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Going Green – Jigsaw Approach

Going Green – Jigsaw Approach. Each Analysis Team will present a summary of the feedback on their topic from the pilot, with recommendations. Individually, we will consider the information just presented and brainstorm ways to Go Green. Going Green – Jigsaw Approach.

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Going Green – Jigsaw Approach

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  1. Going Green – Jigsaw Approach Each Analysis Team will present a summary of the feedback on their topic from the pilot, with recommendations. Individually, we will consider the information just presented and brainstorm ways to Go Green.

  2. Going Green – Jigsaw Approach After the last presentation and reflection, we will take a break and then use the NCDPI Retreat Planning Doc (http://bit.ly/NCDPIRetreat) for Going Green. As we work, please join a planning group and start prioritizing for Year 1.

  3. ASW Pilot Analysis Future Planning

  4. Who would be best to evaluate submissions? Submitter #11 and #12 Evaluator #13 and #14 1) Anonymous NC teacher 2) State committee 3) Self 4-5) Principal or Central Office Others: retired teachers, 10+ years exp. or various years of exp. on cmte., district teams with mix of content teachers or teams from similar-sized districts, 3 ratings per submission with evaluators receiving ratings on how well they do as evaluators 1) State committee 2) Anonymous NC teacher 3) Self 4) Central Office 5) Principal-no 1st choice votes Others: peer in same school as 2nd evaluator

  5. Evaluator/State Committee Qualifications

  6. Evaluator/State Committee Qualifications Leadership Experience Teaching Experience Graduate degree in content area Mentor training or experience College degree in licensure area Specialized certification or training Recognized contributor to the field Others: graduate degree in education, student teacher supervisor, methods instructor, educator knowledgeable in NCES, master teacher, professional recommendation

  7. Peer Review Recommendations

  8. Professional Development Topics Creating a Submission Sharing a Submission Selecting a single Clarifying Objective (CO) Selecting student work that demonstrates growth Clarifying how the CO is connected to the student work sample Writing about your teaching context and other details of submission with clarity (i.e. use of NCES) Preparing submissions for uploading

  9. Professional Development Topics Extension of NCEES Training? Others . . . Understanding the category ratings Content-specific examples of each category rating How to upload samples How to pick a representative sample How to select student work samples for pre/post or two points in time

  10. Dissemination of PD • Blended (70-85%) • Online PD materials with face-to-face training • Train-the-Trainer to bring back locally • Face-to-face regionally (62-82%) • Access materials posted online (52-63%) • Webinars/online only (33-59%) • Others: • Online quarterly updates • County-wide f2f • Mentoring with local trainer/facilitator • Differentiated based on years of classroom experience • Options so teachers could choose what works best for them individually

  11. Who would you consult with locally? Submitters Evaluators Overwhelming majority: 82% Peer with similar content experience Almost 40% Coordinator/Central Office Regional PD Consultant 25%: Principal < 15%: Peer with different content experience or AP < 5%: No one Majority: 52-63% Coordinator/Central Office Peer with similar content experience Regional PD Consultant < 15%: AP or Principal < 10% Peer with different content experience No one

  12. Going Green – Jigsaw Approach Individually, consider the feedback and recommendations just presented and brainstorm ways to Go Green with the Analysis of Student Work (ASW) Future Planning

  13. Planning Groups Form & Prioritize for Year 1 Implementation Needs

  14. Year 1 Implementation

  15. 1:00 – 3:45 p.m. Work Sessions for Planning GroupsJoin a group at http://bit.ly/NCDPIRetreat

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