Transformation and Teacher Evaluation Standards

March 28, 2012

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NC RttT Change Strategy

Comprehensive Needs

Assessment

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Lead

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Instructional Coaching

WHICH REFORM MODEL IS YOUR SCHOOL IMPLEMENTING?

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NC RttT Change Strategy

Comprehensive Needs

Assessment

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Lead

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oach

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Instructional Coaching

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School Closure

• Reassign to HIGHER performing school

Schools:•1 in Hyde•1 in Pitt•1 in Scotland•2 in WS-Forsyth•4 in CMS

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Restart

• CMO/EMO• May use

Turnaround or Transformation Strategies

Schools:•1 in Weldon

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Turnaround – 13 Schools

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• Same twelve components of Transformation but school must replace at least 50% of the staff

Schools•9 in CMS•1 in Guilford•1 in WS-Forsyth•1 in Hickory City•1 in Gaston

Transformation – 95 Schools

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HOW IS RACE TO THE TOP HELPING SCHOOLS MEET THESE

COMPONENTS?

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Regional Leadership Academies:Goal: use case studies in effective leadership and intensive administrative internships to train new principals to lead turnaround efforts in low-achieving schools

Implementation: There are three regional leadership academies: the Northeast Leadership Academy, the Sandhills Leadership Academy, and the Piedmont-Triad Leadership Academy.

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Teach For America Expansion:

Goal: increase the number of Teach For America corps members placed in the State’s northeastern region

Implementation: Some empirical evidence shows that Teach For America’s preparation model produces more effective teachers than other training methods. Race to the Top provides funding for Teach For America to bring over 200 additional corps members to the northeast.

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North Carolina Teacher Corps:

Goal: provide trained teachers to serve in high-needs subject areas and grades in low-achieving LEAs not served by Teach For America

Implementation: Three DPI staff members will complete the planning year for the NCTC, including the design of a recruitment strategy, establishment of relationships with partner LEAs, creation of pathway to licensure, and development of training and support model. Next year, 100 corps members will enter classrooms in partner LEAs.

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New Teacher Support Program:

Goal: provide intensive support to new teachers in the State’s low-achieving schools

Implementation: The program began in four regions this summer and will expand to serve all eight regions in the 2012 – 2013 year. Participating teachers attend a week-long “boot camp” that focuses on classroom management, goal-setting, building community relationships, and long-term, unit and daily lesson planning. Teachers receive support from coaches during the school year.

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High Growth Incentive:

Goal: provide incentive to all T.A.L.A.S. schools

Implementation: All certified employees at a school on the T.A.L.A.S. 118 list that makes “HIGH GROWTH” will receive a $1,500 bonus ($750 if employee is no longer at the school).

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Recruitment Incentive Funding:Goal: offer incentive to teachers to teach at low-achieving schools in Hertford, Lenoir, Edgecombe, Halifax, Weldon City, Vance, Hoke, Thomasville City, Anson, and Rowan-Salisbury

Implementation: Every new teacher who holds a Standard Professional II license who begins work at one of the selected low-achieving schools will receive a voucher for approximately $5,770 every year they are employed at the low-achieving school until 2013-2014 to use toward housing, student loan payments, or additional education pursuits.

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What’s Around the Corner?

• March– Regional READY Meetings – Professional Development for School Leaders

Session #5 on March 29th

• As a principal how do you manage a significant change in standards and a new accountability system while you are also trying to implement all the components of the U.S.E.D model?

• April

– U.S.E.D. North Carolina Race to the Top• April 4th & April 5th visiting schools and districts

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LITERACY REVIEW

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Guiding Questions

• What processes did you use to implement your literacy plan?

• Discuss communication tools used to create a common understanding of your literacy plan.

• Share something about your literacy plan that seems most beneficial to the growth of literacy in your school.

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Effective Literacy Plans

Clearly-Defined Literacy Goals

Assessment Data to Drive Planning and Instruction

Levels of Intervention Based on Student Need

High-Quality Instructional Approaches and Materials

Sufficient Time for Literacy Instruction and Support

Professional Development Timeline Resources Leadership

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WELCOME TO TODAY’S PROFESSIONAL DEVELOPMENT!

WEBSITE: http://transformingschools.drupalgardens.com/node

To download all related templates.

Feel free to modify and use them with your school community!

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THE LEARNING CYCLETHROUGH:RIGOR, RELEVANCE, ENGAGEMENT &LANGUAGE AMPLIFICATION

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Outcome

1.The principal will identify rigor, relevance, engagement, differentiation, and language amplification.

2. The principal will be able to model and coach best practices as an instructional leader.

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Learning Cycle

Cur

ricul

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ssessment

Instruction27

Revised Bloom’s Taxonomy

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Revised Bloom’s Taxonomy

RememberingUnderstandingApplying

AnalyzingEvaluating

Creating

Narro

w a

nd D

eep

Ideas:

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Kratz Video Targeting:

RigorRelevance

EngagementDifferentiation

Language Amplification

http://www.youtube.com/watch?v=_uOncGZWxDc

www.kaganonline.com30

Tally Sheet for RBT

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Table Talkand Making Connections

Share with table partners about the video through the RBT lens.

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Language Amplification of:

Engagement

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TODAY’sLanguage Amplification NORMS:

• Full Sentences• Proper English

• Repeat or Re-phrase Responses• Tell me MORE

• Full of DETAILS!

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Strategies

• www.kaganonline.com

• FOCUS STRATEGY:

–Numbered Heads Together

• Scaffolding Numbered Heads with:

–Neighbors Gossip

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Neighbors GOSSIP

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Neighbors Gossip of Kratz Video

Musical Round the Room

Action Thermometer

Numbered Heads

Think Pair Share

Neighbors Gossip

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04/19/23

Front:Question Stems1.WHAT is the title of the book?2.WHO were the main characters in the story?3.HOW did the story end?4.WHICH….?5.WHEN….?

Back:Rubric for Responses1.Uses full sentences.2.Includes 2-4 related facts.3.Provides clarifying details.4.Makes clear connections to prior learning.

RBT Cards6 cards: 1 per taxonomy component

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Neighbors Gossip using RBT:Two-sided Cards: Kratz Video

Remembering QUESTIONS

1. WHAT is the title of the book?

2. WHO were the main characters in the story?

3. HOW did the story end?

4. WHICH….?

5. WHEN….?

Remembering Answers RUBRICS

1. Uses full sentences.2. Includes 2-4 related facts.3. Provides clarifying details.4. Makes clear connections to prior learning.

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Neighbors Gossip: Kratz Video

UNDERSTANDING

1. Can you EXPLAIN why the…. did…?

2. Can you CLASSIFY all of the … in the story?

3. Can you DEMONSTRATE how to do …?

4. What facts or ideas SHOW?

5. EXTEND THE…

6. ILLUSTRATE…

UNDERSTANDING1. Which statements

SUPPORT….?

2. Can you EXPLAIN what the author meant by….?

3. How would you SUMMARIZE…?

4. How will you REPHRASE this statement…?

5. Can you INFER why the character did…?

6. What EVIDENCE IS THERE OF …?

7. Can you EXTEND the ending?

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Neighbors Gossip: Kratz Video

APPLYING

1. How would you SOLVE…?

2. How would you ORGANIZE and DEMONSTRATE…?

3. What EXAMPLES can you find of…?

4. SELECT…5. BUILD…6. UTILIZE…

APPLYING1. What other way could

you…?2. Make use of these facts to

build…3. What elements of the

story would you choose to…?

4. What questions would you use in an interview with…?

5. CONSTRUCT…6. EXPERIMENT WITH…7. APPLY…. TO…

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Break!Please be back in

15 minutes.Sit in groups of 4.

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Numbered Heads Together:Analyzing, Evaluating, Creatingusing Kratz Video

Cooperative Teaching Tool Used to:

•Amplify Language •Increase Rigor•Add Relevance•Provide opportunities for Differentiation•Develop Leadership Skills•Promote Engagement

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Numbered Heads Together ROLES:

1. Scribe, note taker, recorder2. Encourager (speak up – step

back)3. Rubric checker4. Spokesperson, reporter

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Numbered Heads TogetherRevised Bloom’s Taxonomy: ANALYZING

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Revised Bloom’s Taxonomy

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Thinking Map Reflection:

DIRECTIONS: 1.Within your group, select ONE of the Strategies.2.Jot down your thoughts as to how your “Selected Strategy” increases these five

components of quality instruction. 47

Post-Tally Sheet for RBT

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Walkthrough Visits with STCUsing RBT Tally Sheet

Guiding Questions:•How will you use these data with your teacher(s)?•What support can you provide teachers who need additional support utilizing RBT in classes?

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RBT Tally Sheet to use with your STC

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• Consistent Practice leads to:Greater Understanding

• Greater Understanding leads to: Increased Proficiency

• Increased Proficiency leads to:Expanded and more rigorous

THINKING!

Be DELIBERATE & PERSISTENT!

Implementing CHANGE with Fidelity & High Level of Implementation

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Learning Cycle

Curric

ulum

Assessmen

t

Instruction

What is the RELATION between:Rigor, Relevance, Engagement

& Language Amplification and the Learning Cycle?

Table Talk:•Insights and Reflections•Challenges and Worries •Solutions and Next Steps •Best Ideas from today •How will I use / implement these ideas at my school?

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Think & Share

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Above and Beyond Video

http://www.youtube.com/watch?v=7KMM387HNQk54

Using the NCTEP to Impact Student Achievement

NCTEP as the basis for instructional improvement

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What is Essential to Student Achievement?

• Standards Based InstructionStandards Based Instruction

• RelationshipsRelationships

• Engaged LearnersEngaged Learners

• AssessmentAssessment

http://www.marzanoresearch.com/products/catalog.aspx?group=107Barley, Z., Lauer, P. A., Arens, S. A., Apthorp, H. S., Englert, K. S., Snow, D., & Akiba, M. (2002). Helping at-risk students meet standards: A synthesis of evidence-based classroom practices. Aurora, CO: Mid-continent Research for Education and Learning.

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Rubric Activity

Where in the rubric do we find it…

Standards BasedStandards Based

RelationshipsRelationships

EngagementEngagement

AssessmentAssessment

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What would you see in a highly effective classroom?

What might you see in the classroom that could be an indication of the four elements of effective instruction?

Standards BasedStandards Based

RelationshipsRelationships

EngagementEngagement

AssessmentAssessment

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What does it look like?

• I Can Statements, Essential Standards, Learning Objective

• Does the student know the intended outcome?

• Does the teacher know the intended outcome?

• Is the intended outcome aligned to the SCOS or Pacing Guide (Is the Pacing guide aligned to the SCOS)?

• Cheat sheets for principals--flip charts, access to internet, sharing web site bookmarking

• http://www.mentoringminds.com/store/Common-Core-Standards/Elementary-Flip-Charts/Kindergarten-Common-Core-Standards-Flip-Chart/941

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Conferencing Questions Designed with Intentionality

The evaluator uses the conference time as an opportunity to:•ask questions that provide an understanding of the teacher’s developmental level.•ask questions that facilitate an accurate evaluation.•develop an awareness of the support needed by individual teachers.•communicate high expectations for teachers.

– Integrating literacy, Bloom’s Taxonomy •clarify inaccuracies or misunderstandings in pedagogy, instructional best practice, or expectations.

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Questions Designed with Intentionality

Standard III a Examples

• How do you use the Essential

Standards/Common Core in

your planning? • Do you use a pacing guide? • What has been the most

difficult aspect of transitioning

to the new standards for you

as a teacher?

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The Post Conference

• An opportunity for instructional improvement and mini Professional Development.

• Review questions that might be used in the post conference.

• Make changes and comments on rubric as you post conference.

• Indicate on rubric, support and suggestions for improvement.

• Major issues should be indicated in professional growth plan, monitored, directed, or action.

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Your turn!Design your own questions

Write your own questions that are designed to establish high expectations and indicate a teacher’s level of practice in…Standards BasedStandards BasedRelationshipsRelationshipsEngagementEngagementAssessmentAssessment

Indicate the standard and the element beside each question.

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TOOLS TO QUANTIFY OBSERVATIONAL DATA

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Question Stem Analysis Resource

http://tpri.wikispaces.com/file/view/05-2Bloom-16-17+Stems+for+Instruction.pdf

Remember Understand Apply*Who?*Where?*What happened after?*Can you name all the . . . ?

*State in your own words.*Give an example.*Select the best definition.*Outline . . .

*Choose the best statements that apply.*Draw a story map.*What was the main idea?*What questions would you ask of . . . ? 

Analyze Evaluate Create*What’s fact? Opinion?*What does the author believe?*If . . . happened, what might the ending have been?*The least essential statements are . . .  

*Find the errors.*Is there a better solution to . . . ?*What changes to . . . would you recommend?*Defend your position about . . .

*How many ways can you . . . ?*How would you test . . .?*Propose an alternative.*Can you design a . . . to . . . ? 

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How do we measure engagement?liketoread.com Karen Haag

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Tracking Chart

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Tracking Chart 2

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Teacher Behavior Student Behavior1. Teacher asks students to copy a 1. Students work alone to copychart verbatim from their texts text. Some students finishinto their notebooks. quickly and then do nothing.

2. Teacher follows a student’s low-level 2. Since any student may be response with a probing question for called on, all listen carefully to the entire class, then waits to allow the teacher’s new question and students to process before calling on formulate possible answers.a student to answer.

Impact on Student Learning1. Students have spent 10 minutes at the lowest level of thinking.2. Time and expectation for higher order thinking is developed in the group.

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Video Reflection: Student Engagement Focus

1. Briefly describe the instruction you provided during the lesson. 2. To what extent were students actively engaged in the lesson? How do you know?3. If you had the opportunity to teach this lesson over again, what would you do differently?4. If there was one thing from the lesson you would share with a colleague, what would it be?

from Jill Hall, principal of Neal Middle School, Durham Public Schools

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Sharing Best Practices

Share strategies and tools you have used to quantify data or capture evidence during observations.

Further Resources: http://www.dpi.state.nc.us/profdev/resources/coaching/

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Wrap up

• Session I, Reviewed literacy plans

• Session II, Best Practices in the Cycle of Learning

• Session III, How to use the NCTEP to improve instruction and support teacher learning-Individualized PD

• Session IV, Practice through Role Playing and video clips

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Using Intentional Feedback to Build Teacher Capacity and Improve Achievement for

Everyone

In preparation for this session, please assemble yourselves in groups of three.

Human Resource andInstructional Leadership:

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Remember from Summer Training…

Vision and core beliefs about teaching and learning

Translate into

Classroom non-negotiables for your staff

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In the ASCD publication Building Teachers’ Capacity for Success, authors Pete Hall and Alisa Simeral state:

“Astoundingly, the majority of school-based administrators still perform roughly 95% of their daily work in places other than the school’s classrooms!” (Hall, Simeral, 2008)

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Providing Feedback

Types:•Written Feedback

• Formal• Informal

•Immediate Verbal Feedback•Delayed Verbal Feedback

Methods:•Walkthroughs•Snapshots•Peer Observations•Formal Observations

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Activity

Think-Pair Share at your table answering the following questions:

•How do you currently debrief with teachers (protocol/process/system)?

•What strategies have been particularly effective/ineffective?

•What are some challenges you’ve had when providing feedback?

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Preparing the Teacher for Feedback

What:

Establish opening dialogue thanking him/her for the opportunity and building rapport and openness.

Why:

Teacher is more likely to hear your comments for improvement if he/she first feels understood and appreciated.

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Protocols for informal feedback:• Identify the specific behavior(s) that you want the

teacher to continue fostering, a “keeper.”

e.g. “The students __________ because you __________.”

* “Polishers” are things you want to see improved. e.g. “It’s important that students __________;

in order to do that, try ____________.”

* Two stars and a wish

* I noticed, I wonder, I need 81

How to communicate difficult truths:

Lowest level and fewest people!

LittleBig. Don’t wait!

Don’t get personal!

Stay focused on the real issue!

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Video Directions

Take two column notes.

On the left, record teacher behavior. Record student behavior on the right.

At the bottom, record impact on student learning.

Try to limit your focus to look for differentiation, student engagement, relevance and rigor.

An example follows:

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Teacher Behavior Student Behavior1. Teacher asks students to copy a 1. Students work alone to copychart verbatim from their texts text. Some students finishinto their notebooks. quickly and then do nothing.

2. Teacher follows a student’s low-level 2. Since any student may be response with a probing question for called on, all listen carefully to the entire class, then waits to allow the teacher’s new question and students to process before calling on formulate possible answers.a student to answer.

Impact on Student Learning1. Students have spent 10 minutes at the lowest level of thinking.2. Time and expectation for higher order thinking is developed in the group.

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Video Activity

• http://www.youtube.com/watch?v=EUO2Bfb9QlQ&feature=youtu.be

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Post Video Directions/Role Play

• 1 minute -- review your notes silently. • 2 minutes -- Form groups of three to role-play.

– Principal – gives feedback

– Teacher – receives feedback and answers clarifying questions. May also ask for clarification or advice on the feedback.

– Observer – sole purpose is to later give feedback to the principal on the quality of feedback he or she gave the teacher.

Role play itself should take 3-5 minutes.

Observer giving feedback to principal should take 3 minutes.

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Evaluating the Whole Teacher

Teacher behavior outside the classroom also affects performance and sometimes requires feedback.

Let’s discuss as a whole group some things that:

A.fall within our scope as supervisorsB.are NOT within our scopeC.are questionable

We must be thoughtful and within the law when addressing these behaviors.

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Consider the Following

“Curveballs”

How does this change your judgment?

How does this change your feedback?

What would be your next steps in accordance with your district’s HR

policies?

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Do-Over!

Now, take a moment to review NCTEP standard 4 (on the next slide) with your group of 3.

What items from this standard could you address with your teacher?

How would your feedback change based on the curveballs and the NCTEP standard 4 outcomes?

Redo the feedback role play under the new constraints, but CHANGE roles. Let a new person be the principal, teacher, and observer.

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Teachers Facilitate Learning for Their Students:

A. Know the ways in which learning takes place, and know the appropriate levels of intellectual, physical, social, and emotional development of their students

B. Plan instruction appropriate for their students

B. Use a variety of instructional methods

C. Integrate and use technology in their instruction

D. Help students develop critical thinking and problem solving skills

E. Help students work in teams and develop leadership qualities

F. Communicate effectively

G. Use a variety of methods to assess what each student has learned

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Now what?To conclude the feedback, what next steps or targets would you set for the teacher?

e.g. “On my next observation, I’ll be looking for… What support do you need for that?”

We will next watch a few minutes of the actual feedback given to the teacher in the video.

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Video Activity

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http://youtube.com/NZGApnaAyQk

Final Thoughts

• There can be legal repercussions of your feedback

• Communicate with your HR person in the district

• Know your people and know yourself

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Reflective Questions

How proactive will you be in requesting feedback on your own practices?

How can you model for your faculty through videos, role play, or other methods the types of interactions we discussed today?

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For Further Study:

• Amazon.com lists over 16,000 titles with the word feedback.• The full video (27 min) can be viewed at:

https://www.teachingchannel.org/videos/divergent-questioning-in-8th-grade-math?fd=0

• The ASCD offers the title referenced in this presentation, Building Teachers' Capacity for Success: A Collaborative Approach for Coaches and School Leaders (2008). It is available at: http://www.ascd.org/publications/books/109002.aspx

• A resource from the business world is The One Minute Manager by Ken Blanchard. This 1982 classic has turned into an empire of books for leaders that you may want to explore.

• Suggestions for busy principals include the following short booklets which can be ordered directly from the Center for Creative Leadership www.ccl.org or from Amazon:– Feedback That Works: How to Build and Deliver Your Message

(2007)– Giving Feedback to Subordinates (2007)– Ongoing Feedback: How to Get It, How to Use It (2007)

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