The U.S. ranks 7 th of the G8 countries in 10 th grade math and problem solving. The U.S. also ranked below average on all of the Program for International Student Assessment (PISA) measured areas in 2000. These rankings worsened in 2003, except for reading which remained flat. (Note: PISA measured “problem solving” for the first time in 2003). PISA looks at the results for roughly 15-year-old students as a measure of the output of primary and secondary schools. That age is chosen because many systems begin to move students to “higher and further” education schools and colleges at age 16. PISA which is internationally sponsored by the OECD is tracking with the U.S. sponsored Trends in International Mathematics and Science (TIMSS), that also shows the U.S. slipping or just treading water relative to the countries surveyed. TIMSS measures performance at fourth and eighth grades. Finally, the National Assessment of Education Progress (NAEP) is a U.S. specific measure at fourth, eighth, and twelfth grades. The NAEP began in 1990 in response to the 1983 report entitled, A Nation at Risk, that highlighted the bourgeoning gap between U.S. students and those of competitive countries. U.S. students have shown very modest improvement under NAEP, though it has been labeled as “too easy” by critics. More importantly, since NAEP performance has begun to influence federal funding of schools, it has influenced teaching practice to the point where science is all but excluded from K–8 curriculums, as it only tests reading and math. This in turn has led teaching colleges to essentially drop science from the preparation of teachers looking to teach in elementary grades. The are fewer and fewer jobs for science teachers at those grades despite ongoing shortages at the high school level.
Ask participants to brainstorm ( Whole Group)
Time: 9:35-9:40 am (5 minutes) The seven Executive Standards (Strategic, Instructional, Cultural, Human Resource, Managerial, External Development, and Micro-political) define the common direction of 21 st Century leadership for NC schools. They go beyond the school level to include the power of influence of external organizations and create opportunities for meaningful professional development for building level executives. North Carolina’s Standards for School Executives are interrelated and connect in executives’ practice. They are not intended to isolate competencies or practices. Executives’ abilities in each standard will impact their ability to perform effectively in other standard areas. For example, the ability of an executive to evaluate and develop staff will directly impact the school’s ability to reach its goals and will also impact the norms of the culture of the school. School executives are responsible for ensuring that leadership happens in all seven critical areas, and effective school leaders are expected to develop this leadership in others as well as themselves. All 7 areas will be evaluated each year for every principal. Goals will be set in on just 2 or 3 of the standards each year, but again, all 7 will be evaluated in the Summary Conference. The new evaluation tool should help principals as they reflect upon and become more effective school leaders. These standards are the key to tying all of the pieces of a principal’s job and what they actually are doing in their daily routine to our expectations of what we want them to be as school leaders and the evaluation process we use to determine their effectiveness in that role.
Please keep fad in for Reeves definition!
Please keep fad in for group questions !
Talk through with no activities
Activity to be added: Ethics handout
Think of these 3 questions as you watch the video clip. Summarizes the morning and prepares to transition to Relationships
Thinking Map as a tool?
Thinking Map as a tool?
Thinking Map as a tool?
Standard 2 is frequently the standard that people remember the most because of the emphasis on the principal as an instructional leader. Like all of the standards this could be a full time job in and of itself so effective school leaders learn how to be strong instructional leaders and to develop strong instructional leaders in their buildings. Read Standard 2 You will notice the creation of collaborative structures in Standard 2. These may be Professional Learning Communities, Professional Learning Teams or any other named collaborative groups. The standards and the evaluation tool refer to these collaborative teams repeatedly because there is an expectation that all schools will be using an effective collaborative approach to school change and development.
The Adaptive School p.18 C.2 The Importance of Professional Community Collaboration This slide is a definition of collaboration for teachers. Use research ( How People Learn ) and talk about it –putting research into practice. With emphasis on student leaning. Learning how to look at student work and learn from it. Not “contrived collegiality” This kind of collaboration and collegiality is part of one’s professional identity. It needs to structured, taught, and learned Collaboration has a structure (form) that can be taught and must be learned and practiced to be effective. Top quote is from Outlook March Vol 2 Issue 3, Ann Healy-Raymond article “ Developing Professional Learning Communities. Sentence proceeding quote is, “The most important learning occurs through relationships in community.”
Recording sheet for Activity. Divide participants into 8 groups A-H.
How and when will this take place?
Do you ensure that PD is connected to student achievement?
Reflective question with word splash
These are the standards; where are we?
What does he mean by Budgetary Justice?
I think we need to discuss bullet one.
Anthony does not believe in using District benchmark testing. He believes common assessment should be developed by teachers at the school level.
Facilitated discussion, resource sharing
I think this is when the district could discuss where they are as well.
From CBAM…Concerns Based Adoption Model Just means to clarify what the expectations are….best accomplished as a collaborative venture
Take out animation
Activity- Job Alike.
Time: 9:45 -10:00 – Slides 19 - 25
Time 1:30 – 1:40 – Slides 67 - 68
Time: 10:15 – 11:15 – Standard 1 Activity
Time: 10:15 – 11:15 – Standard 1 Activity
Time: 10:15 – 11:15 – Standard 1 Activity
Time: 8:30 – 8:45 – Meet and Greet reflecting on Day 2 Cheryl or Steve Time: 8:45 – 9:45 – Standard V Activity
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
Future-Ready Students For the 21st Century The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.
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
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?
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.
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 21 st 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
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)
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
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.
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:
Changing Expectations New Teacher Center, Univ. of California Facilitative, instructional, nurturer of professional learning communities Managerial, autocratic Leadership Explicit and outcome oriented Implicit and input oriented Equity Public, prominent De-emphasized, mystified Accountability Teacher as a professional, standards based, public, collaborative Teacher as artisan, isolated, idiosyncratic Teaching Practice Standards based and articulated Loosely coupled and idiosyncratic Teaching Content Professional Model Traditional Model
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.
In North Carolina, for every 100 9 th 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
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 Great http:// www.jimcollins.com/media.html
“ 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 21 st Century TIME Magazine December 18, 2006 Overview
Source: PISA, 2003, 2006 Courtesy of Cisco Systems 2003 2003 2003 2006 2006 2006 2006 OECD Ranking Ranking of G8 countries: 10 th grade math & problem solving Math Science Reading Problem Solving 28 th 18 th 25 th 14 th 21 st 15 th 15 th Why 21 st Century Skills? 30th 25th 20th 15th 10th 5th 1st 1st 2nd 3rd 4th 5th 6th 7th 8th
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)
“ 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
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.
“… learning and change is intensely interpersonal.” (People getting smart together )
Sharing expertise and perspectives on teaching and learning
Examining data about students
Shared responsibility and mutual support for effective instruction
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
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).
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
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 )
http://www.ncptsc.org/ 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.
“ 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
Is the structure in place to promote COLLABORATION ?
Format for Meeting
Format for Reporting
Process for Deciding on Work to be Done
COLLABORATIVE TEAM MEETING Grade Level or Department Team Meeting (Problem Solving) Data - Needs of Students School’s Resources Program Requirements Planning Monitoring Delivering Effective Differentiated Instruction Kathryn Howe & David Howe 2005
Are the CONVERSATIONS around STUDENT LEARNING ?
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?
Providing Learning Opportunities for ALL Children Time Resources Initial Instruction Tier I Differentiated Instruction Differentiated Intervention Tier II Intensive Intervention Tier III Instructional Continuum
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.
Learning by Doing DuFour, Eaker, and Many What will you use to assess the effectiveness of your initiative? What is a realistic timeline for each step or phase of the activity? Who will be responsible for initiating or sustaining these steps or activities? What steps or activities must be initiated to create this condition in your school? Describe two characteristics of a professional learning community that you would like to see in place in your school. Where Do We Go From Here? Worksheet School Improvement Goals Drive Team Goals
Learning by Doing DuFour, Eaker, and Many 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. 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. 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. 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. Creating a Focus on Results That Impacts Schools, Teams, and Teachers Sustaining Stage Developing Stage Initiation Stage Pre-Initiation Stage Element of a PLC The Professional Learning Community Continuum
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.
Change Implications…Not Actual Change Initiatives Requiring new knowledge & skills to implement Implemented with existing knowledge & skills Conflicted with prevailing values and norms Consistent with prevailing values and norms Outside of existing paradigms Within existing paradigms A break with the past An extension of the past Second-Order Change When a change is perceived as: First-Order Change When a change is perceived as:
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
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
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.]
Standard 1: Teachers Demonstrate 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. 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
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.
Deployment Plan 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 evaluation Instrument training Plan pd for staff Building capacity at the school Form school based leadership 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 P R I N C I P A L S T E A C H E R S