Coaching and Evaluating with Fidelity

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 Diagram Individually • Consider the challenges/issues in using the tool with fidelity • Write one thought that comes to mind per sticky note

5. Affinity Diagram Whole Table • Combine all sticky notes on the table • Organize similar ideas. • Label the categories. • Identify two/three major ideas that emerged.

6. ChallengesandIssues Sharing:

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

9. A Coherent Plan for Statewide Impact

10. Principal’s Responsibility

11. Teacher Evaluation Process STEP 1: Training and Orientation STEP 2: Self-Assessment, Goal Setting and Pre-Conference STEP 4: Summary Evaluation and Goal Setting STEP 3: Observation Cycle (Administrative and Peer)

12. North Carolina Professional Teaching Standards

13. 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.

14. North Carolina Professional Teaching Standards

15. Effective Teachers

16. Annual Evaluation Policy:

18. 21st Century Teachers EffectiveLeadershipStudentLearningQuality Teaching promotes Assessing teacher performance Designing a professional growth plan

19. 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?

20. 21st Century Instruction

21. Rubric for Evaluating North Carolina Teachers

23. 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.

24. 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.

25. 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.

26. 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.

27. Share your work • How is teacher growth reflected in the behaviors you selected?

28. 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

29. What makes an effective reflective change agent?

30. What the research says… Adaptive Coaching: The Art and Practice of a Client-Centered Approach to Performance Improvement Terry R. Bacon and Karen I. Spear (2003) http://ps.edu/wp-content/themes/Phoenix%20Seminary/images/photos/mentor-and-protege.jpg

31. Think of a concern…

32. Addressing Concerns • Where? • When? • How?

33. Body Language “Your words and what you say must be congruent with your body language.“ ~Unknown

35. Resources • Online manual for principals http://www.ncpublicschools.org/docs/profdev/training/online-evaluation/principal-directions.pdf • Online manual for teachers http://www.ncpublicschools.org/docs/profdev/training/online-evaluation/teacher.pdf • Online manual for superintendents http://www.ncpublicschools.org/docs/profdev/training/online-evaluation/superintendent.pdf

36. Resources • Directions for electronic signatures https://mxweb.media-x.com/home/ncval/help/EES_NC_ElectronicSignature.pdf • Teacher Effectiveness Coordinator: Jennifer Preston, jennifer.preston@dpi.nc.gov

37. Feedback

38. Contact Information Dr. Frances Harris-Burke Frances.harrisburke@dpi.nc.gov Frances.Harris.Burke (SKYPE) http://www.ncregion5rttt.ncdpi.wikispaces.net