1. New Beginnings 2014 Understanding TEAM & Deliberate Practice
Andrea Guogas, Manager of Evaluation and Compensation
Melissa Ohel, Program Specialist
August 6 & 7, Leesburg High School

2. Bell ringer
What do you already know about the Lake County Evaluation Model?
Make a list of all you know

3. Common Board Configuration
Date: August 6th & 7th
Common Language: TEAM, Deliberate Practice, Element
Bell Ringer: Discuss at your table what you already know about the Evaluation Model
Agenda: Gradual Release
I DO – Describe all components of the Evaluation Model
WE DO – Practice using a Protocol
YOU DO – Follow up with selecting your Deliberate Practice in the fall
Learning Goals: Participants will understand the Lake County Evaluation Model.
Benchmarks:
Marzano Domains 1 – 4
Deliberate Practice
Summarizing Activity: Talk at your table about the three parts to Lake County’s Evaluation Model
Objective: Participants will be able to explain the three parts of the Evaluation model.
Next Steps: Consider taking either a Marzano Introduction or Marzano Seminar Course
Essential Question: How can the Evaluation model help me improve my practice?

4. Lake County Schools Vision Statement
A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.
Mission Statement
The mission of the Lake County Schools is to provide every student with individual opportunities to excel.
Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.
How does your presentation align with the C2 Ready Instructional Framework? Point out specific areas that will be addressed during your presentation. Additional information is available on the Academic Services website.

5. Lake County Schools College and Career Readiness Instructional Framework
Key Performance Indicators
School Improvement Plan
Florida
Standards
Professional Learning Community
FCIM
MTSS
LESSON
STUDY
Personalized Learning
Desired Student
Outcomes
Statement of
Work
Content
Cultural
Behavior
Process
Interventions
Capacity
Building
Autonomy of Learning
1.Increase proficiency rates on FLKRS/ECHOES & FAIR (PreK - 2nd grade)
2.Increase proficiency rates on ELA and Math FL Standards Assessment
3.Increase proficiency rates on FCAT 2.0 Science
4. Increase proficiency rates on EOC’s Algebra 1, Geometry, Biology, Civics and US History
5. Increase participation and performance in rigorous course work (Honors, Advanced Placement, Dual Enrollment and Industry Certification)
6. Increase participation
and performance on PERT, SAT and ACT
7. Increase AMO
percentages for all
subgroups (Achievement Gap)
8. Increase the graduation rate
9. Increase attendance rate
10. Decrease disciplinary infractions
The School Improvement Plan (SIP) is the written plan of how we will reach our goals each year. The critical elements include:
Organize:
Stakeholders plan and assess needs based on data.
Plan:
Stakeholders set goals and objectives, identify strategies and measures of success.
Implement:
Implement activities and monitor progress.
Sustain:
Identify success of current plan, evaluate and adjust to sustain growth.
Florida Standards are a set of high-quality academic standards in mathematics and English language arts/literacy (ELA). These standards outline what a student should know and be able to do at the end of each grade.
6 Key Elements for Instruction:
1. Knowledge and Use of Florida Standards
2. Common and Collaborative Planning Time
3. Interdisciplinary Content Integration
4. Frequency of Project-Based Learning
5. Student Collaboration
6. Integrated Technology
The guiding principles of Professional Learning Communities (PLC) govern the behavior of our school professionals. The big ideas are:
Focus on Learning:
All students can learn and we are responsible to ensure learning occurs.
Focus on Collaborative Culture:
Time is specifically reserved for collaboration on teaching and learning.
Focus on Results:
Effectiveness is measured by results, not intent.
The Florida’s Continuous Improvement Model (FCIM) is a systematic process for planning, teaching, assessing and re-evaluating results. It is the road map that directs our actions.
Plan Do
Check
Act
Multi-Tiered System of Supports is a problem solving model that represents the integration of MTSS for academics and MTSS for behavior into a unified model of service. The basic problem-solving components include:
1. Problem Identification
2. Problem Analysis
3. Intervention Design
4. Response to Instruction/ Intervention
Lesson Study provides a structure for teachers to collaboratively plan lessons share, observe, record and analyze data to improve instruction.
The key concepts are:
1. Collaborative Planning
2. Lesson Observation by Teachers
3. Data Collection and Analysis Guided by Student Thinking, Learning, Engagement and Behavior
4. Reflection, Refinement and Re-teaching as Necessary
Personalized Learning (PL) is a system that cultivates independence and self-governance of learning expectations through the expansion of choice and inclusion of voice in a flexible learning environment.
PL Key Elements:
1. Student-directed Learning
2.Learner Profiles and Paths
3. Competency-based Learning
4. Flexible Learning Environments
5. Structures of Accountability, Continuous Improvement and Innovation

6. How does your presentation align with the C2 Ready Instructional Framework? Point out specific areas that will be addressed during your presentation. Additional information is available on the Academic Services website.
New Beginnings 2013

7. Marzano/TEAM Framework
Communicating Learning Goals and Feedback
Establishing Rules and Procedures
Helping Students Interact with New Knowledge
Helping Students Practice/Deepen Knowledge
Helping Students Generate/Test Hypotheses
Engaging Students
Planning/Preparing for Lessons and Units
Planning/Preparing for Resources & Technology
Planning/Preparing for Special Student Needs
Developing/Monitoring a Professional Growth Plan
Which Marzano/TEAM indicators are addressed through your presentation? How will your presentation enhance instructional practices in these key indicators?
New Beginnings 2013

8. 21st Century Skills Tony Wagner, The Global Achievement Gap
Critical Thinking and Problem Solving
Collaboration and Leadership
Agility and Adaptability
Initiative and Entrepreneurialism
Effective Oral and Written Communication
Accessing and Analyzing Information
Curiosity and Imagination
Critical Thinking and Problem Solving: To compete in the new global economy, companies need their workers to think about how to continuously improve their products, processes, or services. “The challenge is this: How do you do things that haven't been done before, where you have to rethink or think anew? It's not incremental improvement any more. The markets are changing too fast.”
Collaboration and Leadership: Teamwork is no longer just about working with others in your building. “Technology has allowed for virtual teams. We have teams working on major infrastructure projects that are all over the U.S. On other projects, you're working with people all around the world on solving a software problem. Every week they're on a variety of conference calls; they're doing Web casts; they're doing net meetings.”
Agility and Adaptability: Ability to think, be flexible, change, and use a variety of tools to solve new problems. “We change what we do all the time. I can guarantee the job I hire someone to do will change or may not exist in the future, so this is why adaptability and learning skills are more important than technical skills.”
Initiative and Entrepreneurialism: Taking chances and being a risk-taker. “I say to my employees, if you try five things and get all five of them right, you may be failing. If you try 10 things, and get eight of them right, you're a hero.”
Effective Oral and Written Communication: The ability to be clear, concise, focused, energetic and passionate around the points they want to make. “We are routinely surprised at the difficulty some young people have in communicating: verbal skills, written skills, presentation skills. They have difficulty being clear and concise; it's hard for them to create focus, energy, and passion around the points they want to make. If you're talking to an exec, the first thing you'll get asked if you haven't made it perfectly clear in the first 60 seconds of your presentation is, ‘What do you want me to take away from this meeting?’ They don't know how to answer that question.”
Accessing and Analyzing Information: The ability to know how to access and analyze large quantities of information. “There is so much information available that it is almost too much, and if people aren't prepared to process the information effectively it almost freezes them in their steps.”
Curiosity and Imagination: The development of young people's capacities for imagination, creativity, and empathy will be increasingly important for maintaining the United States' competitive advantage in the future. “People who've learned to ask great questions and have learned to be inquisitive are the ones who move the fastest in our environment because they solve the biggest problems in ways that have the most impact on innovation.”
New Beginnings 2013

9. The Goal of Teacher Evaluation: An expectation that all teachers can increase their expertise from year to year which produces gains in student achievement from year to year with a powerful cumulative effect T
Copyright 2011 Learning Sciences International

10. Our TEAM: Joint District-LCEA Committee
Committee Co-Chair S. Klatte- LCEA President
Committee Co-Chair Carolyn Samuel - Director, Human Resources
Randy Campbell– Principal, Umatilla High School
Pam Chateauneuf - Principal, Mount Dora High School
Amy Cockroft -Principal, Windy Hill Middle School
Melissa DeJarlais – Principal, Fruitland Park Elementary School
Andrea Guogas– Project Manager, Evaluation & Compensation
Nancy Hunter – Teacher, Leesburg High School
Laurie Marshall - Executive Director, HR/ER
Trella Mott – Principal, Tavares Middle School
Gail Rager –LCEA Vice President
Stacey Roberts – Director, Professional Development
Diane Revels - CRT, Minneola Charter Elementary
Maggie Teachout – Director, Career-Technical, Adult and Community Ed.
Jan Tobias – Director, Student Services
April Von Maxey – Teacher, Tavares Elementary
Stephanie Dunlap – Teacher, Lake Minneola High School
Lori Westphal – ESE Teacher, Astatula Elementary School
Kathy Smith – Teacher, Carver Middle School
Rhoda Williams – Teacher, Eustis Middle School
Kristine Hawkins – Administrative Coordinator, Student Services
The voiceover will play and the slide will advance automatically.
If you would like to replay the sound file, left click on the yellow icon (bottom right)
Voiceover script
Slide 9: Lake County’s Joint Committee is comprised of teachers and administrators from different grade levels and assignments including elementary, middle, and high school, as well as classroom, and support positions.

11. TEAM Observation Requirements for Instructional Staff
TEAM Plan
Informal Observation
Formal Observation
Artifact Conference
Total
Classroom-Based
Category 1A (1st Year) 4
2 first semester (by Jan. 30)
2 second semester
(by May 1) 2
1 first semester
(by Jan. 30)
1 second
Semester 6
Category 1B (1-3 Years)
Category 2 (4+ Years)
1 yearly
1 first semester (by Jan. 30)
1 second semester 3
Non-Classroom Based
(1 per semester) 1
SSPEM
LSI
Copyright 2011 Learning Sciences International

12. Now….
Let’s Take a Look

13. TEAM Evaluation Measures
Observations - Based on Marzano’s “Art and Science of Teaching” Framework
Deliberate Practice Plan
Student Growth/Achievement Measures

14. LSI
Domain 1: 41 Elements
This domain describes 41 strategies that when used in the way they were intended to be used at appropriate parts of a lesson have a high probability to impact student learning when teachers engage in deliberate practice of these strategies in their classrooms and they receive focused feedback from colleagues and supervisors that help them improve.
Note there are three lesson segments: Lesson Segments Involving Routine Events, Lesson Segments Addressing Content, and Lesson Segments Enacted on the Spot. Each of these segments has unique purposes and goals for both the student and the teacher.
Also note the 9 design questions under each segment which describe the questions that teachers ask themselves as they plan and implement instruction.
Not all of these strategies would be seen in every lesson. A teacher using information based on the standards, grade level expectations determines which strategies will be most suitable to use to achieve student learning.
Copyright 2011 Learning Sciences International

15. Planning and Preparing
LSI
Planning and Preparing
Planning and Preparing for Lessons and Units
42.Effective Scaffolding of
Information with Lessons
43. Lessons within Units
44. Attention to Established Content Standards
Planning and Preparing for Use of Resources and Technology
45. Use of Available Traditional Resources
46. Use of Available Technology
Planning and Preparing for the Needs of English Language Learners
47. Needs of English Language Learners
Planning and Preparing for the Needs of Students Receiving Special Education
48. Needs of Students Receiving Special Education
Planning and Preparing for the Needs of Students Who Lack Support for Schooling
49. Needs of Students Who Lack Support for Schooling
Domain 2: 8 Elements
Effective teachers organize for instruction through significant preparation efforts. Teachers make long-range plans (units across a year); as well as, daily plans to maximize the time they have with students. They must plan for the use of technology; as well as, plan for the needs of ELL students, special education students, and for students who have limited experience with school. This requires purposeful and intentional behaviors on the part of teachers. Effective teachers engage in specific behaviors in planning and preparing that impact implementation in the classroom.
We know that lesson planning is dynamic and changing influenced by the teachers daily reflection and assessment of their delivery and the student’s needs.
At any moment there can be last minute changes that affect a well constructed plan.
Even the best written lesson plans have not yet met a teenager.
Copyright 2011 Learning Sciences International

16. Reflecting on Teaching
LSI
Reflecting on Teaching
Developing and Implementing a Professional Growth Plan
53. Developing a Written Growth and Development Plan
54. Monitoring Progress Relative to the Professional Growth and Development Plan
Evaluating Personal Performance
50. Identifying Areas of Pedagogical Strength and Weakness
51. Evaluating the Effectiveness of Individual Lessons and Units
52. Evaluating the Effectiveness of Specific Pedagogical Strategies and Behaviors
Domain 3: 5 Elements
Domain 3: Reflecting on Teaching, concerns how teacher are able and willing to examine their own teaching practices. Ericsson and others have considered self-evaluation as an important component of deliberate practice. We all know intuitively that a teacher who is able to self-reflect on his or her performance tends to be able to make modifications to their teaching.
Identifying specific areas of strength and weakness within Domain 1
Evaluating the effectiveness of individual lessons and units and
Evaluating the effectiveness of specific strategies with different groups of students has an impact on planning and preparation and subsequently implementation in the classroom
Ultimately, we want teachers to translate this reflection into action by developing written growth plans and monitoring their progress relative to their plan.
Copyright 2011 Learning Sciences International

17. Collegiality and Professionalism
LSI
Domain 4: 6 Elements
Promoting a Positive Environment
55. Promoting Positive Interactions with Colleagues
56. Promoting Positive Interactions about Students and Parents
Collegiality and Professionalism
Promoting Exchange of Ideas and Strategies
57. Seeking Mentorship for Areas of Need or Interest
58. Mentoring Other Teachers and Sharing Ideas and Strategies
Promoting District and School Development
59. Adhering to District and School Rule and Procedures
60. Participating in District and School Initiatives
Collegiality and Professionalism are the context in which the other domains function. Many researchers have identified this area of teaching as critical to school improvement. The individual actions of teachers in a school and district create an atmosphere of collegiality, collaboration around improving student results. Teacher
who strive to do this engage in specific behaviors toward that end that have been found to be a critical variable to student achievement.
Promoting a positive environment refers to how teachers and administrators interact with each other in creating a professional environment that fosters teachers development.
Promoting exchange of ideas and strategies and points toward the importance of professional learning communities in seeking mentorship for areas of need or interest and mentoring of the teachers and sharing ideas and strategies.
Promoting district and school development- adhering to rules and procedures as well as participating in district and school initiative.
Copyright 2011 Learning Sciences International

18. How do we measure teacher’s effectiveness and support growth?
Innovating (4)
Applying (3)
Developing (2)
Beginning (1)
Not Using (0)
Refers to professional teaching that innovatively involves students in the learning process. Additional strategies are incorporated which leads to all students reaching the desired effect at this level.
Refers to successful, professional teaching that is consistently at a high level. Students are engaged and the teacher monitors the extent to which the desired outcomes are produced. The majority of students reach the desired effect of this level.
Refers to teaching that has the necessary knowledge and skills to be effective. Students are engaged but the monitoring of outcomes is inconsistent or lacking.
Effective teaching strategies are used incorrectly or with parts missing
Effective strategies are called for but not exhibited
Scales are used to determine how well the teacher is implementing certain practices. The goal is that teachers are implementing the majority of their practice at the applying and innovating level.
5-Level rubric used to rate and provide feedback to teachers on their use of the 60 Elements of the Art and Science of Teaching Framework
Copyright 2011 Learning Sciences International

19. LSI
Now Let’s Try One!
Copyright 2011 Learning Sciences International

20. How Do We Arrive at a Final Rating For Instructional Practices?
LSI
How Do We Arrive at a Final Rating For Instructional Practices?
Elements from Domain
1,2,3,4
Frequency at Level 4
Frequency at Level 3
Frequency at Level 2
Frequency at Level 1
Frequency at Level 0
Observers gather evidence by rating the elements for each domain.
In this example, Elements represented in the colored circles inside the green bar –represent all Elements for which data has been collected
Copyright 2011 Learning Sciences International

21. How Do We Arrive at a Final Rating For Instructional Practices?
LSI
How Do We Arrive at a Final Rating For Instructional Practices?
Category 1 Teachers
Ca t 1
Highly Effective
(3.5 – 4)
Effective (3)
Developing (2)
Unsatisfactory (1)
D1:
At level 4,
50% - 64% = 3.5
65% and Higher = 4 and
0% at Level 1 or 0
At least 65% at Level 3 or higher
Less than 65% at Level 3 or higher and Less than 50% at Level 1, 0
Greater than or equal to 50% at Level 1, 0
D2:
D3:
D4:
Copyright 2011 Learning Sciences International

22. Making the Connections through Deliberate Practice
LSI
Making the Connections through Deliberate Practice
Deliberate Practice
Teacher Performance
Student Achieve-ment
Copyright 2011 Learning Sciences International

23. LSI
Deliberate practice is a way for teachers to grow their expertise through a series of planned action steps, reflections, and collaboration.
Copyright 2011 Learning Sciences International

24. Deliberate Practice Plan Process1.
Self-Assessment
Review Last Year’s Instructional Practice Data 2.
Identify Focus Strategy
Evaluator/Instructional Personnel 3.
Create Measurable Goals 4.
Actions/Reflections: On-going 5.
Measure Growth to Determine Deliberate Practice Scoring

25. Scoring & Calculation
Even when we go to 50/50, DP will still comprise 40% of the Instructional Practice Score.

26. Summarizing activity
Turn to your shoulder partner and list the three components of the Lake County Evaluation Model

27. Participant Scale and Reflection (Please complete and turn in)
0-Not Using
No understanding or implementation steps taken away
1-Beginning
Little understanding and inconsistent implementation steps taken away
2-Developing
Moderate understanding and implementation steps taken away
3-Applying
Consistent understanding and implementation steps taken away along with monitoring componets for effective execution
4-Innovating
In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways
New Beginnings 2014

28. Additional Training….. New Beginnings – Overview of the TEAM Process
LSI
Additional Training…..
New Beginnings – Overview of the TEAM Process
Monthly Orientations – New Teachers
Marzano Introduction & Seminar Series
Refer to your notebook for details
Contact Melissa Ohel at for more information
Copyright 2011 Learning Sciences International

29. For additional information visit:
Select District Courses
Select Race to the Top/TEAM
Log-on is the same as system log-on
(username= last name, first initial)
Please direct questions about the new evaluation system to:
Andrea Guogas, Manager of Evaluation and Compensation or
The voiceover will play automatically.
If you would like to replay the sound file, left click on the yellow icon (bottom right)
After you sound plays, please visit the Moodle site to show teachers how to access the site and view additional resources.
Left click on Moodle link
Maximize screen
Select District Courses
Select Race to the Top
Log-on (Username and password are the same as system log-on)
Voiceover script
Slide 18:
The hope is that this overview and the accompanying Learning Map will provide you the basics of TEAM. Please be assured you will be provided in-depth professional development on the entire process during the week of pre-planning in August. Please relax and enjoy your summer break. For those of you who feel the need to see all of it now, please go to this Moodle link.