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Coaching and Evaluating with Fidelity

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A refresher course for teacher-evaluators

A refresher course for teacher-evaluators

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  • This presentation is not about using the online tool instead we will be focusing on the NCPTS as a growth model.
  • Discuss here that this will not be a repeat of what they already know; it will help them to grow as instructional leaders and give them more guidance to coach teachers.
  • Affinity diagram – think about challenges/issues you face in using the teacher evaluation instrument with fidelity. Write one challenge/issue on each sticky note. At the signal, work with your colleagues at your table to classify the issues/challenges.
  • As a whole table group,Combine all sticky notes on the table, Organize similar ideas,Label the categories,Identify two/three major ideas that emerged.
  • Share from several tables; post charts on the wall and note that we will try to address these issues throughout the day.Record challenges and issues on chart paper to leave on the wall.
  • Our goal is to have every student graduate ready for the challenges of the 21st Century.21st Century Learners have: the actions, attitudes, concepts and skills that will allow students to effectively communicate, collaborate and create. These are the skills, knowledge and expertise students should master in order to succeed in work and life in the 21st century. Well developed 21st Century Learners have specific capacities in: Creativity and InnovationCommunication and CollaborationCritical Thinking, Problem Solving, and Decision MakingDigital CitizenshipResearch and Information FluencyTechnology Operations and ConceptsEffective 21st Century Educators offer authentic, relevant learning experiences that support the development of these skills.Toward the development of these outcomes – the Common Core movement began.Today we’ll be thinking about how skilled teachers create 21st Century classrooms. Throughout today, as you engage in the learning experiences reflect on how these experiences help teachers become instructors of 21st century classrooms.
  • For the evaluation process to serve as an impetus for teacher growth, principals must implement the observation instrument with fidelity. This requires a deep understanding of the NC Professional Teaching Standards, the ability to identify skilled teaching behaviors for 21st Century classrooms, and thoughtful feedback on each teacher’s performance. Teachers deserve the kind of feedback that will help them grow as 21st Century professionals.Manage the processKnow, understand the NCPTSIdentify teacher’s strengths and areas for growthEnsure that the Teacher Summary Evaluation Report accurately reflects the teacher’s performanceDevelop and supervise implementation of action plans as appropriate
  • The work of great teachers and principals will determine our success in accomplishing the plan. Because the work of great teachers is so critical, the teacher evaluation process, a process that emphasizes growth, is central to our success.
  • The NCPTS describe what teachers should know and be able to do in 21st Century classrooms.This is the basis for the teacher evaluation tool.
  • Total time 20 minutesSupplies: 10 pieces of chart paper and markersDirections:Create small groups (10 groups so that each standard is done twice and no group is too big) and assign each group a standard, 1-5. Each group is given a piece of chart paper to create a poster of the NC Teacher Evaluation Standards 1 through 5. The group is to focus on the gist of the NCPTS so they recognize what the actual standard is about. They can create a visual, a song, a poem, a “tweet,” a text message, or any other “right-brain” conceptualization of the standard. After about 7 minutes, everyone walks around the room to see all of the posters. One person who helped create that poster stays with the poster to answer questions as others come to see it. Participants bring sticky notes and write one piece of feedback for each poster.Use the next slide to facilitate discussion and sharing of posters.
  • Let’s have a quick review of the standards before we delve into them more deeply.St. 1 - Leadership in and beyond the classroom. Teachers take responsibility for all students’ learning and use data to drive instruction. They establish a safe learning environment. They strive to lead the profession and serve as an advocate for students. St. 2 - Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults. They embrace diversity, treat students as individuals, adapt their teaching, and work collaboratively.St. 3 - Teachers align their instruction with the NCSCOS, know their content, and teach relevant, connected lessons.St. 4 - Teachers understand learning, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students. St. 5 - Teachers analyze student learning and think critically about learning in their classrooms. They seek appropriate pd that matches their professional goals, and they are active learners.When you are finished sharing the posters, you can talk about standard 6. Use this if you would like:This is the newest standard, and there is much more work underway to determine how this standard will be measured.While principals should, of course, always be looking for evidence of student learning, there will be no “observation-based” component to Standard Six. Some are concerned that the sixth standard means more work for principals. It really doesn’t since the rating will be based squarely on data that are collected and aggregated by the state.Here is some help for responding if there are questions: (Tread carefully here…and remind principals not to shoot the messenger!)This info was on the Superintendent's update from Dr. Atkinson and I think it provides a good "blurb" to include somewhere in our training.Teacher Effectiveness: Sixth Standard Update - Effective this school year, the State Board of Education has added a sixth standard to the Teacher Evaluation Instrument. A teacher’s rating on the sixth standard will be based on whether a teacher’s students meet growth expectations, exceed growth expectations, or fail to meet growth expectations. An average of three years of student growth information will be used to determine the teacher’s rating. Only teachers with three or more years of data will receive a formal rating on the sixth standard, although principals are encouraged to discuss any student growth information with teachers. For the 2011-12 school year, there will be no state-mandated consequences for teachers based on their sixth standard rating. The sixth standard requires no change to the evaluation process during the school year. The standard will be automatically populated through the use of three years of data points on student growth. Principals and other classroom observers do not need to take additional action during the year to ensure that data is included. Detailed webinar information will be included in the next communication. For additional information please contact Jenn Preston, Race to the Top Project Coordinator for Teacher Effectiveness, at jennifer.preston@dpi.nc.gov.
  • We know that three years of data will be collected before any teacher’s performance is evaluated by student growth data, so few teachers are affected this year. Teachers will be evaluated on this standard as this graph reflects.
  • Remember that there is a new annual evaluation policy for career teachers NOT in their renewal year. The two options for these teachers are on the slide.For career teachers not in their renewal year, the second option would require 2 information observations (reminder that informal observations do not require a post-observation conference) and a summative evaluation at the end of the year.Remember that an abbreviated evaluation is an OPTION. Principals always have the right to complete the full Teacher Evaluation Process if they want to.
  • 5 minutes – Table DiscussionTellparticipants what a Wordle is. This one contains all of the language from the first 5 NC Professional Teaching Standards. Have a discussion about this, getting principals to engage in the following questions:-What are the big concepts that emerge here?-What words are included in all 5 standards?-Based on the Wordle, what do you consider to be most imperative as you develop teachers?-How does having this language prepare you to be a teacher-coach?-Which of these words support student achievement?-What do you see as the significance of the “secondary” words?-How do you interpret the fact that “teachers learning” is almost as large as “teachers” and “students?”-How does this Wordle make you think about your role differently?
  • Ask a couple of participants to share with the whole group – perhaps add to concerns/issues charts or refer to them if possible.
  • There are new expectations for teachers that reflect the needs of 21st Century students. This requires principals to look for different kinds of lessons and learning environments. Status quo won’t do.
  • The rubric for evaluating teachers includes four ratings and one designation.
  • Let’s define proficient. A proficient teacher is creating a 21st Century classroom and demonstrating basic competence on the new standards. Proficient indicates that the teacher is meeting those challenging competencies. To have every teacher proficient as measured by these new, higher standards – especially at a time when we are about to implement an entirely new curriculum – would be a tremendous accomplishment. Proficient is NOT mediocre; on the contrary, it indicates that a teacher is meeting these new expectations and growing in significant ways.
  • Fist of Five Senarios. Now we’ll take a look at fidelity in this room. Are there key words or terms that will help you identify which standard and element this is?Basedon this information, rate this teacher:1 = distinguished2 = accomplished3 = proficient4 = developingMr. Johnson is proficient in Standard 2, Element A.)
  • Now we’ll take a look at fidelity in this room.Are there key words or terms that will help you identify which standard and element this is?Basedon this information, rate this teacher:1 = distinguished2 = accomplished3 = proficient4 = developing(Ms. Ball is accomplished in Standard 4, Element E.)
  • Now we’ll take a look at fidelity in this room.Are there key words or terms that will help you identify which standard and element this is?Basedon this information, rate this teacher:1 = distinguished2 = accomplished3 = proficient4 = developing(Ms. Parish is developing in Standard 5.)
  • Estimated Time: 20 minutes totalParticipants use the sticky notes from the gallery walk and use blank sticky notes to show a progression of teaching behaviors from developing to distinguished. Emphasize the Growth Model aspect. Create a card with each standard and element to pass out to pairs or triads. You have been provided with a label sheet that you can use for this.
  • Have a few groups share their continuum of teacher behaviors.
  • Supplies: Index cards (1 per participant)Time: 10 min.As a School Executive, one of your standards is Standard 4, Human Resource Leadership. Under the summary, it says that it is your role to ensure that the school operates as Professional Learning Community. Taken directly Standard 4, Element C from the NC School Executive Principal and Assistant Principal Evaluation Process manual, it says, “The principal/assistant principal evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus, student achievement.”Ask the question, “What type of dirt are you? Consider your strengths and limitations when coaching teachers for peak performance. On the index card at your table, list your strengths on one side and opportunities for growth.”Next, have them share one comment from your card. Discuss at your table what commonalities were evident.
  • Time: 1 min.This applies to both the coach and the coachee.Reflect: Collect and analyze baseline data; self-assess against professional standardsPlan: Set professional goals (aligned with standards) & develop a professional growth planTeach: Monitor professional growth plan; collect and analyze data Reflect: Assess growth and revise plan or begin new inquiry
  • Time: 15 min (10 min. to read and 5 min. to generate and record 5 big ideas)Supplies: Book snip-its, 10 pieces of chart paper, markersMany of you have done some work with cognitive coaching in the past, and you will find that much of this information is the same. There is a clear preference for more programmatic coaching and building on the needs of the coachee. When do you find (time of day, day of week) that you can most effectively schedule time for coaching?At the tables, number off from 1-10 (There will be 2 of each expert group). Then, go to a section of the room and read that piece as a group (Group 1, etc.). Record 5 key elements that they would like to share with their home group. Put this on chart paper that can be posted around the room for all to refer to. Then, they return to their home group and explain their piece to other “numbers” at their table. Each person will be an expert on a different piece.What makes effective coaching?Managing the DialogueStrategies for ListeningQuestioning Techniques
  • Time: 10 min.Supplies: Index cards (1 per participant)Participants reflect on a difficult or complex coaching session where they had to address a specific concern observed. Using the index card, write 5-10 sentences to depict the scenario/concern you had to address. Include thoughts on how non-verbal communication played a part (body language, facial expressions, etc) Each participant shares the scenario recorded at their table. Facilitator informs participants that these will be used in an activity in a few minutes.
  • Time: 2 minutesWhere: The best place is often in the context of ongoing conversations. May be during a post-observation conference. Decide on physical location – teacher’s classroom vs. principal’s office. (Try to go to the teacher first)When: A stand-alone conversation may be appropriate. Be careful not to start sharing a concern at the time you make an appointment. This can lead to an unplanned, poorly conducted conversation. How: Make sure you have enough data to support your concern (this may require informal drop-ins to the classroom to watch what’s going on) Set a collegial and supportive tone to the conversation. “We’re both here for the success of students and the school—and we can problem solve together.” The next slide addresses the “How” in more depth.
  • Quickly discuss how important body language is – it can set the tone for a conversation.For example, if you are trying to be positive, your body language should represent the same thing.    
  • Chart Paper Needed (4 sheets)Time: 10 min. to chart & 10 min. to gallery walkHow do we address concerns?20 minutes to develop chart10 mins to Gallery WalkAllow principals to develop stems for each componentOpening-Analysis of your notes from the observation strategies (evaluation)– Let the teacher know that the meeting is to discuss a concern and to problem solve.– Reassure the teacher that the reason for the supervision process is to provide support.“What you have just described has raised a concern that I’d like to take -some time to discuss.”“The reason I asked you to meet with me is that I have a concern about . .“It’s my role to communicate openly with you and to support you as a professional.”2) Explain the concern– State the concern and provide evidence.– Acknowledge the teacher’s feelings and provide the opportunity for questions or comments.- Identify some stems for Pre-Conference How does this lesson fit within the context of other lessons you have taught? Do you have any students with concerns? What have you planned to do to engage all students during the lesson? - Identifying some stems for Post-Conference How do you think the lesson went? What made it successful for your students? What would you do differently? “My concern is that . . . because . . .”“The following comments have been made by students, parents, colleagues . ..““Do you have any questions or comments”?”How do you feel about what I’ve shared?”3) Plan next steps– Summarize or clarify the area for growth.– Create a plan for next steps and write it down.“ So, your goal would be . . .”“ So if you could . . . then . . .”“ Let’s restate your goal . . .” “Let’s talk now about next steps. What steps might you take . . ?“How would it be if . . ?” “What do you think about . . ?4) Closure– Close by asking for feedback about the conference– Suggest a follow-up meeting.“It’s not easy when concerns are raised . . . I really appreciated . . .”“What is some feedback you can give me about this conference and our future work together?”“Let’s meet in two weeks to discuss progress.”“I’d like to visit your classroom so I can support you.”“Please feel free to stop by and let me know how things are going.”
  • Transcript

    • 1. Coaching and Evaluating with Fidelity A refresher course for teacher-evaluators
    • 2. Disclaimer• What is working?• What needs attention?• What would you recommend?
    • 3. At the end of this workshop,participants will:• Describe how the elements of a 21st Century classroom relate to the North Carolina Professional Teaching Standards• Use data to distinguish among the ratings• Organize the evaluation process and/or assume their role in the process• Apply coaching strategies to help teachers grow in their effectiveness
    • 4. Affinity DiagramIndividually• Consider the challenges/issues in using the tool with fidelity• Write one thought that comes to mind per sticky note
    • 5. Affinity DiagramWhole Table• Combine all sticky notes on the table• Organize similar ideas.• Label the categories.• Identify two/three major ideas that emerged.
    • 6. Sharing:ChallengesandIssues
    • 7. 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
    • 8. A Coherent Plan for Statewide Impact
    • 9. Principal’s Responsibility Manage Supervise Know Ensure Identify
    • 10. 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) 11
    • 11. North Carolina Professional Teaching Standards
    • 12. How do you see the Standards?• Standard I: Teachers demonstrate leadership.• Standard II: Teachers establish a respectful environment for a diverse population of students.• Standard III: Teachers know the content they teach.• Standard IV: Teachers facilitate learning for their students.• Standard V: Teachers reflect on their practice.
    • 13. 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
    • 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
    • 15. Annual Evaluation Policy: 16
    • 16. 21st Century Teachers Effective Leadership Student promotes Learning Quality Teaching1. Assessing teacher performance2. Designing a professional growth plan
    • 17. Are you a Change Agent?Find a Partner and share:• Examples of how the evaluation process has a positive or negative impact on your role as a change agent/instructional leader.• What made the experience positive or negative?
    • 18. 21st Century Instruction Critical “coveringEngaging, thinking, material” is relevant, problem replaced bymeaningful solving, uncovering content information solutions literacy
    • 19. Rubric for EvaluatingNorth Carolina Teachers
    • 20. • 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
    • 21. 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.
    • 22. 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.
    • 23. 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.
    • 24. Rating Teacher Behaviors• With the standard and element(s) assigned to your table, work with your colleagues to place the teacher behavior sticky notes in the appropriate categories.• Fill in any blanks so that you have a progression of behaviors from Developing to Distinguished. Think about the growth inherent in the behaviors.
    • 25. Share your work• How is teacher growth reflected in the behaviors you selected?
    • 26. Reflective Change Agents“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
    • 27. What makes an effectivereflective change agent? Reflect Plan Monitor Reflect
    • 28. 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
    • 29. Think of a concern…
    • 30. Addressing Concerns• Where?• When?• How?
    • 31. Body Language“Your words and what you say must be congruent with your body language.“ ~Unknown
    • 32. 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
    • 33. 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
    • 34. Feedback
    • 35. Contact InformationDr. Frances Harris-BurkeFrances.harrisburke@dpi.nc.govFrances.Harris.Burke (SKYPE)http://www.ncregion5rttt.ncdpi.wikispaces.ne t