New Teacher Evaluation Instrument: Standard V

April 19, 2010 Leave a comment

Standard V: Teachers reflect on their practice

Teachers analyze student learning.

Teachers think systematically and critically about student learning in their classrooms and schools:  why learning happens and what can be done to improve achievement. 

Teachers collect and analyze student performance data to improve school and classroom effectiveness.  They adapt their practice based on research and data to best meet the needs of students.

 

Teachers link professional growth to their professional goals.  

Teachers participate in continued, high-quality professional development that reflects a global view of educational practices; includes 21st century skills and knowledge; aligns with the State Board of Education priorities; and meets the needs of students and their own professional growth.

 

Teachers function effectively in a complex, dynamic environment.  

Understanding that change is constant, teachers actively investigate and consider new ideas that improve teaching and learning.  They adapt their practice based on research and data to best meet the needs of their students.

 

Examples of Artifacts

Lesson Plans

Professional Growth Plan

Formative and Summative Assessment Data

Formative Assessments

Completion of Professional Development

Student Work

Participation in professional learning community

 

To access the full North Carolina Teacher Evaluation Process Document, click here:  http://www.ncpublicschools.org/docs/profdev/training/teacher/teacher-eval.pdf   (Pages 5-9 of this document will provide you with background information, definitions, and a rationale for the changes in the teacher evaluation process and instrument.)

To access all documents, videos, forms, PowerPoints, and charts related to the New Teacher Evaluation Process, click here:  http://www.ncpublicschools.org/profdev/training/teacher/

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New Teacher Evaluation Instrument: Standard #4

March 28, 2010 Leave a comment

Standard IV: Teachers facilitate learning for their students

Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.

Teachers know how students think and learn. Teachers understand the influences that affect individual student learning (development, culture, language proficiency, etc.) and differentiate their instruction accordingly. 

Teachers keep abreast of evolving research about student learning. They adapt resources to address the strengths and weaknesses of their students.

 

Teachers plan instruction appropriate for their students.  

Teachers collaborate with their colleagues and use a variety of data sources for short- and long-range planning based on the North Carolina Standard Course of Study. These plans reflect an understanding of how students learn.

Teachers engage students in the learning process. They understand that instructional plans must be consistently monitored and modified to enhance learning.

Teachers make the curriculum responsive to cultural differences and individual learning needs.

 

Teachers use a variety of instructional methods.  

Teachers choose the methods and techniques that are most effective in meeting the needs of their students as they strive to eliminate achievement gaps.

Teachers employ a wide range of techniques including information and communication technology, learning styles, and differentiated instruction.

 

Teachers integrate and utilize technology in their instruction.  

Teachers know when and how to use technology to maximize student learning.

Teachers help students use technology to learn content, think critically, solve problems, discern reliability, use information, communicate, innovate, and collaborate.

 

Teachers help students develop critical-thinking and problem-solving skills.  

Teachers encourage students to ask questions, think creatively, develop and test innovative ideas, synthesize knowledge, and draw conclusions. They help students exercise and communicate sound reasoning; understand connections; make complex choices; and frame, analyze, and solve problems.

 

Teachers help students work in teams and develop leadership qualities.  

Teachers teach the importance of cooperation and collaboration. They organize learning teams in order to help students define roles, strengthen social ties, improve communication and collaborative skills, interact with people from different cultures and backgrounds, and develop leadership qualities.

 

Teachers communicate effectively.  

Teachers communicate in ways that are clearly understood by their students. They are perceptive listeners and are able to communicate with students in a variety of ways even when language is a barrier.

Teachers help students articulate thoughts and ideas clearly and effectively.

 

Teachers use a variety of methods to assess what each student has learned.  

Teachers use multiple indicators, including formative and summative assessments, to evaluate student progress and growth as they strive to eliminate achievement gaps.

Teachers provide opportunities, methods, feedback, and tools for students to assess themselves and each other.

Teachers use 21st century assessment systems to inform instruction and demonstrate evidence of students’ 21st century knowledge, skills, performance, and dispositions.

Examples of Artifacts

Lesson Plans

 

Use of Student Learning Teams 

 

Collaborative Lesson Planning

Display of Technology Used to Facilitate InstructionDocumentation of Differentiated Instruction Professional Development

Materials Used to Promote Critical Thinking and Problem Solving

 

To access the full North Carolina Teacher Evaluation Process Document, click here:  http://www.ncpublicschools.org/docs/profdev/training/teacher/teacher-eval.pdf   (Pages 5-9 of this document will provide you with background information, definitions, and a rationale for the changes in the teacher evaluation process and instrument.)

To access all documents, videos, forms, PowerPoints, and charts related to the New Teacher Evaluation Process, click here:  http://www.ncpublicschools.org/profdev/training/teacher/

Standard III: Teachers know the content they teach

March 14, 2010 Leave a comment

Teachers align their instruction with the North Carolina Standard Course of Study.

In order to enhance the North Carolina Standard Course of Study, teachers investigate the content standards developed by professional organizations in their specialty area. 

They develop and apply strategies to make the curriculum rigorous and relevant for all students and provide a balanced curriculum that enhances literacy skills.

Elementary teachers have explicit and thorough preparation in literacy instruction. Middle and high school teachers incorporate literacy instruction within the content area or discipline.

Teachers know the content appropriate to their teaching specialty.

 Teachers bring a richness and depth of understanding to their classrooms by knowing their subjects beyond the content they are expected to teach and by directing students’ natural curiosity into an interest in learning.

Elementary teachers have broad knowledge across disciplines. Middle school and high school teachers have depth in one or more specific content areas or disciplines.

Teachers recognize the interconnectedness of content areas/disciplines.

Teachers…

  • know the links and vertical alignment of the grade or subject they teach and the North Carolina Standard Course of Study
  • understand how the content they teach relates to other disciplines in order to deepen understanding and connect learning for students
  • promote global awareness and its relevance to subjects they teach

Teachers make instruction relevant to students.

Teachers incorporate 21st century life skills into their teaching deliberately, strategically, and broadly. These skills include leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self-direction, and social responsibility.

Teachers help their students understand the relationship between the North Carolina Standard Course of Study and 21st century content, which includes global awareness; financial, economic, business and entrepreneurial literacy; civic literacy; and health awareness.

Examples of Artifacts

Display of creative student work aligned with the NCSCoSProducts that allow student choice in demonstrating understanding of the NCSCoSProducts that require 21st century learning skills that align with the NCSCoS Documentation of working collaboratively with colleagues at the school and district levels to gain a greater understanding of vertical and horizontal alignmentDocumentation of working collaboratively with colleagues at the school and district levels to create and implement system-wide formative assessments Documentation of adolescent literacy and vocabulary strategies to improve achievementLinks to prior knowledge and interdisciplinary connections are apparent in lesson plans and in daily practiceReal-world connections are observed in formal and informal observations

To access the full North Carolina Teacher Evaluation Process Document, click here:  http://www.ncpublicschools.org/docs/profdev/training/teacher/teacher-eval.pdf   (Pages 5-9 of this document will provide you with background information, definitions, and a rationale for the changes in the teacher evaluation process and instrument.)

To access all documents, videos, forms, PowerPoints, and charts related to the New Teacher Evaluation Process, click here:  http://www.ncpublicschools.org/profdev/training/teacher/


 

New Teacher Evaluation Instrument: Standard II

February 14, 2010 1 comment

Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students

Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults.

Teachers encourage an environment that is inviting, respectful, supportive, inclusive, and flexible.

  • Encourage an environment that is inviting, respectful, supportive, inclusive, and flexible.

 

Teachers embrace diversity in the school community and in the world.

Teachers demonstrate their knowledge of the history of diverse cultures and their role in shaping global issues. They actively select materials and develop lessons that counteract stereotypes and incorporate histories and contributions of all cultures.

Teachers recognize the influence of race, ethnicity, gender, religion, and other aspects of culture on a student’s development and personality. Teachers strive to understand how a student’s culture and background may influence his or her school performance. Teachers consider and incorporate different points of view in their instruction.

  • 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.

 

Teachers treat students as individuals.

Teachers maintain high expectations, including graduation from high school, for students of all backgrounds. Teachers appreciate the differences and value the contributions of each student in the learning environment by building positive, appropriate relationships.

  • Maintain high expectations for all students.
  • Appreciate differences and value contributions by building positive, appropriate relationships.

 

Teachers adapt their teaching for the benefit of students with special needs.

Teachers collaborate with the range of support specialists to help meet the special needs of all students. Through inclusion and other models of effective practice, teachers engage students to ensure that their needs are met.

  • Collaborate with specialists.
  • Engage students and ensure they meet the needs of their students through inclusion and other models of effective practice.

 

Teachers work collaboratively with the families and significant adults in the lives of their students.

Teachers recognize that educating children is a shared responsibility involving the school, parents or guardians, and the community. Teachers improve communication and collaboration between the school and the home and community in order to promote trust and understanding and build partnerships with all segments of the school community. Teachers seek solutions to overcome cultural and economic obstacles that may stand in the way of effective family and community involvement in the education 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.

Examples of Artifacts

Student Profiles Student Surveys
Cooperation with ESL Teachers Lessons that Integrate International Content
Documentation and Referral Data / Use of IEPs Communication with Parents/Community
Professional Development on Cultural Attitudes and Awareness Use of Technology to Incorporate Cultural Awareness into Lessons

 

To access the full North Carolina Teacher Evaluation Process Document, click here:  http://www.ncpublicschools.org/docs/profdev/training/teacher/teacher-eval.pdf   (Pages 5-9 of this document will provide you with background information, definitions, and a rationale for the changes in the teacher evaluation process and instrument.)

To access all documents, videos, forms, PowerPoints, and charts related to the New Teacher Evaluation Process, click here:  http://www.ncpublicschools.org/profdev/training/teacher/

New Teacher Evaluation Instrument: Standard I

February 7, 2010 Leave a comment

Next year will mark the third and final phase  of implementation for the remaining North Carolina school districts to adopt the new Teacher Evaluation Process based on the North Carolina Professional Teaching Standards and the Framework for 21st Century Learning.  The intended purpose of the North Carolina Teacher Evaluation Process is to assess the teacher’s performance in relation to the North Carolina Professional Teaching Standards and to design a plan for professional growth.

Over the course of the next several months, we will explore each of the five standards of the new NC teacher evaluation instrument and the implications of this new process on teachers.  There will be an opportunity at each faculty meeting for you to ask questions regarding each standard. 

Standard I:  Teachers Demonstrate Leadership

Teachers lead in their classrooms.

Teachers demonstrate leadership by taking responsibility for the progress of all students to ensure that they graduate from high school, are globally competitive for work and postsecondary education, and are prepared for life in the 21st century.

Teachers communicate this vision to their students. Using a variety of data sources, they organize, plan, and set goals that meet the needs of the individual student and the class.

Teachers use various types of assessment data during the school year to evaluate student progress and to make adjustments to the teaching and learning process. They establish a safe, orderly environment, and create a culture that empowers students to collaborate and become lifelong learners.

ƒ. Take responsibility for all students’ learning

ƒ. Communicate vision to students

ƒ. Use data to organize, plan, and set goals

ƒ. Use a variety of assessment data throughout the year to evaluate progress

ƒ. Establish a safe and orderly environment

ƒ. Empower students

Teachers demonstrate leadership in the school.

Teachers work collaboratively with school personnel to create a professional learning community. They analyze and use local, state, and national data to develop goals and strategies in the school improvement plan that enhances student learning and teacher working conditions.

Teachers provide input in determining the school budget and in the selection of professional development that meets the needs of students and their own professional growth. They participate in the hiring process and collaborate with their colleagues to mentor and support teachers to improve the effectiveness of their departments or grade levels.

ƒ. Work collaboratively with all school personnel to create a professional learning community

ƒ. Analyze data

ƒ. Develop goals and strategies through the school improvement plan

ƒ. Assist in determining school budget and professional development

ƒ. Participate in hiring process

ƒ. Collaborate with colleagues to mentor and support teachers to improve effectiveness

Teachers lead the teaching profession.

Teachers strive to improve the teaching profession. They contribute to the establishment of positive working conditions in their school. They actively participate in and advocate for decision-making structures in education and government that take advantage of the expertise of teachers.

Teachers promote professional growth for all educators and collaborate with their colleagues to improve the profession.

ƒ. Strive to improve the profession

ƒ. Contribute to the establishment of positive working conditions

ƒ. Participate in decision-making structures

ƒ. Promote professional growth

Teachers advocate for schools and students.

Teachers advocate for positive change in policies and practices affecting student learning. They participate in the implementation of initiatives to improve the education of students.

ƒ. Advocate for positive change in policies and practices affecting student learning

ƒ. Participate in the implementation of initiatives to improve education

Teachers demonstrate high ethical standards.

Teachers demonstrate ethical principles including honesty, integrity, fair treatment, and respect for others. Teachers uphold the Code of Ethics for North Carolina Educators (effective June 1, 1997) and the Standards for Professional Conduct adopted April 1, 1998 (www.ncptsc.org) .

ƒ. Demonstrate ethical principles

ƒ. Uphold the Code of Ethics and Standards for the Professional Conduct

Examples of Artifacts

Lesson Plans

Journals

Student Handbooks

Student Work

School Improvement Planning

Service on Committees

Relevant Data

Class Rules and Procedures

Participation in the Teacher Working Conditions Survey

Professional Learning Communities

Membership in Professional Organizations

Formal and Informal Mentoring

Surveys

National Board Certification

Discipline Records

 

To access the full North Carolina Teacher Evaluation Process Document, click here:  http://www.ncpublicschools.org/docs/profdev/training/teacher/teacher-eval.pdf   (Pages 5-9 of this document will provide you with background information, definitions, and a rationale for the changes in the teacher evaluation process and instrument.)

To access all documents, videos, forms, PowerPoints, and charts related to the New Teacher Evaluation Process, click here:  http://www.ncpublicschools.org/profdev/training/teacher/

References

“North Carolina teacher evaluation process.” Public schools of North Carolina. North Carolina department of public instruction, n.d. Web. 7 Feb. 2010. <www.ncpublicschools.org/docs/profdev/training/teacher/teacher-eval.pdf>.

Prepared for Success

January 10, 2010 Leave a comment

As we approach exams for first semester, teacher and student anxiety is building. I would like to share the research-based test-taking strategies that I have observed you practice throughout the semester that will contribute to our students’ success. This week’s message will conclude with student reminders that I hope are beneficial as you try to decrease test anxiety for our kids.

You continue to work to ensure that the curriculum is aligned with the standard course of study and that your pacing is appropriate. This is perhaps the most obvious and most discussed method of test preparation.  Through vertical alignment, discussions within your department, and sharing/adjusting pacing guides, you are making important instructional decisions that will give your students the best possible opportunity to experience success.

You have established a safe and caring emotional climate. Your hard work will help students feel secure, take more academic risks, and try again until they succeed. Continue to communicate the relationship between effort and achievement as well as your belief that your students will succeed.

You continue to use vocabulary, literacy, and formative assessment strategies that have created a climate for learning that is centered on the occurrence of frequent and quick reviews of previously learned material. Because your students are accustomed to regular reviews and they are aware of your expectations, you have created yet another plan for success. The self-assessment focus in our professional development is a means by which to help students learn to test themselves.  Because your students have experienced informal formative assessments, benchmark assessments, and self-assessments, they will rise to the occasion when taking exams.

I have seen many of you continue to work with students to unpack the language of the test and build students’ sense of security with test vocabulary. You have provided explicit practice to help students gain a greater understanding the language of both the test and the content to be tested.  Understanding that students often miss questions that contain information they already know because they cannot translate the language found in the question has helped prepare students for success.  By unpacking the language of the test, you have provided yet another means for student success.

Not only have worked to unpack the language of the test, but you have also used these terms in class.  I have heard you infuse these terms in discussions, writing assignments, quiz and test questions, tickets out the door, and graphic organizers.   You understand the importance of having students use these vocabulary terms when they take multiple-choice tests, but you also realize that it is imperative that students see and use these words outside of a standardized testing situation so they truly understand the meaning of the language and become comfortable using words that could potentially become stumbling blocks.

Perhaps reflecting on all the strategies that you have used throughout the semester will help alleviate some of your anxiety. I appreciate all that you do for our students.

Some Quick Pointers to Share with Students

  • Read the question before you look at the answer.
  • Come up with the answer in your head before looking at the possible answers.  This way the choices given on the test will not throw you off or trick you.
  • Eliminate answers you know are not correct.
  • Read all the choices before choosing your answer.
  • Always take an educated guess and select an answer.
  • Usually your first choice is the right one, unless you misread the question.
  • A positive choice is more likely to be true than a negative one.

http://www.testtakingtips.com/test/multiple.htm

Please feel free to send your test-taking strategies out to the HHS Faculty this week so that everyone has the opportunity to share as many strategies with our students as possible.

Delivering Critical Messages

January 5, 2010 2 comments

As we approach the end of the first semester and anticipate the beginning of second semester, it is important to make sure that we continue to cultivate a We-Expect-Success attitude with our students. Some of our students are beginning to look for excuses to explain their failure. We must keep sending the message that their efforts are important and that their efforts will impact their performance.

Robert Marzano (2003), in his meta-analysis of research on motivation, identifies five lines of research that explain our motivation to learn. One line of research is attribution theory, which focuses on what students perceive to be the cause of their success or failure, such as ability, effort, luck, task difficulty, etc. Of the factors named, Marzano concludes that effort is the most useful because a strong belief in effort as a cause of success can translate into a willingness to engage in complex tasks and to persist.

The National Mathematics Advisory Panel weighed in on the importance of an effort-based belief system in the 2008 report Foundations for Success. The report states:

“Children’s goals and beliefs about learning are related to their mathematics performance. Experimental studies have demonstrated that changing children’s beliefs from a focus on ability to a focus on effort increases their engagement in mathematics learning, which in turn improves mathematics outcomes: When children believe that their efforts to learn make them “smarter” they show greater persistence in mathematics learning.”

Jonathan Saphier is another of the many researchers who writes about the role of beliefs and effort-based ability. He concluded that a student’s belief in his or her efforts rather than his or her innate ability is the most important determinant of student learning. He also stated that these beliefs can enable all students to do rigorous academic work at high standards. According to Saphier, schools that recognize and celebrate effort-based ability communicate three critical messages to all students:

1. What we are doing here is important.

2. You can do it.

3. I’m not going to give up on you—even if you give up on yourself (DuFour, Eaker, & DuFour, 2005, pp. 89-90).

What message are we sending to our students if we communicate to the class, either explicitly or implicitly, that we expect final grades to follow the bell curve?


Many students will interpret this message as, “Only a few of you can expect to get A’s in this class.” This is hardly a We-Expect-Success message.

Contrast this example to the message that students receive when a teacher announces that he or she expects grades to cluster at the lower end of the grading scale at the beginning of instruction, approach normal distribution as different students master content and skills at different times, and follow the “J” curve, with most students earning high scores by the time summative grades are posted.

By using the formative assessment strategies that we are learning during our professional development, we can continue to show students that their efforts are directly correlated to their academic success. Formative assessment is another means to communicate the message that we expect success.

Thank you for your willingness to send critical messages to our kids that communicate the importance of their effort and our belief in them.  Recognizing and celebrating the fact that the effort that they put in will result in their academic success will not only help our students become more motivated but also help them realize that they can be successful.

References

Westerberg, T. R. (2009). Cultivating a we expect success attitude. Becoming a great high school: 6 strategies and 1 attitude that make a difference (pp. 7-10). Alexandria: Association for Supervision and Curriculum Development.