Coaching Strategies and the Evaluation process
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Coaching Strategies and the Evaluation process

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Presented by Dr. Frances HarrisBurke to provide principals with coaching strategies to support their teacher’s growth and the conceptual perspective of the NC Professional Teaching Standards

Presented by Dr. Frances HarrisBurke to provide principals with coaching strategies to support their teacher’s growth and the conceptual perspective of the NC Professional Teaching Standards

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Coaching Strategies and the Evaluation process Coaching Strategies and the Evaluation process Presentation Transcript

  • Coaching Strategies and the Evaluation process Dr. Frances Harris-Burke Regional Lead Consultant Region 5 Davie County July 30, 2012
  • Purpose• To provide principals with coaching strategies to support their teacher’s growth and the conceptual perspective of the NC Professional Teaching Standards;
  • At the end of this meeting,participants will:• Describe how the elements of a 21st Century classroom relate to the NCPTS;• Organize the evaluation process and/or assume their role in the process;• Apply coaching strategies to help teachers grow in their effectiveness.
  • Affinity DiagramIndividually• Consider the challenges/issues with coaching classroom teachers;• Write one thought that comes to mind per sticky note
  • Affinity DiagramWhole Table• Combine all sticky notes on the table• Organize similar ideas.• Label the categories.• Identify two/three major ideas that emerged.
  • Sharing:ChallengesandIssues
  • State Board of Education Mission “Every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.” -Adopted August 2006
  • A Coherent Plan for Statewide Impact
  • Implementation with Fidelity Capacity for Deep Ability to identify providing thoughtful understanding of skilled 21st century feedback on Professional teacher behaviors individualTeaching Standards performance.
  • Principal’s Responsibility Manage Supervise Know Ensure Identify
  • Teacher Evaluation Process STEP 2: STEP 1: Self-Assessment, Training and Goal Setting and Orientation Pre-Conference STEP 4: STEP 3: Summary Observation Cycle Evaluation and (Administrative and Goal Setting Peer) Think-Pair-Share 12
  • North Carolina Professional Teaching Standards
  • North Carolina Professional Teaching Standards STANDARD II: TeachersSTANDARD I: Teachers establish a respectful STANDARD III: demonstrate environment for a Teachers know the leadership. diverse population of content they teach. students.STANDARD IV: Teacher STANDARD V: STANDARD VI: facilitate learning for Teachers reflect on Teachers facilitate their students. their practice. academic growth. 14
  • Effective Teachers Student Growth Effective Proficient or Higher Meets Expectations on All Standards Teacher Student Growth Accomplished or Highly Exceeds Expected Higher on All Effective Growth Standards Teacher 15
  • Table TalkShare with a colleague:• Examples of how the evaluation process had a positive or negative impact on the performance of someone you know .• What made the experience positive or negative?
  • 21st Century Instruction Critical “coveringEngaging, thinking, material” is relevant, problem replaced bymeaningful solving, uncovering content information solutions literacy
  • Rubric for EvaluatingNorth Carolina Teachers
  • • Consistently and significantlyDistinguished exceeded basic competence • Exceeded basic competence most ofAccomplished the time Proficient • Demonstrated basic competence • Demonstrated adequate growth Developing toward achieving standards, but did not demonstrate basic competence
  • Assessing Inter-Rater Reliability• #1 Mr. Johnson has established effective classroom procedures that require everyone to treat each other with respect. He encourages all students to engage in classroom activities even if they are unsure of their responses. He attends school-related activities to support students.
  • Assessing Inter-Rater Reliability• #2 Ms. Ball consistently uses her questioning skills to promote higher-order thinking skills. Her questions help guide students toward developing their own understanding by encouraging them to think creatively, synthesize knowledge, and draw their own conclusions. She models problem solving within her classroom instruction.
  • Assessing Inter-Rater Reliability• #3 Ms. Parish knows the acronyms of most educational jargon. She has heard of many innovative practices and changes in the way teachers are teaching and students are learning. She reads a professional journal to keep informed.
  • Coaching for Success“People are like dirt. They can either nourish you and help you grow as a person or they can stunt your growth and make you wilt and die.” ~Plato
  • Coaching for Success What are your In terms of strengths and coaching limitationsteachers, what when coaching qualities must teachers for a good peakprincipal have? performance?
  • What the research says… Adaptive Coaching: The Art and Practice of a Client-Centered Approach to Performance ImprovementTerry R. Bacon and Karen I. Spear (2003) http://ps.edu/wp- content/themes/Phoenix%20Seminary/images/photos/mentor-and-protege.jpg
  • What makes coaching effective? Reflect Plan Teach Reflect Collect/ Set Implement Assess analyze professional PGP growth andbaseline data goals (aligned revise plan or w/ standards) Collect and begin new Self-assess analyze data inquiryagainst prof. Develop a standards PGP
  • Formative Coaching Cycle• What are the components of the Formative Coaching Cycle?• How can you support your student achievement by using this process?• What can you do to manage this process?
  • Think of a concern…
  • Addressing Concerns• Where?• When?• How?
  • Body Language“Your words and what you say must be congruent with your body language.“ ~Unknown
  • Role Play• Groups of 3• Decide on who is “A,” “B,” and “C.”• Person “A’s” scenario will be shared. They give an overview of the teacher to “B” and “C”.• “B” and “C” ask for any clarification before the role play.
  • Role Play (continued)• “B” and “C” have a conversation with one another while “A” listens, takes notes, and quiets the inner voice. “B” and “C” might: – Acknowledge “A’s” work and potential – Share their own thinking – Pose questions that probe deeply, provoke thinking – Question underlying assumptions – Consider new possibilities – Make suggestions (posed as possibilities and framed with tentativeness)
  • Role Play (continued)• All partners engage in three-way dialogue to debrief the role play.
  • Role Play Reflection• Solo-write – What would you do differently in order to provide a growth opportunity for a teacher given a specific concern?
  • Questions
  • Resources• Online manual for principals http://www.ncpublicschools.org/docs/profdev/t raining/online-evaluation/principal- directions.pdf• Online manual for teachers http://www.ncpublicschools.org/docs/profdev/t raining/online-evaluation/teacher.pdf• Online manual for superintendents http://www.ncpublicschools.org/docs/profdev/t raining/online-evaluation/superintendent.pdf
  • Resources• Directions for electronic signatures https://mxweb.media- x.com/home/ncval/help/EES_NC_ElectronicSi gnature.pdf• Teacher Effectiveness Coordinator: Jennifer Preston, jennifer.preston@dpi.nc.gov
  • Evaluation
  • Contact InformationDr. Frances Harris-BurkeProfessional Development Consultant, Region 5Frances.harrisburke@dpi.nc.govFrances.Harris.burke SKYPE