An Osborn Education

Comprehensive Reform in Education Putting the Pieces Together… The Nation The Nation The State The State The District The District The Nation The Nation The State The State The District The District

The Nation College - and career-ready students Great teachers and leaders Raise the bar and reward excellence Equity and opportunityPromote innovation

The State Todays achievement for the State of Arizona in the Race to the Top (RTTT) competition is a very significant and important milestone in Arizonas comeback. The conditions are in place to transform Arizona schools for decades to come. Governor Jan Brewer, July 27, 2010 Standards and Assessments Statewide Longitudinal Data Systems Great Teachers, Great Leaders Supporting Struggling Schools RACE TO THE TOP

The District AZ Ready for Rigor Project TIF Student AchievementTeacher EffectivenessPrincipal Effectiveness Overall School Effectiveness In May, 2010 the staff at each Osborn school came to consensus to join the AZ Department of Education, ASU, The National Institute for Excellence in Teaching and 16 other districts to apply for a USDOE Teacher Incentive Fund Grant.

Osborns commitment to TAP aligns to and strongly supports national and state goals for educational reform.

Teacher Excellence Student Achievement Opportunities for All Teacher Advancement Program: A New Direction for Success

Why Tap? The goal of TAP is to increase student achievement through teacher quality. Each Osborn school is now part of a comprehensive reform effort with a history and a future Each Osborn school is now part of a comprehensive reform effort with a history and a future We are part of something which goes far beyond our district We are part of something which goes far beyond our district You and your school leadership team will be a significant part of this new endeavor You and your school leadership team will be a significant part of this new endeavor

Why TAP… a National Perspective President Obamas address to the nation on education reform President Obamas address to the nation on education reform – Proclaimed that to complete our race to the top requires recruiting, preparing, and rewarding outstanding teachers. – Singled out the promising work of the Teacher Advancement Program – Hailed TAP for making an unprecedented commitment to ensure that anyone entrusted with educating our children is doing the job as well as it can be done.

TAP Elements of Success Instructionally Focused Accountability Multiple Career Paths Performance- based Compensation Ongoing Applied Professional Growth

Performance- Based Compensation Instructionally Focused Accountability Multiple Career Paths Ongoing Applied Professional Growth TAP Elements of Success Based on comprehensive research Multiple Career Paths Performance- based Compensation Ongoing Applied Professional Growth Instructionally Focused Accountability Multiple Career Paths

TAP Elements of Success Opportunities for additional responsibility and compensation Multiple Career Paths Master Teacher Mentor Teacher Career Teacher

Research Supporting Multiple Career Paths Effective leadership is characterized by collective responsibility. (Elmore 2000) Effective leadership is characterized by collective responsibility. (Elmore 2000) Collective leadership through consensus of teachers rather than mandate is more effective. (Darling-Hammond, Bullmaster & Cobb 1995) Collective leadership through consensus of teachers rather than mandate is more effective. (Darling-Hammond, Bullmaster & Cobb 1995)

Instructionally Focused Accountability Multiple Career Paths Performance- Based Compensation Ongoing Applied Professional Growth TAP Elements of Success Ongoing Applied Professional Growth Multiple Career Paths Instructionally Focused Accountability Performance- based Compensation Ongoing Applied Professional Growth

TAP Elements of Success Ongoing Applied Professional Growth Weekly on-site professional development, teacher-led and job embedded

Research Supporting On-going Embedded Professional Growth Student achievement and teacher learning increases when professional development is teacher-led, ongoing and collaborative. (Desimone, Porter, Garet, Yoon, & Birman, 2002; Smylie, Allensworth, Greenberg, Harris, & Luppescu, 2001). Student achievement and teacher learning increases when professional development is teacher-led, ongoing and collaborative. (Desimone, Porter, Garet, Yoon, & Birman, 2002; Smylie, Allensworth, Greenberg, Harris, & Luppescu, 2001). Schools that regularly link teachers to other teachers to form a supportive community are capable of successfully reforming teaching and learning. (Fullan 2001) Schools that regularly link teachers to other teachers to form a supportive community are capable of successfully reforming teaching and learning. (Fullan 2001)

TAP Elements of Success Instructionally Focused Accountability Multiple Career Paths Performance- Based Compensation Ongoing Applied Professional Growth Multiple Career Paths Performance- based Compensation Ongoing Applied Professional Growth Instructionally Focused Accountability

TAP Elements of Success Multiple evaluations Multiple evaluations Trained and certified evaluators Trained and certified evaluators Cluster training and individualized classroom support Cluster training and individualized classroom support Fair evaluations based on clearly defined, research- based standards Instructionally Focused Accountability

Research Supporting Instructionally Focused Accountability The challenge of creating an effective teacher accountability system is to improve the quality of teacher instruction, and thereby raise student achievement. Odden and Clune (1998) The challenge of creating an effective teacher accountability system is to improve the quality of teacher instruction, and thereby raise student achievement. Odden and Clune (1998) States and school districts need to identify the knowledge and skills that a teacher needs to teach successfully, and then create standards and rubrics to measure teaching performance. Odden, Milanowski & Youngs (1998) States and school districts need to identify the knowledge and skills that a teacher needs to teach successfully, and then create standards and rubrics to measure teaching performance. Odden, Milanowski & Youngs (1998)

Shared Leadership TAP Leadership Team Members Shared Leadership PrincipalPrincipal Assistant Principal Master Teachers Mentor Teachers Others critical to a successful implementation of TAP

Purpose of TAP Leadership Team The Leadership Team is responsible for overall implementation of the TAP System and monitoring specific TAP processes in their school.

TAP Leadership Team Member Responsibilities TAP Principal Selects Master and Mentor Teachers Selects Master and Mentor Teachers Leads development of school plan Leads development of school plan Facilitates TAP Leadership Team Meetings Facilitates TAP Leadership Team Meetings Monitors cluster and classroom activities Monitors cluster and classroom activities Conducts classroom evaluations and conferences Conducts classroom evaluations and conferences Coaches Master and Mentor Teachers in classroom instruction, cluster implementation and coaching of teachers Coaches Master and Mentor Teachers in classroom instruction, cluster implementation and coaching of teachers

TAP Master and Mentor Teacher Facilitate Cluster (Team) Meetings Facilitate Cluster (Team) Meetings Conduct Evaluations and Conferences/Coaching Conduct Evaluations and Conferences/Coaching Provide Individualized Teacher Support Provide Individualized Teacher Support Participate on Leadership Team Participate on Leadership Team * Master and Mentor Teachers effectiveness evaluated annually through staff surveys Basic Job Responsibilities – Master and Mentor Teacher

TAP Elements of Success Performance-based Compensation Instructionally Focused Accountability Multiple Career Paths Performance- Based Compensation Ongoing Applied Professional Growth Instructionally Focused Accountability Multiple Career Paths Ongoing Applied Professional Growth Performance- based Compensation

Tied to responsibilities, instructional performance and student achievement growth TAP Elements of Success The system for determining performance based compensation is comprehensive The system for determining performance based compensation is comprehensive Teacher performance is determined in three ways: Teacher performance is determined in three ways: – Skills, knowledge and responsibilities – Individual student achievement growth – School-wide student achievement growth Performance- based Compensation

Research Supporting Performance-based Compensation Studies show that neither years of experience nor advanced degrees can predict increased student achievement. (Greenwald, Hedges & Lane 1996) Studies show that neither years of experience nor advanced degrees can predict increased student achievement. (Greenwald, Hedges & Lane 1996) Performance award programs are successful when integrated with strong leadership, professional development, reliable analysis of student performance and strong feedback. Performance award programs are successful when integrated with strong leadership, professional development, reliable analysis of student performance and strong feedback. (Odden & Kelly 1996; Odden 2000) (Odden & Kelly 1996; Odden 2000)

Proposition 301 Federal Race to the Top Grant Federal Teacher Incentive Fund Grant How will teacher and principal performance- based awards be funded?

What two things will the TAP system help Osborn improve ? Quality of Instruction Student Achievement