Using the NC Educator Evaluation System

Session Purpose/Overview

The purpose of Using NCEES Design Studio is to focus on three major components of the 21st Century Framework (global awareness, diversity, and technology-enabled learning) and where they are embedded throughout the NC Educator Evaluation System.

Session Description

Participants will analyze the element descriptors within the educator evaluation rubric that address the topics of global awareness, diversity, and technology in the classroom and walk away with specific examples of educator and student behaviors that provide evidentiary support of proficiency. Participants will evaluate levels of proficiency through videos, scenarios, interactive activities, and group discussion.

Session Objectives
  • Participants will self-reflect on the implementation of 21st century learning within their classroom/school/district.
  • Participants will analyze the element descriptors within the educator evaluation rubric that address the topics of global awareness, diversity, and technology-enabled learning.
  • Participants will create scenarios of educators who does or does not exemplify global awareness/diversity/technology-enabled learning in order to build a statewide database.

Session Leaders and Facilitators


Leader 1
Leader 2
Facilitator
East (Regions 1, 2, 3, and 4)
Tara Patterson
Cynthia Martin
Dianne Meiggs
West (Regions 5, 6, 7, and 8)
Donna Albaugh
Kimberly Simmons
Amy Blake-Lewis

Pre-work
Read p. 12-16 of the Teacher Evaluation Process Manual – Framework for 21st Century Learning
Teacher Evaluation Process Manual
What evidence can you cite to support the application of the themes in the Framework for 21st Century Learning within your classroom/school/district?
What areas of 21st Century Learning are being implemented with success in your classroom/school/district?
What areas of 21st Century Learning provide opportunities for professional growth? Write at least two action steps to promote growth in these areas, and include evidences you will use to measure your progress.

Agenda/Outline


Time

Activity

Learning Outcomes

10 minutes
Welcome
In this part of the session I can:
  • Access the website where today's materials are housed
  • Meet the presenters
  • Reflect on front-loaded assignment
10 minutes
Activating Prior Knowledge
In this part of the session I can:
  • Assess my understanding of 3 interdisciplinary themes/concepts: global awareness, diversity, and technology enabled learning
  • Collaborate with others to define the interdisciplinary themes/concepts
40
minutes
Analyzing the Rubric
In this part of the session I can:
  • Analyze the elements within the Educator Evaluation Rubric that address the themes/concepts: global awareness, diversity, and technology enabled learning
  • Identify different attributes that distinguish between ratings
30 minutes
Evaluating Elements & Evidences
In this part of the session I can:
  • Evaluate element descriptors to determine the corresponding ratings in the Educator Evaluation Rubric
  • Analyze classroom evidences to match with the corresponding descriptors in the Educator Evaluation Rubric
10 minutes
Break
Get a Stopwatch like this or make your own! At: Online Stopwatch
30 minutes
Building a Research-Based Depth of Knowledge
In this part of the session I can:
  • Discuss the Framework for 21st Century Learning
  • Explore resources on the internet
  • Engage in collegial conversations to discuss strategies for integrating interdisciplinary themes in core content
40
minutes
Synthesizing the Themes/Concepts
In this part of the session I can:
  • Develop reflective questions
  • Write SMART goals
  • Create scenarios
10
minutes
Reflecting
In this part of the session I can:
  • Reflect on what you learned today
  • Transfer Learning to your role and responsibilities
  • Complete Plus/Delta
  • Complete Facilitated Team Time Preparation Activity



“The resources provided during the course of this NCDPI training have been helpful to some educators across the state. However, due to the rapidly changing resources available, NCDPI does not represent nor endorse that these resources are the exclusive resources for the purposes outlined during this training