This document provides an agenda and goals for a leadership retreat for Columbus County schools. The retreat will cover topics like the 21st century teacher standards, professional learning communities, and the teacher evaluation process. The goals are for participants to gain knowledge about the new evaluation instrument and standards, strengthen instructional leadership skills, and plan professional development using the new evaluation process. Several sections provide background information on the standards and emphasize the importance of rigor, relevance, relationships and preparing students for the 21st century.

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

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 21 st 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

13. Changing Expectations New Teacher Center, Univ. of California Facilitative, instructional, nurturer of professional learning communities Managerial, autocratic Leadership Explicit and outcome oriented Implicit and input oriented Equity Public, prominent De-emphasized, mystified Accountability Teacher as a professional, standards based, public, collaborative Teacher as artisan, isolated, idiosyncratic Teaching Practice Standards based and articulated Loosely coupled and idiosyncratic Teaching Content Professional Model Traditional Model

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

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

19. Tom Friedman: The World is Flat http://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. “ 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 21 st Century TIME Magazine December 18, 2006 Overview

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

25. 21 st Century Skills Framework

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

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

61. You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives. Clay P. Bedford

66. http://www.bookosphere.net/purplecow.htm 21 st Century Model Social Studies Content Analytic Thinking Purposeful Podcasts Current Events 21 st Century Curriculum

67. 21 st Century Model Geographic Content Analytic Thinking Global Positioning Software Geography 21 st Century Curriculum

68. 21 st Century Model Reading Comprehension Analytic Thinking Success Maker Pro Reading 21 st Century Curriculum

69. The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. William Ward

87. http://www.ncptsc.org/ Superintendents set high standards for the professional practice of 21st century instruction and assessment that result in an accountable environment. They create professional learning communities resulting in highly engaging instruction and improved student learning. They set specific achievement targets for schools and students and then ensure the consistent use of research-based instructional strategies in all classrooms to reach the targets.

94. COLLABORATIVE TEAM MEETING Grade Level or Department Team Meeting (Problem Solving) Data - Needs of Students School’s Resources Program Requirements Planning Monitoring Delivering Effective Differentiated Instruction Kathryn Howe & David Howe 2005

98. Providing Learning Opportunities for ALL Children Time Resources Initial Instruction Tier I Differentiated Instruction Differentiated Intervention Tier II Intensive Intervention Tier III Instructional Continuum

118. Learning by Doing DuFour, Eaker, and Many What will you use to assess the effectiveness of your initiative? What is a realistic timeline for each step or phase of the activity? Who will be responsible for initiating or sustaining these steps or activities? What steps or activities must be initiated to create this condition in your school? Describe two characteristics of a professional learning community that you would like to see in place in your school. Where Do We Go From Here? Worksheet School Improvement Goals Drive Team Goals

119. Learning by Doing DuFour, Eaker, and Many Educators throughout the district have a results orientation. Collaborative teams of teachers establish both annual goals and a series of short-term goals to monitor their progress. They create specific action plans to achieve goals and clarify the evidence they will gather to assess the impact of their plans. This tangible evidence of results guides the work of teams as part of a continuous improvement process. Each member understands the goals of the team, how those goals relate to school and district goals, and how he or she can contribute to achieving the goals. The district has identified a few key goals. Every school then adopts goals designed to help the district achieve its targets. Every collaborative team in every school adopts SMART goals specifically aligned with its school goals. A process is in place to monitor each team’s progress throughout the year. The district establishes multiple long range goals as part of a comprehensive strategic planning process. Schools may create annual school improvement plans in response to district requirements, but those plans have little impact upon classroom practices. There is no effort to establish specific district goals intended to impact the direction of each school. The district reacts to problems as they arise and does little to either focus on the future or promote continuous improvement. Creating a Focus on Results That Impacts Schools, Teams, and Teachers Sustaining Stage Developing Stage Initiation Stage Pre-Initiation Stage Element of a PLC The Professional Learning Community Continuum

124. “ Giant Leaps” Unlikely Current Practice Changes In Practice There will be no change in outcomes until new practices are implemented.

126. Change Implications…Not Actual Change Initiatives Requiring new knowledge & skills to implement Implemented with existing knowledge & skills Conflicted with prevailing values and norms Consistent with prevailing values and norms Outside of existing paradigms Within existing paradigms A break with the past An extension of the past Second-Order Change When a change is perceived as: First-Order Change When a change is perceived as:

173. Deployment Plan Ensure staff have understanding of the new evaluation system Plan observation schedule Attend Leadership Retreat: “Coaching” Become familiar with self assessment tool Review standards and rubric Attend NCAE training if needed Leadership Academy Teacher evaluation Instrument training Plan pd for staff Building capacity at the school Form school based leadership teams Begin to build capacity using the standards and rubric Use faculty meetings, PLC meetings School based leadership team attends one day training Continue to provide staff development Meet with Team to plan for training at school Continue district-professional development Continue to participate in school based pd Provide a one day training sessions for all staff on the evaluation instrument Use the One day PPT Provide follow up sessions as needed Attend the one day training session Meet with admin for follow up support To Summer 2009 Fall Winter Spring Summer 2010 P R I N C I P A L S T E A C H E R S