| Transcript: Brenda Lange: We welcome Kathy Rhoades to Teachers Connect Town
Meeting. She will be answering questions about Performance Based Licensure...heretofore
known as PBL....
Kathy Rhoades: I am very excited to have this opportunity to answer your
questions today. I know that you have heard a lot about Performance-Based Licensure and
that some of it was accurate and some it was not. My job is to be sure that you have
correct information
Kathy Rhoades: I want to assure you that careful thought, research, and teacher
input has guided this process from the start. The changes made over the last three years
are a direct result of information gathered from ILTs, mentors, principals, product
assessors, and a thorough understanding of the process...
Kathy Rhoades: I hope that you will be encouraged, as I am, that this is not
being done in isolation, but rather in an environment which encourages---and actually
uses--- feedback from participants
Kathy Rhoades: Many of you may have questions about your license or your
particular situation. If that is the case, I would suggest that you email me at krhoades@dpi.state.nc.us or call me at
919-715-4237 |
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Kathy
Rhoades: We'll get started now so go ahead and send your questions... AL Brown: What
should the first year teacher be doing now to prepare for the process?
Kathy Rhoades: It is important for first year teachers to remember to teach and
get comfortable in their school setting. There are only 5 pieces of information that first
year teachers must collect. I will cut and paste them on the screen so that you can see
them
• Summative evaluation: From the principal, ILT's copy--This is very important; in
fact, the PBP will not be scored without the summative evaluation from each year the
teacher has taught...
• Beginning Teacher Individual Growth Plan: (or
PGP if that is what they did this year)--From the principal, ILT's copy--This is a
required component of Activity 5 for each year the teacher has taught. It is an important
artifact to demonstrate professional growth. |
| • Self-Administered
Interview: From the Performance-Based Licensure Handbook, The Performance-Based Product
section, page 24--This interview should be completed by the ILT after the students have
gone home and the classroom is packed... The ILT should take his/her time and
reflect carefully upon the year as a whole. The questions will require some thought about
all aspects of instructional practice as well as classroom management and professional
growth choices made during
The ILT should take his/her time and reflect carefully upon the year as a whole.
The questions will require some thought about all aspects of instructional practice as
well as classroom management and professional growth choices made during the first year. |
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• Information on
discipline rates: (that is the number of students they referred to the office for
discipline problems and why the students were referred)--From the Performance-Based
Licensure Handbook, The Tool Kit section, page 8- This information will help
provide a framework for the ILT as s/he examines her/his classroom management. Assessors
will not be looking at the number of referrals but rather at the ILT's evaluation of
his/her classroom management plan as it relates to referrals over time. |
| • Information on EOG
test scores or whatever final assessment data they gather from students who are not
included in the EOG testing: (such as Kindergarten students---they should have the math
matrix information and the K-3 Literacy Assessment level on the students From the
Performance-Based Licensure Handbook, The Performance-Based Product section, pages 9 and
10- Assessors know that all students do not take EOG Tests or EOC Tests; therefore, each
ILT needs to be clear about how s/he assessed her/his students' progress over time. The
word assessment is important because it does not necessarily mean "test."
It means that however a teacher assesses student growth should be recorded.
Also, assessors are not looking for the amount of growth as much as they are looking for
the teacher's ability to use the assessment data to tailor instruction and to guide
planning.
Kathy Rhoades: These are the five things that ILTs really need to file away from
their first year. They also need to spend some time working with the INTASC Standards and
reflective writing...
Brenda Lange: Thanks to A. L. Brown for asking that question about first year
teachers. |
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Kathy Rhoades: More
questions.... Brenda Lange: Kathy, how does this effect veteran teachers?
Kathy Rhoades: It affects them in that they really need to be supportive of new
teachers and help them as the new teachers do the same things that they have always done.
This is essentially a different way to document what teachers are doing. |
| Cameron Park: Lee
Floyd: I am a first year ILT. Should we be videoing lessons at this point? South
Lenoir: Mary Evans: Recently I talked with a first-year teacher here and he teaches
Spanish. He took his students to a local restaurant and videotaped the trip as part of his
documentation. He was excited!
Kathy Rhoades: First year ILTs should not video lessons for the product this
year. Lessons and other artifacts should be collected from the year in which the product
is submitted. However, ILTs should be taping now to get comfortable with the process of
taping and using video for their own assessment. They will be amazed at how much they see!
Doug Evans: Is professional editing of videos allowed?
Kathy Rhoades: It is allowed but not necessary. Assessors are looking for the
key indicators from the standards in Activities 1,3, and 4 (those which require video).
ILTs need to make several tapes next year so they will have several to choose from when
deciding which one to put in their product. If a tape needs a lot of editing, the ILT
should consider making another tape. Finally, assessors are not impressed by frills, just
attention to the standards.
York Elementary: The video portion of activities 4: what exactly should we tape?
We also are only supposed to submit ONE tape, so the different activities are all
jumbled together? Is there a specific way graders are looking to see the video divided up?
Kathy Rhoades: When you tape Activity 4, you can layer that on top of the other
video requirements. When you turn on a camera in your classroom, you will get the
information on content pedagogy (Activity 1)... and Classroom Climate (Activity 3).
The material that you need from Activity 4 will be your main focus. You need to be sure
that you show how you are differentiating instruction for the students in your case study.
Cameron Park: Lee Floyd: So the video is a collage of activities.
Trenton Elementary: Should all videotaped activities be on one single tape?
Kathy Rhoades: The tape is 30 minutes or less. You can do it in segments or in
one continuous section. The Video Information Sheet allows you to "talk" to the
assessors about what they need to look at for that particular activity in the video. You
can structure the video any way you like, but I would suggest planning on making many
tapes so that you will have a lot of material to choose from.
York Elementary: Is it possible, or recommended for the video to show both
classroom management, (Activity 3) the case study (Activity 4) and the lesson all at the
same time, and simply explain the different aspects on the video sheet?
Kathy Rhoades: Absolutely, the video can show all the needed aspects of all
three activities. |
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AL Brown: Please give
us some specific examples of assessment data to tailor instruction that will. also guide
planning. Kathy Rhoades: I am not sure exactly what AL Brown is asking. The
assessment data that ILTs need to collect is related to the year overall. It is more
summative in nature. However, you can use anything that helps you determine where your
students are. |
| South Lenoir: Mary
Evans: Does anyone know of a location that is storing their portfolios on a CD-ROM? Kathy
Rhoades: Some ILTs have asked about putting their products on CD-ROM. That is great if
you have the technology to do so. I do not know of anyone who is doing it now. |
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Cameron Park: Lee
Floyd: What is the passing rate? Kathy Rhoades: At this point, from this past
year's pilot, the pass rate is about 72%, including products that were not score-able
because they were incomplete. We expect the pass rate to rise as people become more
familiar with the process. The pilot participants did their products in a matter of 4 to 6
months so having more time should help the current ILT1s. |
| York Elementary: Our
case studies need to be completed before we can video the lesson, correct? Trenton
Elementary: Please shed some light onto the process of writing a case study. I am not
familiar with this process.
Kathy Rhoades: The case studies were difficult for people in last year's pilot.
We changed a lot of the directions and added a lot of material. All the specifics are in
the directions for Activity 4 on the front page. Basically, the case study...is a history
of what you have done as a teacher to facilitate that student's learning. Documentation is
the key.
Cameron Park: Lee FLoyd: Should the case study begin this year?
Kathy Rhoades: The case study should be done in the second year or the year the
product is completed.
Kathy Rhoades: The case studies need to be started as soon as you begin working
with students, in that you are keeping documentation about what you do for those students.
The video needs to document some of that work. |
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South Lenoir: Mary
Evans: Please give some examples of how to "show" you are differentiating
instruction for the students in your case study. Kathy Rhoades: I have seen
teachers letting students use manipulatives or altering directions for students.
Differentiation comes in so many forms. It does not have to be a "big deal" just
something that helps that student learn better. |
| Brenda Lange: Give us
a timeline...where should first year teachers be in the process by this time ? Kathy
Rhoades: Right now, teachers should be learning the INTASC Standards, doing some work
with reflective writing, and teaching.
Trenton Elementary: Are these INTASC standards exclusive to the state of NC?
Kathy Rhoades: The INTASC Standards are adopted for use in performance-based
assessment of new teachers in 18 states right now. They are also being incorporated into
the teacher education program approval process...by the National Council for Accreditation
of Teacher Education. Many states require NCATE approval for teacher education programs.
Kathy Rhoades: North Carolina is also leading the way in use of the INTASC
Standards. We have just received information regarding the PBL pilot from last year which
shows that we have created a model that can be used nation-wide. |
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AL Brown: What kind of
specific examples can k-2 teachers use for assessment documentation since there is little
standardized testing? Kathy Rhoades: K-2 teachers can use whatever instruments
they use already to document their students' progress. The K-2 Literacy Assessment comes
to mind. The important word here is assessment---whatever teachers use to determine if
students are mastering the goals and objectives set by the teacher and the Standard Course
of Study. |
| Kathy Rhoades: Reflective
writing is an important part of this process. You need to be sure to read the reflection
questions at the end of each Activity carefully. I would spend some time practicing with
those questions this year. Cameron Park: Becky Law : Can you give us any tips on
the reflections required?
Kathy Rhoades: I think that you can overdo reflection, but it is important to
remember that all teachers reflect every day. It may be short, but it is important. This
is just a more structured way to do it.
Kathy Rhoades: I would take a lesson that I had taught and work through it using
the questions at the end of an Activity. The section in the Handbook on reflection is very
helpful if you haven't had a chance to look it over...
Kathy Rhoades: I would also get National Board Certified Teachers to work with
new teachers on the idea of reflection. They are the experts!!! |
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York Elementary: Are
we supposed to include the original parent/student surveys? If so, that would limit much
of our two-hour time allowance. In other words, should we condense the data from these
surveys some way? Kathy Rhoades: Parent surveys are to be summarized. You include
one blank survey for assessors to see and then a summary of parent responses. The same
applies to student surveys.
Kathy Rhoades: The surveys in the Tool Kit are there as a reference. You can use
them, alter them, or make your own. That applies, by the way, to all the Tool Kit
materials. They are just suggestions.
York Elementary: I am assuming the same for the parent communication log? You
only need a portion of all communication?
Kathy Rhoades: For parent communication, you need to include some of your log
for the year, after you have removed last names. You need to be sure that you include logs
which may be relevant to discussions in your reflections. |
| Kathy Rhoades: Any
other questions? We only have ten minutes left.... Cameron Park: Is it possible
to receive a transcript of this chat to share with other teachers?
Glenn Gurley: It will be posted on the Teachers Connect website by Friday
afternoon. The URL is http:// www.ofps.dpi.state.nc.us/OFPS/tc/ - Click on Town Meetings and the on Town Meeting Archives
Glenn Gurley: Please share! There is a novice forum (listserv) where many
questions and concerns are addressed for ILT's. Instructions are in the same location.
Cameron Park: Thank you for all of the pertinent information. We appreciate
having this type of forum to help clarify this task.
AL Brown: Thank you for the meaningful chat from all of us at ALB. |
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Glenn Gurley: Are there
any more questions for Kathy? South Lenoir: Mary Evans: In the school and
community involvement documentation being gathered, have you any ideas that would be
helpful to new teachers in this area of the INSTASC Standards?
Kathy Rhoades: What about programs from PTA programs or school or community
newspaper articles? You could include classroom or team newsletters or whatever you have
that documents the students' involvement with the community.
South Lenoir: Mary Evans: Thank you very much.
York Elementary: Speak to the professional contribution log a bit.
Kathy Rhoades: The Professional Contribution log relates to what you have done
to contribute to your school community. Maybe you worked a booth at a PTA carnival or
participated in an after-school tutoring program. These are things that you do as a
professional. |
| Hickory: Hello from
Hickory. Will there be enough people to score the ILP portfolios? Kathy Rhoades: Hi
Hickory!! We are in process of developing a cadre of about 1000 assessors for summer,
2000. Training information will be available to superintendents and personnel
administrators next month. |
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Doug Evans: Do
lateral-entry ILTs for the 1998-1999 school year, who propose to have coursework completed
by the summer of 2000, need to do their product during the 1999-2000 year? Kathy
Rhoades:The State Licensure Manual (section 9, page10) says that Lateral Entry
teachers must submit their product when they are within six hours of completing their
coursework. Based on that, my answer would be that this teacher would need to submit the
product in June, 2000. |
| Alleghany CyberC: Question:
Should we have had audio with this broadcast or will it always be text based? Glenn
Gurley: No we are only using chat so all schools can participate and so we can archive
the transcripts. For bandwidth reasons, there should be no audio.
Alleghany CyberC: Thanks! |
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Glenn Gurley: I thank
Kathy for answering our questions today. Kathy Rhoades: Thanks to everyone for
their participation. Please feel free to email me with further questions. Keep doing all
the good things in your classrooms and don't stress about this! I am sure that you will
all do your best!
Grace Repass: Thanks, Kathy. We plan to have our teachers check the archives!
Glenn Gurley: Many of you are using this technology for the first time... I hope
you have enjoyed the session. Please join again with your students... see the Teachers
Connect website for upcoming sessions! |
