Standard III

Standard III: Teacher leadership specialists incorporate adult learning strategies and effective teaching and learning practices as they implement change.

Element a. Teacher leadership specialists align support for educators with the NC Professional Teaching Standards.

Developing

  • Uses the NC Professional Teaching Standards as the foundation for their work.

Proficient

...and

  • Ensures that support and development activities align with the NC Professional Teaching Standards.

Accomplished

...and

  • Facilitates educators’ growth and improvement related to meeting or exceeding the NC Professional Teaching Standards

Distinguished

...and

  • Builds educators’ capacity to support each other in their growth and improvement strategies.

Element b. Teacher leadership specialists use their knowledge of the structure and content of the NC Standard Course of Study (Common Core and Essential Standards) to support educators.

Developing

  • Knows the structure of the North Carolina Standard Course of Study for each discipline/subject.

Proficient

...and

  • Provides resources to educators that support the NC Standard Course of Study.

Accomplished

...and

  • Facilitates vertical and horizontal alignment of curriculum within and among disciplines/ subjects and grade levels.

Distinguished

...and

  • Engages educators in curriculum design and long-range planning.

Context- this video features FVHS teachers discussing how they worked with me to convert their curriculum into a digital one by housing it in Google Classroom.

Rational- I used my knowledge of the structure and content of the NC Standard Course of Study to get the PE Department at FVHS started on the journey of designing their curriculum using a lens of technology integration. Phase one was to get the resources into Google Classroom. The next step is to build assessments that determine the students success with the NC Standards. The final phase will be to strategically integrate technology into the curriculum for the purpose of engaging students and increasing their comprehension of the standards.

Reflection - This is a learning process for me because this is the first group of teachers I have worked with using Google Classroom.

Element c. Teacher leadership specialists apply their understanding of the dynamic nature of teaching and learning.

Developing

  • Supports educators’ practice of evidence based instructional strategies with fidelity

Proficient

...and

  • Develops educators’ understanding of evidence-based instructional strategies.

Accomplished

...and

  • Supports sustained implementation of evidence-based strategies.
  • Models evidence based strategies for teachers and other staff members.

Distinguished

...and

  • Collaborates with educators to assess implementation and establish goals for improving instructional practices.

Element d. Teacher leadership specialists engage colleagues in challenging conversations about data to develop appropriate solutions.

Developing

  • Engages educators in data analysis

Proficient

...and

  • Focuses on student learning when discussing student data.

Accomplished

...and

  • Models effective use of data to identify trends in student learning.

Distinguished

...and

  • Facilitates educators’ independence in data analysis and problem solving to improve student learning.

Element e. Teacher leadership specialists plan and deliver professional support. They use effective adult-learning strategies. They support stages of change and innovation in the school and district.

Developing

  • Creates a risk free and nonjudgmental learning environment that builds on the assets and strengths of individual educators.
  • Knows the innovations and initiatives in which the school is engaged and assesses the stages of implementation.

Proficient

...and

Creates professional support that is:

  • Interactive.
  • Practical.
  • Timely.
  • Relevant.
  • Collaborates with administrators to align support with the status of implementation for school and/or district initiatives.

Artifact - Canvas Blue Print Courses

Context - I approached the Academics department and showed them how I converted the EL curriculum into a Google Doc. I also demonstrated some other resources I had developed. This started a chain of events that has brought us to me developing EL Canvas Blueprint courses.

Rationale - These courses were launched and my artifact is the presentation used to train teachers on how to use the Canvas courses. We allow time for teachers to explore the courses, brainstorm how they can use the courses, and provide time for them to ask questions. This course is offered at Professional Learning days. It is designed to help support teachers with the implementation of this initiative.

Reflection - this has been an adventure. What started off as a brief demonstration of an idea turned into a county wide initiative. I am very excited about this project. I have learned some do's and don'ts when working with Academics and others at the county level. Mostly I have learned that I need to allow my vision of the project to be flexible and allow it to conform to the goals and vision of staff in Academics.

Accomplished

...and

  • Provides educators with opportunities to apply new concepts and skills and to receive supportive feedback.
  • Recognizes signs of resistance and supports educators to keep initiative implementation on track.

Distinguished

...and

  • Engages educators in reflection and goal-setting dialogue about their learning and professional development.

Advocates for sufficient:

  • Preparation time.
  • Support for educators to work in teams.

Sample Artifacts

Standard 3, Element a

Teacher leadership specialists align support for educators with the NC Professional Teaching Standards.

· Provide opportunities for standards focused learning for educators.

· Support educators in the development of SMART goals for the use in PDPs based on specific standards.

· Conduct trainings on the NCEES system including the initial training/orientation at the beginning of the year.

· Support individual educators with performance concerns based upon data from standards based observations and evaluations.


Standard 3, Element b

Teacher leadership specialists use their knowledge of the structure and content of the NC Standard Course of Study to support educators.

· Offer professional development on standards and academic shifts in order to strengthen educators’/stakeholders’ content knowledge.

· Provide support to special education educators on vertical alignment of standards, how to write IEP goals with task analysis, and how to effectively collaborate with general education educators.

· Facilitate professional development with grade level or whole school staff regarding vertical alignment of standards/content.

· Assist an educator in aligning instruction to the NC Standard Course of Study.


Standard 3, Element c

Teacher leadership specialists apply their understanding of the dynamic nature of teaching and learning.

· Offer dynamic learning experiences within professional development in order to model best practices in the classroom.

· Work to plan and model lessons with classroom teachers, specialists (i.e. art, music, PE), and exceptionalists (i.e. Special Education and AIG) to support student learning by incorporating additional standards into their teaching.


Standard 3, Element d

Teacher leadership specialists engage colleagues in challenging conversations about data to develop appropriate solutions.

· Review student data with an educator to influence and inform his or her instruction and assessment practices.

· Support with collecting data for progress monitoring and analyzing data to make decisions around instruction.

· Facilitate and coach in order to create mind-shifts among key stakeholders.

· Attend PLTs to review progress monitoring data and lead discussions to support educators in analyzing the data.

· Facilitate professional development around formative and summative assessment opportunities.


Standard 3, Element e

Teacher leadership specialists plan and deliver professional support. They use effective adult-learning strategies. They support stages of change and innovation in the school and district.

· Implement professional development aligned with the strategic plan that is interactive, practical, timely, and relevant.

· Attend professional development on adult-learning.

· Model effective adult-learning strategies in professional development provided.

· Absorb feedback to support resistant participants and affect future professional development.

· Advocates for the time and support needed for educators to work in teams.