Columbus County Leadership Academy Summer 2009

1. Columbus County Leadership AcademySummer 2009 • Welcome • Introduction • Agenda

2. Agenda • Day 1: 21st Century and Teacher Standards • Day 2: PLCs and Change Process • Day 3: The Evaluation Process • Day 4: Putting it All Together

3. Goals for Retreat • 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

4. 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 workand postsecondary education and prepared for life in the 21st Century.

5. 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 • Be governed and supported by 21st Century Systems

6. Future-Ready Students 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?

7. 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.

8. 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 21st 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

9. 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)

10. 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

11. 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.

12. 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:

13. Changing Expectations New Teacher Center, Univ. of California

14. Supervising Teaching Works from a perspective that effective teaching results in effective learning. Supervising Learning Works from a perspective that if students are learning, the teaching must be effective. Important Shift

15. Why 21st Century Word Splash • Global economy • HS graduates • Tom Friedman • Did You Know • Time Magazine • PISA • PLCs • Jim Collins • You Tube • Virtual Learning

16. HS graduation global economy You Tube Did You Know Tom Friedman Virtual Learning PLCs Jim Collins PISA Time Magazine

17. How did we get here? 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. http://www.news14.com/Default.aspx?ArID=606734

18. NORTH CAROLINA’S Educational Pipeline In North Carolina, for every 100 9th 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

19. Tom Friedman:The World is Flathttp://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

20. Overview “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 21st CenturyTIME Magazine December 18, 2006

21. 1st 1st 2nd 5th 3rd 10th 4th 15th 5th 6th 20th 7th 25th 8th 30th Why 21st Century Skills? Ranking of G8 countries: 10th grade math & problem solving OECD Ranking Problem Solving Reading Science Math 14th 15th 15th 18th 21st 25th 28th 2003 2006 2003 2006 2003 2006 2006 Source: PISA, 2003, 2006Courtesy of Cisco Systems

24. Virtual Learning • NCVPS:http://ncvps.blackboard.com/webapps/portal/frameset.jsp?tab_id=_1_1 http://www.youtube.com/watch?v=5it8oBMbPrg • Thinkering http://www.id.iit.edu/ThinkeringSpaces/links/phases/concept_definition/links/frameworks.htm • Online PD http://www.learnnc.org/ • Columbus Countyhttp://www.columbus.k12.nc.us/ Second Life

25. 21st Century Skills Framework

26. The Support systems for 21st Century Learning must be in place: Standards and Assessments Curriculum and Instruction Professional Development Learning Environments

27. 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)

28. Vision for the Future 21st Century Students • Think both critically and creatively • Effective communicator and problem solver • Learn and understand their connection to the world around them • Receive support and encouragement throughout their education to think about and plan for their futures

29. Vision of Teaching What will teachers need to know and be able to do in the 21st Century schools?

30. NC Standards for Teachers • Standard 1: Teachers demonstrate leadership • Standard 2: Teachers establish a respectful environment for a diverse population of students • Standard 3: Teachers know the content they teach • Standard 4: Teachers facilitate learning for their students • Standard 5: Teachers reflect on their practice

31. NC Standards for School Executives • Standard 1: Strategic Leadership • Standard 2: Instructional Leadership • Standard 3: Cultural Leadership • Standard 4: Human Resource Leadership • Standard 5: Managerial Leadership • Standard 6: External Development Leadership • Standard 7: Micro-Political Leadership

32. Standard I: Teachers demonstrate leadership. Group Discussion: Leadership What is Leadership? The act of influencing the classroom practices of professional educators. -Reeves, 2008

33. If your actions inspire others to dream more, learn more, do more and become more, you are a leader.John Quincy Adams

34. Standard I: Teachers demonstrate leadership. Group Discussion: Leadership Why Teacher Leadership? What Do Teacher Leaders Do?

35. Standard I: Teachers demonstrate • leadership. • A. Teachers lead in their classrooms: • Take responsibility for all students’ learning • Communicate vision to students • Use data to organize, plan, and set goals • Use a variety of assessment data throughout the year to evaluate progress • Establish a safe and orderly environment • Empower students

36. Standard I: Teachers demonstrate • leadership. • B. Teachers demonstrate leadership in the school: • Work collaboratively with all school personnel to create a professional learning community • Analyze data • Develop goals and strategies through the school improvement plan • Assist in determining school budget and professional development • Participate in hiring process • Collaborate with colleagues to mentor and support teachers to improve effectiveness

37. Standard I: Teachers demonstrate leadership. • Teachers lead the teaching profession: • Strive to improve the profession • Contribute to the establishment of positive working conditions • Participate in decision-making structures • Promote professional growth

38. Standard I: Teachers demonstrate leadership. • D. Teachers advocate for schools and students: • Advocate for positive change in policies and practices affecting student learning • Participate in the implementation of initiatives to improve education

39. Standard I: Teachers demonstrate leadership. • E. Teachers demonstrate high ethical standards: • Demonstrate ethical principles • Uphold the Code of Ethics and Standards for Professional Conduct

40. Teachers who choose the path of teacher leadership…become owners and investors in their schools rather than mere tenants.- Roland Barth (1999)

41. Relationships What kind of relationships will be needed to obtain 21st century desired outcomes? Teachers and Students? Teachers and Teachers? Students and Students? Student and Community? School and Community? What will we see teachers doing? What will we see students doing?

42. 3 Steps for 21st Century Schools • Collaboration • Competition • Cooperation http://www.youtube.com/watch?v=2yCB4i7GJuM How do our classrooms compare? Strengths? Challenges?

43. Relationships • the school environment must assist students to develop a sense of belonging and confidence through healthy relationships with faculty, staff and other students. • Building caring and supportive connections with students, parents, and communities

44. Standard II: Teachers establish a respectful environment for a diverse population of students. • A. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults: • Encourage an environment that is inviting, respectful, supportive, inclusive, and flexible

45. Standard II: Teachers establish a respectful environment for a diverse population of students. • B. Teachers embrace diversity in the school community and in the world: • Demonstrate knowledge of diverse cultures • Select materials and develop lessons that counteract stereotypes and incorporate contributions • Recognize the influences on a child’s development, personality, and performance • Consider and incorporate different points of view

46. Standard II: Teachers establish a respectful environment for a diverse population of students. • C. Teachers treat students as individuals: • Maintain high expectations for all students • Appreciate differences and value contributions by building positive, appropriate relationships

47. Standard II: Teachers establish a respectful environment for a diverse population of students. • Teachers adapt their teaching for the benefit of students with special needs: • Collaborate with specialists • Engage students and ensure they meet the needs of their students through inclusion and other models of effective practice

48. Standard II: Teachers establish a respectful environment for a diverse population of students. • Teachers work collaboratively with the families and significant adults in the lives of their students: • Improve communication and collaboration between the school and the home and community • Promote trust and understanding and build partnerships with school community • Seek solutions to overcome obstacles that prevent family and community involvement

49. Principal Standard III: Cultural Leadership School executives will understand and act on the understanding of the important role a school’s cultureplays in contributing to the exemplary performance of the school. support and value the traditions, artifacts, symbols and positive values and norms of the school and community that result in a sense of identity and pride upon which to build a positive future “re-culture” the school if needed to align with school’s goals of improving student and adult learning and to infuse the work of the adults and students with passion, meaning and purpose

50. Standard II Activity • Small Groups: • Compare and contrast the TPAI document and the Teacher Evaluation Instrument