13. Peer-tutoring = Belonging

13. Peer-Tutoring = Belonging

This we believe (NMSA, 2010).

*Comprehensive guidance and support services meet the needs of young adolescents. Guidance Services

Our school counselors serve over six hundred students. They meet with students regularly, conduct 504 meetings, and monitor many levels of concern. They also meet with teachers to explore ways to serve our student population. I believe school counselors carry the pulse of middle schools and are tremendously important to the well-being of everyone.

One of our school counselors, in an effort to promote leadership, invited teachers to recommend leaders who could potentially serve as tutors to other students. We recommended students and our counselor trained them and set up Tuesday afternoons to allow students to work with classmates. I asked her to reflect on the experience, describe her role, and give advice for those who would like to conduct this type of service. The following is her response.

This is "it" In theory..... 

Part of my job as a Middle School Counselor is to have conversations with students who have poor attendance. I can’t help but notice that many of our students confess that they feel overwhelmed by the process of catching up with their classmates once they have missed school. This sense of hopelessness creates a cycle: Students with attendance problems, get behind, feel overwhelmed, and continue to miss school. Along with these one-on-one self- disclosures, I also learn, through our school-wide student survey, that twenty-one percent of our students want to ‘feel better about themselves,’ and over 100 students ‘want to learn ways to do better in school.’

In response to this information, I created a peer-tutoring program at our Middle School that focuses on the three dimensions of self-esteem: competence, control, and worth. This program addresses these dimensions for both the students tutoring and those being tutored. Not only can students get help with core classes, they can also get personalized assistance with getting organized. Who among us doesn't need that?

Students are learning and demonstrating their ability to meet demands for achievement (competence); they are realizing that they are responsible for how things turn out academically (control); and, they are gaining a sense of their own social value, of his or her significance to others (worth). I believe this program can increase self-esteem and academic success; and as a bonus, potentially increase students' attendance, thereby positively impacting our future graduation rates. So I came in with a lot of energy and enthusiasm. Teachers shared the names of potential tutors, and I trained them…

We had our last tutoring session this past Tuesday.

This is what is working. Students really, really liked being tutors. Those who wanted to be tutored really liked being tutored! They liked the laid back atmosphere, which only happens by controlling the number of students who participate. Participants liked having information explained by a fellow student and not by an adult. Tutors liked the sense of being part of the solution. They liked that their academic and organizational efforts were recognized, and during tutoring, they appeared to truly enjoy explaining things to others.

This is what is not working: Teachers would send too many students, would forget to send students, or would send students who did not want to be tutored. These experiences overwhelmed our tutors. Tutors would forget to come to tutoring. There was not enough time, not enough manpower, and not enough space. Tutoring lasted thirty minutes at the end of the day, one day a week, for both 7th and 8th graders. I was the only adult present in a large classroom, but not large enough for more than thirty students to fit comfortably. The limitations of my own schedule prove to be another challenge. As a Counselor, I never know who is going to walk through my door and what issue(s) that person brings with him or her. Most of the time, it is not easy for me to interrupt students with serious concerns to tell them I need to go supervise and facilitate peer tutoring. Not to mention, I run multiple programs and coordinate several initiatives at our school. Finding the time, within my own tight schedule, has sent my blood pressure soaring.

But I will tell you, this program, even with the problems, is making, and has the potential to make a big difference in our school. 

This is my advice:

1.      One person can't do it all. There needs to be a team of people in place to have a successful peer tutoring program - not just me saying  "I need you to do this please, teachers and students" but true buy-in and shared coordination and shared responsibility. My goal next year is to set up a liaison from each team to meet and plan the experience.

2.      I tried to address challenges by having a meeting with teachers during their planning (I even sprung for donuts at each grade level meeting), I created peer tutoring passes, and posted the tutoring schedules outside teachers' doors each week. These efforts proved to be futile.

And I will follow, having been one of those teachers who forgot to remind students, and who tried to send two students who needed help, but didn’t embrace the opportunity. I will say that my students who were tutors loved the opportunity to lead. Those who are tutors on our team are carrying their leadership into the classroom. Having the opportunity to feel like they belong to a group gives students power and improves their self-concept in class.

3.     Finding buy-in, for any program is huge. This program has great potential. Don’t ever give up on a great program. She is right; there has to be more than one person who will embrace the program with you, in order to achieve success.

4.     There are some middle schools that have a designated remediation/enrichment period associated with each grade-level. A peer-tutoring program would enhance remediation and enrichment. The more students lead, the stronger the community (I made that up; but I do believe it.)

5.     I recommend we buy the tutors t-shirts. There is something about a t-shirt that allows students to be inclusive. (:

6.     Note: This type of program could be part of your professional development plan. Working with colleagues and counselors to “contribute to the academic success of students” is an area that could serve to enrich your experiences with colleagues and with students.

NC Teaching Standards

Teachers Demonstrate Leadership Teachers Establish a Respectful Environment for a Diverse Population of Students Teachers Know the Content They Teach Teachers Facilitate Learning for Their Students Teachers Reflect on Their Practice Teachers Contribute to the Academic Success of Students

Live and learn.

1. NC Teacher Evaluation Instrument: A tool for improvement

1. Teacher Evaluation Instrument as a Tool for Improvement

This we believe (NMSA, 2010).

* Educators value young adolescents and are prepared to teach them. Value Young Adolescents

In North Carolina, teachers are evaluated formally on five standards:

Standard I:  Teachers Demonstrate Leadership

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

Standard III:  Teachers Know the Content They Teach

Standard IV:  Teachers Facilitate Learning for Their Students

Standard V:  Teachers Reflect on Their Practice

Each standard is composed of observable criteria and each standard consists of a series of elements. We are evaluated using a scale: ranging from emerging to distinguished. This week, my administrator reviewed his observation with me from an unannounced, twenty-minute visit he conducted a week ago. It was my third evaluation and focused on Standard IV: Teachers facilitate learning for their students. The evaluation is used throughout North Carolina. (A copy of the policy is at the end of this post.) 

I remember my first and only evaluation, a long time ago, in which I was told I was doing a great job. I was a brand new teacher, and I needed more specific feedback. This year I have had three observations; and while my current administrator shared a concern that all evaluations hold an element of is subjectivity, the subjectivity of this instrument, is at least aligned with very clear expectations as addressed by NC State Standards. Each standard includes detailed evidences to look for in the classroom.

When this instrument was initially introduced, teachers who had been rated as distinguished for years were somewhat uncomfortable to be rated proficient and accomplished, I see why it happened. This instrument is comprehensive. I believe that if the instrument is seen as an opportunity to look at the elements associated with exemplary teaching, we can all benefit from them. Isn’t that the purpose of evaluations?

I believe it is very difficult to be distinguished in all areas and find the format very insightful. The following is an example.

Element IVd. Teachers integrate and utilize technology in their instruction.

Observable

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. 

When the administrator was in my class, we were working on a review of spheres and discussing the NCAA basketball championship game. Students were using graphing calculators and analyzing word problems. I will share with you that I know the language and the power and necessity of critical and higher-order thinking. In the lesson he viewed, this was not a higher-order, deeper thinking activity.

In our post-conference, we talked about technology engagement and deeper thinking. While I know the language, I could not say, that most of the time, students are engaged in discovering their mathematical knowledge using technology that engages them deeply into critical problem solving. There is a teacher down the hall whose children are completely immersed in the use of Gizmos (an interactive, problem-solving program. I admire her work with young people and believe her approach will warrant exemplary learning in science (Standard VI is on student achievement…). I have been in math classes where students are immersed in Geogebra and exploration of mathematical concepts. There are technologies that are available and we need to learn how to use them.

And While you would think that a college professor should be distinguished in all areas; it isn’t true. When one reaches such a level of expertise, he/she would do well to apply for National Board Certification.  These are the teachers to follow.

Advice

1)   Study the standards; study them with your mentor or a colleaguelook at what you are doing weekly with the standards. Post them on your refrigerator (Okay, that could be over the top.).

2)   Before creating your professional development plan (PDP – see 2. Professional Development Plans and Personal Commitments), choose one of the standards as a main focus.

3)   Realize you are a work in progress. We can all grow; we can all get better.

4)   After each evaluation, consider what you can do to improve. Our state offers on-line professional development; districts support teachers’ needs, and the regional alliances (WRESA in our region) provide in-service and workshops to support learning. Local, State, and national conferences provide support for each of the standards. The internet and national organizations such as AMLE.org (Association for Middle-Level Education) are full of resources.

5)   Finally, teaching is multi-faceted; it is difficult; it is challenging; always be looking for ways to improve. Teaching is a journey. One observation does not define you.

NORTH CAROLINA STATE BOARD OF EDUCATION
Policy Manual

Policy Identification
Priority:  Twenty-first Century Professionals
Category:  Qualifications and Evaluations
Policy ID Number:  TCP-C-004

Policy Title:  Policy establishing the Teacher Performance Appraisal process

Current Policy Date:  04/07/2016

Other Historical Information:  Previous Board dates: 07/07/1987, 07/11/1996, 11/05/1998,10/02/2008, 08/04/2011, 09/01/2011, 02/05/2015, 12/03/2015

Statutory Reference:  GS 115C-333

Administrative Procedures Act (APA) Reference Number and Category:  

Purpose

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.  The principal or a designee (hereinafter “principal”) will conduct the evaluation process in which the teacher will actively participate through the use of self-assessment, reflection, presentation of artifacts, and classroom demonstration(s).

A local board shall use the North Carolina Professional Teaching Standards and North Carolina Teacher Evaluation Process unless it develops an alternative evaluation that is properly validated and that includes standards and criteria similar to those in the North Carolina Professional Teaching Standards and North Carolina Teacher Evaluation Process.

The North Carolina Professional Teaching Standards are:

Standard I:  Teachers Demonstrate Leadership

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

Standard III:  Teachers Know the Content They Teach

Standard IV:  Teachers Facilitate Learning for Their Students

Standard V:  Teachers Reflect on Their Practice

The North Carolina Teacher Evaluation Process shall be conducted annually, according to one of the following cycle types:

Comprehensive Evaluation Cycle

·       Teacher Self-Assessment

·       Professional Development Plan

·       Formal Observation (with pre and post-conference)

·       Formal Observation (with post-conference)

·       Formal Observation (with post-conference)

·       Peer Observation (with post-conference)

·       Summative Evaluation Conference

·       Summary Rating Form

Standard Evaluation Cycle

·       Teacher Self-Assessment

·       Professional Development Plan

·       Formal Observation (with pre and post-conference)

·       Observation (Formal or Informal)

·       Observation (Formal or Informal)

·       Summative Evaluation Conference

·       Summary Rating Form

Abbreviated Evaluation Cycle

·       Teacher Self-Assessment

·       Professional Development Plan

·       Observation on Standards 1 and 4 (Formal or Informal)

·       Observation on Standards 1 and 4 (Formal or Informal)

·       Summative Evaluation Conference on Standards 1 and 4

·       Summary Rating Form on Standards 1 and 4

Beginning Teachers

Effective with the 2015-2016-2017 school year, initially licensed beginning teachers must teach three years in order to move from an Initial to Continuing license.  

Process for Abbreviated Annual Evaluations

The annual evaluation requirement for experienced teachers (including those with career status), who have been employed for three or more years can be met through either, a comprehensive, standard, or an abbreviated evaluation cycle.

An abbreviated evaluation cycle consists of evaluator ratings only on Standards One and Four of the Teacher Evaluation Process.

The abbreviated evaluation process for Standards One and Four remains consistent with the Teacher Evaluation Process described above with the exception of the requirement for observations.

Teachers receiving an abbreviated evaluation should receive two informal observations of a minimum of twenty minutes each.  Observers shall note the teacher’s performance in relationship to Standards One and Four on the Rubric for Evaluating North Carolina Teachers.

Teachers receiving an abbreviated evaluation may request that the evaluator conducts a formal observation as described above.