Transformation and Teacher Evaluation Standards

1. Transformation and Teacher Evaluation Standards February 9, 2012

2. NC RttT Change Strategy Comprehensive Needs Assessment Leadership Coaching District Coaching Instructional Coaching

3. WHICH REFORM MODEL IS YOUR SCHOOL IMPLEMENTING?

4. NC RttT Change Strategy Comprehensive Needs Assessment Leadership Coaching District Coaching Instructional Coaching

5. School Closure • Reassign to HIGHER performing school Schools: • 1 in Hyde • 1 in Pitt • 1 in Scotland • 2 in WS-Forsyth • 4 in CMS

6. Restart • CMO/EMO • May use Turnaround or Transformation Strategies Schools: • 1 in Weldon

7. Turnaround – 13 Schools • 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

8. Transformation – 95 Schools

9. HOW IS RACE TO THE TOP HELPING SCHOOLS MEET THESE COMPONENTS?

10. 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.

11. 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.

12. 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.

13. 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.

14. 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).

15. 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.

16. 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

17. Literacy Review

21. 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.

22. 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

24. WEBSITE: http://transformingschools.drupalgardens.com/node To download all related templates. Feel free to modify and use them with your school community! Welcome to today’s Professional Development!

25. The Learning CycleThrough:Rigor, Relevance, Engagement &Language Amplification

26. Outcome 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.

27. Learning Cycle Assessment Curriculum Instruction

28. Revised Bloom’s Taxonomy

29. Revised Bloom’s Taxonomy Broad and Shallow Ideas: Narrow and Deep Ideas: Remembering Understanding Applying Analyzing Evaluating Creating

30. Kratz Video Targeting: Rigor Relevance Engagement Differentiation Language Amplification http://www.youtube.com/watch?v=_uOncGZWxDc www.kaganonline.com

31. Tally Sheet for RBT Use Tally sheet with Kratz Video

32. Table Talkand Making Connections Share with table partners about the video through the RBT lens.

33. Language Amplification of: Engagement

34. TODAY’sLanguage Amplification NORMS: • Full Sentences • Proper English • Repeat or Re-phrase Responses • Tell me MORE • Full of DETAILS!

35. Strategies • www.kaganonline.com • FOCUS STRATEGY: • Numbered Heads Together • Scaffolding Numbered Heads with: • Neighbors Gossip

36. Neighbors GOSSIP

37. Neighbors Gossip of Kratz Video Action Thermometer Musical Round the Room Numbered Heads Think Pair Share Neighbors Gossip

38. RBT Cards 6 cards: 1 per taxonomy component Front: Question Stems WHAT is the title of the book? WHO were the main characters in the story? HOW did the story end? WHICH….? WHEN….? Back: Rubric for Responses Uses full sentences. Includes 2-4 related facts. Provides clarifying details. Makes clear connections to prior learning.

39. Neighbors Gossip using RBT:Two-sided Cards: Kratz Video Remembering QUESTIONS Remembering Answers RUBRICS 1. Uses full sentences. 2. Includes 2-4 related facts. 3. Provides clarifying details. 4. Makes clear connections to prior learning. • WHAT is the title of the book? • WHO were the main characters in the story? • HOW did the story end? • WHICH….? • WHEN….?

40. Neighbors Gossip: Kratz Video UNDERSTANDING UNDERSTANDING Which statements SUPPORT….? Can you EXPLAIN what the author meant by….? How would you SUMMARIZE…? How will you REPHRASE this statement…? Can you INFER why the character did…? What EVIDENCE IS THERE OF…? Can you EXTEND the ending? • Can you EXPLAIN why the…. did…? • Can you CLASSIFY all of the … in the story? • Can you DEMONSTRATE how to do …? • What facts or ideas SHOW? • EXTEND THE… • ILLUSTRATE…

41. Neighbors Gossip: Kratz Video APPLYING APPLYING What other way could you…? Make use of these facts to build… What elements of the story would you choose to…? What questions would you use in an interview with…? CONSTRUCT… EXPERIMENT WITH… APPLY…. TO… • How would you SOLVE…? • How would you ORGANIZE and DEMONSTRATE…? • What EXAMPLES can you find of…? • SELECT… • BUILD… • UTILIZE…

42. Break! Please be back in 15 minutes. Sit in groups of 4.

43. 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

44. Numbered Heads Together ROLES: • Scribe, note taker, recorder • Encourager (speak up – step back) • Rubric checker • Spokesperson, reporter

45. Numbered Heads Together Revised Bloom’s Taxonomy: ANALYZING

46. Revised Bloom’s Taxonomy

47. Thinking Map Reflection: DIRECTIONS: Within your group, select ONE of the Strategies. Jot down your thoughts as to how your “Selected Strategy” increases these five components of quality instruction.

48. Post-Tally Sheet for RBT Use Tally sheet with Kratz Video

49. 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?

50. RBT Tally Sheet to use with your STC