colleagues to improve the profession. c. Teachers lead the teaching profession. Teachers strive to improve the teaching profession. They contribute to the establishment of positive working conditions in their school. They actively participate in and advocate for decision-making structures in education and government that take advantage of the expertise of teachers. Teachers promote growth for all educators and collaborate with their colleagues to improve the profession. c. Teachers lead the teaching profession. Teachers strive to improve the teaching profession. They contribute to the establishment of positive working conditions in their school. They actively participate in and advocate for decision-making structures in education and government that take advantage of the expertise of teachers. Teachers promote growth for all educators and collaborate with their colleagues to improve the profession.
Developing Proficient Accomplished Distinguished Not Demonstrated (Comment Required)
Has knowledge of opportunities and the need for professional growth and begins to establish relationships with colleagues. . . . and Contributes to the Improvement of the profession through professional growth. Establishment of positive working relationships Schools decision-making processes as required . . . and Promotes positive working relationships through professional growth activities and collaboration. . . . and Seeks opportunities to lead professional growth activities and decision-making processes.
146
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147
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

148
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.

149
Principal/AP Responsibilities
  • Know 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.

150
Principal/AP Responsibilities Cont.
  • Identify the teachers strengths and areas for
    improvement and make recommendations for
    improving performance.
  • Ensure that the contents of the Teacher Summary
    Evaluation Report accurately reflect the
    teachers performance.
  • Develop and supervise implementation of
    action plans as appropriate.

151
Pre-Observation Conference
  • A pre-observation conference must occur before
    any 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

152
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

153
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154
Post Observation Conferences
  • Must occur after each observation
  • Must occur no later than 10 school days after the
    observation
  • Designed for the purpose of identifying areas of
    strength and those in need of improvement
  • Requires review and signature of rubric

155
Summary Evaluation Conference
  • Bring Self Assessment PDP
  • Review Observations
  • Discuss Additional Artifacts
  • Sign Summary Rating Form
  • Begin discussion for future goals

156
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.
  • http//www.dpi.state.nc.us/docs/profdev/training/t
    eacher/required/rubricassessmentform.pdf

157
Self Assessment
  • You will have about 20 minutes to complete your
    own self-assessment.
  • In addition to rating yourself, take notes as to
    what artifacts you might use to support your
    rating.
  • Consider the explanations and comments you would
    make with your Principal/AP.

158
Self Assessment Reflection
  • Take the next 10 minutes and talk with a partner
    about the self-assessment process you completed.
    Discuss these questions
  • Did you find it easy or difficult?
  • Do you feel confident discussing your assessment
    w/ your evaluator?
  • What artifacts came to mind to support your
    rating?

159
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
  • http//www.dpi.state.nc.us/docs/profdev/training/t
    eacher/required/profdevplan.doc

160
Goal Setting Activity
  • Review pages 32 and 33 in your manual
  • After examining Standard 1, work with your
    tablemates to write a possible goal for this
    teacher.
  • List 2 3 strategies that will help him/her meet
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