Activity: Role-Play/Crucial Conversations

Inevitably as [[#|teachers learn]] more about their teaching and their students, strengths and opportunities for [[#|growth]] will surface. Administrators need to know how to interact with teachers to place them in situations where they will be most successful with the students they teach. In this activity, you will work with a group to role-play one of the scenarios listed below. You will create a "skit" using one of the technology tools below (or another technology tool that you feel is appropriate) that addresses the scenario your group as been assigned. Once you have created the "skit" please submit the URL where the skit can be accessed using the form below.

You will have 30 minutes to write and create your skit.

Minimum requirements for skits:
  • Must be an exemplar for how a real conversation would take place in your school/district
  • Must contain [[#|concrete]] examples to help teacher/school better meet the needs of students
  • No longer than 3 minutes

Click these links to jump to different sections of this page:



Here are the links to different technology tools you can use on a computer:

Tools for the Computer

Tutorial

GoAnimate

Xtranormal
Once you click on this site, choose "Movie Maker Basics" to view the step-by-step tutorial for how to create an Xtranormal video.
http://www.xtranormal.com/how-to/


Tools for the iPad

Click on the icon to download the app. You can also search for these in the [[#|App Store]] on your iPad or iPhone.
Tellagami
Tellagami.PNG
Tellagami.PNG

BuddyPoke
BuddyPoke.PNG
BuddyPoke.PNG


If you create a video using your [[#|cell phone]], you can log in to our PD account and upload it to YouTube. Click the icon below to go to YouTube.
youtube.PNG
youtube.PNG

Username: region6pd@gmail.com
Password: region6training



Scenarios:



1. Mrs. Ruby teaches 3 different CTE [[#|courses]]. She met expected [[#|[[#|growth]]]] on each of the individual class reports but when her [[#|classes]] were combined, the standard error shrinks and her overall teacher index is "Does not meet expected growth." What does your conversation with this teacher look like to help her improve instruction this year?

2. Mr. Jones has a teacher index of 1.3, meets expected growth. However, when you click on his teacher estimate, you see in his diagnostic report that he doesn't grow his high-achieving students. How do you discuss this with him and what support or resources can you provide for him?

3. Mrs. Franklin has a teacher index of 2.1, exceeds expected growth. However, her diagnostic report shows that she has negative growth with her lowest-achieving students. What discussion would you have to congratulate her on the growth she is making with some students while at the same time coach her toward meeting growth with ALL students?

4. On Mr. Darcy's teacher diagnostic report it is evident that he is teaching to the middle. What would his report look like and how do you coach him toward meeting growth with ALL students?

5. You are the principal of a middle [[#|school]] that is red - "Does not meet expected growth." Your teachers don't want to take responsibility for the scores. They blame their students' lack of growth on poverty, lack of parental support, and student disinterest. They think that their teaching is stellar. How do you address this with your teachers? What do you do to improve the growth scores at your school?

6. At the district level, there are 2 elementary [[#|[[#|[[#|[[#|schools]]]]]]]] that exceed expected growth and 2 that do not meet expected growth. What activities to foster collaboration do you do with the principals and/or teachers of these schools to help the 2 schools that are red?

7. You are the principal of a high school that has been named a School of Excellence for the past 3 years. However, now that your teachers have gotten their EVAAS reports, there are many teachers who did not meet expected growth, even though their students showed proficiency on EOC and VoCATs tests. What conversations do you have with your staff? What are your next steps?

8. Throughout the school, several teachers are showing growth with the highest and lowest-achieving students in their class. What conversation would you have with these teachers to encourage better growth with the middle students?

9. Teachers at your school are saying that high-achieving students can't grow. What do you say to your faculty? How do you help them?

10. A teacher at your school has an individual composite score that exceeds expected growth but the standard 6 score only meets expected growth. What conversations would you have with this teacher to explain why this is occurring? How would you use this teacher to improve instruction at your school?

11. You are the principal of a high school. A teacher at your school questions how it is fair that CTE teachers get access to a test bank that helps them show growth with their students and other subject areas do not. How would you answer this teacher?

12. You are the principal at a middle school. Sixth and eighth grade are meeting or exceeding expected growth while seventh grade is not meeting expected growth. What do you do with your teachers to alleviate this problem?

13. Your elementary school uses the PLC model to drive instructional change based on student data. The EVAAS results from one PLC are great - all of the teachers in that PLC are exceeding expected growth. The results from 2 other PLCs are not great. Those teachers are not meeting expected growth. What do you do to help the other PLCs move in the right direction?

Submit your skit here:


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Feedback:



We would like for you to provide feedback on each skit. The top vote-getters will be posted on the EVAAS page of our wiki. Add an argument to the Tricider below to share your feedback. Once we have watched all skits, we will vote on the best.


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“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."