1 Columbus County Leadership Academy Summer 2009 Welcome Introduction Agenda.

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Columbus County Leadership Columbus County Leadership AcademyAcademy

Summer 2009Summer 2009

Welcome

Introduction

Agenda

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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

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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

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

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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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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?

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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 Board’s newly adopted mission and goals

The Commission is composed of 16 practicing educators.

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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 goals21st Century Skills and KnowledgeResearch from Teacher Working Conditions SurveySchool Executive and Superintendent StandardsEvaluation Instruments

Program approval for Schools of EducationProfessional Development

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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)

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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

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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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Changing ExpectationsTraditional 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

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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.

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Why 21st Century Word Splash

Global economy HS graduates Tom Friedman Did You Know Time Magazine PISA PLCs Jim Collins You Tube Virtual Learning

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globaleconomy

HSgraduation

TomFriedman

Did You Know

Time Magazine

PISA

PLCs

Jim Collins

You Tube

Virtual Learning

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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?ArID=606734

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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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Tom Friedman: The World is Flat http://mitworld.mit.edu/video/519

Did You Know: http://www.youtube.com/watch?v=jpEnFwiqdx8

Jim Collins: Good to Greathttp://www.jimcollins.com/media.html

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“This is a story about the big public conversation the nation is not having about education…whether an entire

generation of kids will fail to make the grade in the global economy because

they can’t 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

Overview

21 Source: PISA, 2003, 2006 Courtesy of Cisco Systems

30th

25th

20th

15th

10th

5th

1st

2003 2003 2003 20062006 2006 2006

OECDRanking

Ranking of G8 countries:

10th grade math & problem solving

1st

2nd

3rd

4th

5th

6th

7th

8th

MathScience ReadingProblem Solving

28th

18th

25th

14th

21st

15th 15th

Why 21st Century Skills?

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Mission/Vision

Values/Goals

Complexity of Change

Sustaining Change

The Role of the

Principal

Teaching in a

Professional Learning

Community

The Role of Parents

Staff Development

Passion & Persistence

Planning for

Learning

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Virtual Learning

• NCVPS: http://ncvps.blackboard.com/webapps/portal/frameset.jsp?tab_id=_1_1

http://www.youtube.com/watch?v=5it8oBMbPrg

• Thinkering http://www.id.iit.edu/ThinkeringSpaces/links/phases/concept_definition/links/frameworks.htm

• Online PD http://www.learnnc.org/

• Columbus County http://www.columbus.k12.nc.us/

Second Life

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21st Century Skills Framework

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The Support systems for 21st Century Learning must be in place:

Standards and AssessmentsCurriculum and InstructionProfessional DevelopmentLearning Environments

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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)

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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

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Vision of Teaching

What will teachers need to know and be

able to do in the 21st Century schools?

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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 practice

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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

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Standard I:Teachers demonstrate leadership.

Group Discussion:

Leadership

What is Leadership?

The act of influencing the classroom practices of professional educators.

-Reeves, 2008

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If your actions inspire others to dream more, learn more, do

more and become more, you are a leader.

John Quincy Adams

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Standard I:Teachers demonstrate leadership.

Group Discussion:

Leadership

Why Teacher Leadership?

What Do Teacher Leaders Do?

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Standard I: Teachers demonstrate leadership.

A. Teachers lead in their classrooms:Take responsibility for all students’ learningCommunicate vision to studentsUse data to organize, plan, and set goalsUse a variety of assessment data throughout the year to

evaluate progressEstablish a safe and orderly environment

Empower students

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

professional learning communityAnalyze dataDevelop goals and strategies through the school improvement planAssist in determining school budget and professional development

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

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C. 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

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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

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E. Teachers demonstrate high ethical standards:

Demonstrate ethical principles

Uphold the Code of Ethics and Standards for Professional Conduct

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

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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?

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3 Steps for 21st Century Schools

Collaboration Competition Cooperation http://www.youtube.com/watch?v=2yCB4i7GJuM

How do our classrooms compare?Strengths?Challenges?

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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

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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

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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 culturesSelect materials and develop lessons that counteract stereotypes

and incorporate contributionsRecognize the influences on a child’s development, personality, and performance

Consider and incorporate different points of view

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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

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Standard II: Teachers establish a respectful

environment for a diverse population of

students.D. 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

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Standard II: Teachers establish a respectful environment for a diverse population of

students.E. 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

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Principal Standard III: Cultural Leadership

School executives will understand and act on the understanding of the important role a school’s 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 school’s goals of improving student and adult learning and to infuse the work of the adults and students with passion, meaning and purpose

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Standard II Activity

• Small Groups: Compare and contrast the TPAI document and the

Teacher Evaluation Instrument

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Academic Standards:What 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 child’s performance to a clear standard, parents, children and teachers know precisely what is expected.

Douglas Reeves

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Quick Write

Briefly describe your idea of rigorous and relevant learning?

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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?

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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

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Standard III: Teachers know the content they teach.

A. 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

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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

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Standard III: Teacher know the content they teach.

C. 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

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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 responsibilityDemonstrate 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

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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.

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“…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

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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

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Rigor

Rigor means having high expectations in curriculumstandards, 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 Wright’s Native Son or Katherine Peterson’s 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 (Dickinson’s “The Soul Selects her Own Society,” or A.A. Milne’s 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 Shay’s Rebellion, or the Trail of Tears).

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Bloom’s Revised Taxonomy

Remembering

Understanding

Applying

Analyzing

Creating

Evaluating

66 http://www.bookosphere.net/purplecow.htm

21st Century Model

Soci

al S

tudi

es C

onte

nt Analytic Thinking

Purposeful Podcasts

Current Events

21st Century Curriculum

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21st Century Model

Geo

grap

hic

Cont

ent Analytic Thinking

Global Positioning Software

Geography


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21st Century Model

Read

ing

Com

preh

ensi

on Analytic Thinking

Success Maker Pro

Reading


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The mediocre teacher tells. The good teacher explains. The superior

teacher demonstrates. The great teacher inspires.William Ward

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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 learnUnderstand the influences on student learning and differentiate instruction

Keep abreast of evolving researchAdapt resources to address the strengths and weaknesses of students

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Standard IV: Teachers facilitate learning for

their students.

B. Teachers plan instruction appropriate for their students:Collaborate with colleaguesUse data for short and long range planningEngage students in the learning processMonitor and modify plans to enhance student learningRespond to cultural diversity and learning needs of students

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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

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their students.

D. Teachers integrate and utilize technology in their instruction:Know appropriate use of technology to maximize student learningHelp students use technology to learn content, think critically, solve problems, discern reliability, use information, communicate, innovate and collaborate

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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

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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 collaborationOrganize 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

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G. Teachers communicate effectively:

Communicate clearly with students in a variety of ways

Assist students in articulating thoughts and ideas clearly and effectively

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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

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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?

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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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B. Teachers link professional growth to their professional goals:

Participate in continued, high quality professional development

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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

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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?

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Day 2

• Professional Learning Communities

• The Change Process

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The Power of PLC’s

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 PLC’s. (McLaughlin 2003)

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http://www.ncptsc.org/

Superintendents set high standards for theprofessional practice of 21st century instruction andassessment that result in an accountable environment.They create professional learning communitiesresulting in highly engaging instruction and improvedstudent 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.

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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

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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 it’s evolving knowledge base.

“Learning” – ongoing action and perpetual curiosity

“Community” – a group linked by common interests

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Characteristics of a PLC

Shared Mission, Vision, Values and Goals Collective Inquiry Collaborative Culture Action Orientation and Experimentation Continuous Improvement Results Orientation

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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?

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Building Block

Clarifies Priorities Sharpens Focus Gives Direction Guides Behavior

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Is the structure in place to promote COLLABORATION?

Time Modeling Format for Meeting Format for Reporting Process for Deciding on Work to be Done

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COLLABORATIVE TEAM MEETING

Grade Level or Department

Team Meeting(Problem Solving)

Data - Needsof Students

School’sResources

ProgramRequirements

Planning MonitoringDelivering

Effective Differentiated Instruction

Kathryn Howe & David Howe 2005

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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 IdeasEssential Questions

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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 team’s 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

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How will we respond when they don’t learn?

Shift from Teaching to Learning Pre-Question: Why didn’t 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?

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Providing Learning Opportunities for ALL Children

Initial Instruction

Tier I

Differentiated Instruction

Differentiated Intervention

Tier II

IntensiveIntervention

Tier III

Inst

ruct

ional

Continuum

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How will we respond when they

already know it?

Enrichment

Acceleration

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Establishing Learning Communities in a Challenging Environment

“The Levey Middle School Story”

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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

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Year #1

• Establishing Professionalism

• Collective Inquiry

• Establishing Shared Mission and Vision

• Creating Order

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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 school’s current reality Prepare study guide for teachers and pace

their curriculum for the entire school year

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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: Nothing’s Impossible, Lorraine Monroe,

Turning Points 2000, Anthony Jackson, Getting Started, Eaker, DuFour and DuFour, Transforming Schools, Zmuda and Kuklis

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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

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Year #2

Ensuring that Students Learn Culture of Collaboration Pyramid of Intervention School-Wide Academic Focus

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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

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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

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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

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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

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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”

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Year #3

Professional Development Refinement Action Orientation and Experimentation Confronting Counterproductive Behavior Work on Affective Needs

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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

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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

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Levey ResultsReading 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%)

0

10

20

30

40

50

60

70

80

90

Read2000

Math2000

Levey

AA

State

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PLCs Where are we? Where are we going? Successes and challenges Resources and support

http://www.allthingsplc.info/

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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.

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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

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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 team’s 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

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SMART Goals

S Specific + Strategic

M Measurable

A Attainable

R Results -Oriented

T Time Boundhttp://www4.asq.org/blogs/edu/2006/04/how_smart_are_your_goals.html

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Competencies

Knowledge (factual and experiential) + Skills = Competency

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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.

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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 school’s 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.

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“Giant Leaps” Unlikely

CurrentPractice

ChangesIn

Practice

There will be no change in outcomes until new practices are implemented.

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Are You Ready for the Change?

Change: http://www.changeisgoodmovie.com/index.html

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.

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Change Implications…Not 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

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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

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Phases of Change

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

McRel’s Balanced Leadership Framework

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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

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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

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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.

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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

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Moving through the Change

Stages of Concern

0. Awareness

1. Informational

2. Personal

3. Management

4. Consequence

5. Collaboration

6. Refocusing

Hord, S., Rutherford, W., Huling-Austin, L., & Hall, G. (1998) Taking charge of change. Austin, TX: Southwest Educational Development Laboratory.

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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

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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

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The Evaluation Process

Orientation:o Within two weeks of a teacher’s first day

o Must include rubric, policy & schedule of evaluation

The teacher self-assessment:o Uses the teacher rubric

o Is done by individual (without input from others)

o Used in developing IGP

o Used in pre and post conference discussions

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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 teacher’s 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 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

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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

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

Definitions

142

Possible Artifacts: School Improvement Plan School Improvement

Team North Carolina Teacher

Working Conditions Survey

Student Achievement Data

Professional Development Student Work National Board Certification PTSA 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:

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

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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.]

Performance Rating Scale

145

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 DistinguishedNot Demonstrated

(Comment Required)

□ Has knowledge of opportunities and the need for professional growth and begins to establish relationships with colleagues.

. . . andContributes to the:

□ Improvement of the profession through professional growth.

□ Establishment of positive working relationships

□ School’s 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.

Standard 1: TeachersDemonstrate Leadership

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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.

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.

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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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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

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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

154

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 improvementRequires 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/teacher/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.

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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/teacher/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 their goal

Check your goal for SMART elements

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Evidence Opinion

• observable & specific

• not influenced by the observer’s perspective

• objective

• unambiguous

•draws conclusions

•influenced by the observer’s perspective

•subjective

•may be subject to debate

162

Language AnalysisMaking evidence based statements

With an elbow partner: Review the statements Circle the words or phrases that imply

opinion and/or are left open to interpretation

Rewrite statements and make them evidence based

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Making it Real - Standard IPre-Observation Conversation Note Taking

Guide

a. Teachers are leaders in their classrooms.b. Teachers demonstrate leadership in the

school.c. Teachers lead the teaching profession.d. Teachers advocate for schools and

students.e. Teachers demonstrate high ethical

standards.

164

With a partner identify evidence that you might use to indicate each level of a teacher’s performance on Element A on Standard 1:

When time is called (5 minutes) repeat for Elements B, C and D

As a table discuss the paired results Using the ethics policy identify with your group 1

or 2 areas that might be unknown to teachers.

Making it Real - Standard I

165

At your tables discuss: The teacher’s level based on current

evidence. Next steps appropriate for the principal &

the teacher to move the teacher’s practice forward.

Additional evidence you may need to collect during the observation.

Making it Real - Standard I

166

Standard V – Building Teacher Self-Awareness

This standard will: Help teachers begin to use evidence-based

language Support the overall purpose of the rubric as

a growth model Diminish subjectivity and emotion from the

post observation conferences & summary evaluation

167

Making It Real:Standard V

Read the dialogue for standard 5 silently In table groups, use the chart paper to record the

following:

The rating you would give the teacher 2-3 rewritten teacher statements Two rewritten paraphrasing statements (principal) Three clarifying questions the principal could have asked

Post your recordings on the wall

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Standard V: Summary Teacher Self Assessment depends on

clarity of communication Evidence-based conversations Principal supports teacher awareness of

self-reflective behavior District plans need to emphasize

opportunities for professional growth

169

Evaluation Tool Resources

DPI Web site: Professional Teaching Standards Professional Development NSDCTeacher Eval Instrument.pdf

170

DPI Web Site

1 day ppt 2 day ppt 3 day ppt All forms, materials, videos Additional resources Coaching Training

http://www.dpi.state.nc.us/profdev/training/teacher/http://www.ncptsc.org/

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E-Learning for Educators

A Partnership with DPI, LearnNC, UNC-TV,The Friday Institute, NCVPS, EDC and 8

States.

Our goal is to create and provide professional learning opportunities for administrators and teachers, aligned to the standards.

The Principal Story

http://www.unctv.org/ncnow/principalstory/Jay_Jones.html

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Day 4

Putting It All Together

How Can We Help?

SBE-Community

173

Ensure staff have understanding of the new evaluation system

Plan observation schedule

Attend Leadership Retreat: “Coaching”

Become familiar with self assessment tool

Review standards and rubric

Attend NCAE training if needed

Leadership Academy

Teacher evaluationInstrument training

Plan pd for staff

Building capacity at the school

Form school basedleadership teams

Begin to build capacity using the standards and rubric

Use faculty meetings, PLC meetings

School based leadership team attends one day training

Continue to provide staff development

Meet with Team to plan for training at school

Continue district-professional development

Continue to participate in school based pd

Provide a one day training sessions for all staff on the evaluation instrument

Use the One day PPT

Provide follow up sessions as needed

Attend the one day training session

Meet with admin for follow up support

To

Summer 2009 Fall Winter Spring Summer 2010

Deployment Plan

PRINCIPALS

TEACHERS

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Calendar for Deployment

School-based Team training Faculty Meeting Kick off By December Faculty Mtg By March Spring Training

175

Pacing

Aug school team formed

Sept school teams trained (1 day)

Oct-first faculty mtg: share standards

Nov-share rubric

Jan-school team prep for training

Mar-train all teachers Summer-follow up

available for teachers Summer Leadership

retreat; Coaching

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SBE Goal 1: NC public schools will produce globally competitive students (High Student Performance).

Columbus County Strategic Plan: 1.1 Prepare students to master a rigorous, relevant curriculum. 1.2 Ensure that students will graduate ready to work and/or continue

their education.

Priorities provide high-quality instruction to all students implement systematic prevention and intervention strategies make effective use of new technology to develop students’ 21st

Century Skills

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SBE Goal 3: NC public schools will be led by 21st century professionals (Quality Teachers,

Administrators and Staff).

Columbus County Strategic Plan: 3.1 Recruit, retain and compensate a diverse corps of high quality teachers,

administrators, and staff. 3.2 Promote continuous learning by providing support for high quality

professional development for all employees.

Leadership Priorities: develop and implement recruitment plans to attract applicants with diverse

backgrounds fully implement teacher and executive standards fully implement Professional Learning Communities develop and implement a comprehensive professional development plan provide high quality working conditions

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Strategic Leadership

Revisit SIP with data Share PLC goals Update school goals Share plans to build

capacity

Principal Goals- SD II SIP updated PD planned for the

school year

All documents aligned

Result: All documents aligned

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Virtual Professional Development

Improving Learning: One Principal at a Time

180

Closing

Questions & Answers Comments Evaluation

1 Columbus County Leadership Academy Summer 2009 Welcome Introduction Agenda.

Documents

Transcript of 1 Columbus County Leadership Academy Summer 2009 Welcome Introduction Agenda.