TAPTM System Overview Teacher Excellence Student Achievement Opportunities for All (Designer Note)Have promotional video (from 2010 National TAP Conference) that expands to entire screen and plays; add better graphic for pie chart with “Teacher excellence, student achievement, opportunities for all” Training time begins: 8:30 a.m.

When do you collect evidence? Prior to the Lesson Being Observed Pre-conference On-going classroom observations Review of lesson and/or unit plans During the Lesson During the Lesson What the teacher says and does What the students say and do What the teacher says and does What the students say and do After the Lesson After the Lesson Communication between classroom evaluation and post-conference Post-conference Communication between classroom evaluation and post-conference Post-conference

TAP Results Nationally Percentage of Schools Achieving Much More Than Average Year of Student Growth (5 points on 1-5 value-added scale) Independent studies show that TAP schools outperform non-TAP schools in value- added nationwide. Significant percentages of TAP schools are making much more than one year of academic growth, and thus closing the achievement gap at an accelerated pace. Insert national charts and graphs from document titled Race to the Top MA RTTT.pdf

Let’s Summarize What is the purpose of the leadership team? What are the four areas of focus for leadership team meetings? What is one way the leadership team can monitor: The use of data Implementation of clusters The evaluation process

TAP Leadership Team Meeting Log Date Action-oriented Outcome Develop/Monitor Follow-up Data Growth Plans Cluster Goals Evaluation Process Other Most meetings will have no more than two items if learning to the application level is expected When designing outcomes, use Bloom’s to help Writing meeting outcomes requires the same skill as writing student learning outcomes or objectives

What is the purpose? Why would the training begin with this question? Who communicates the purpose for the evaluation process in your school? Why is it critical that the leadership team be in agreement as to the purpose of the evaluation process? (Trainer Note) Participants read over the questions (3 minutes). Trainer can either answer or leave questions open to discussion. Timing: 5 minutes 8:50 a.m. at the end of this slide

Sample Scripting Notes Academic Feedback Motivating Students (Designer Note) Add arrows and labels to scripting notes for Academic Feedback (AF), Motivating Students (MS), time (at bottom of slide) -insert slide-lesson covered up expands, and plays 1 minutes 11:08 a.m. Time

Steps for Effective Learning 1 Identify 2 Obtain 3 Develop 4 Apply 5 Evaluate

A Structure for Student & Teacher Learning The Five Steps for Effective Learning provides a structure for learning in: Classrooms Cluster Leadership team meetings

Impact of an Effective Teacher Teachers Skills, Knowledge and Responsibilities Score Teachers Value Added Score 5 4 3 2 1 Schools with high school-wide growth (653 teachers) Schools with medium school-wide growth (695 teachers) Schools with low school-wide growth (428 teachers) Ask Geneva or Glen for data on TAP teacher attitudes surveys Email pdf to Ginny with national survey data on teacher attitudes; RTTT letter has national value-add data

When do you collect evidence? Prior to the Lesson Being Observed Prior to the Lesson Being Observed Pre-conference On-going classroom observations Review of lesson and/or unit plans Pre-conference On-going classroom observations Review of lesson and/or unit plans During the Lesson What the teacher says and does What the students say and do After the Lesson After the Lesson Communication between classroom evaluation and post-conference Post-conference Communication between classroom evaluation and post-conference Post-conference

The TAP Rubric In TAP, the teacher rubric is used in two ways: as a summative measure in determining pay for performance as a formative measure which identifies instructional areas where master and mentor teachers can provide support to career teachers to increase student achievement 10:34 a.m.-10:41 a.m. (10 minutes were spent on this slide)

What is the Process of Modeling Your Thinking (Think-Aloud) I do Think Aloud We do Scaffold & Cue You do Students explain thinking

The Instructional Rubric Activity Poster Directions: Place a green dot on the indicators that you perceive are presently strengths for the teachers in your building Place a red dot on the indicators that you perceive that your teachers will find most difficult

What Should You See in an Effective Lesson? Clear and specific learning objective Teacher modeling/instruction Activities and materials that support the learning objective Ongoing assessments that measure the learning objective Evidence of student mastery/learning

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

How Teacher Performance is Determined Individual student value-added achievement 30% Teacher skills, knowledge and responsibilities 50% Determined by evaluations using TAP Rubrics and Responsibility Survey School-wide value-added student achievement 20% Determined by approved testing

Connecting the Five Steps for Effective Learning to the Cluster Protocol 1 2 3 5 4

Why do you think this is the recommendation? Rubric Focus During the first year of TAP implementation, it is recommended that the new learning in the beginning clusters focus on the TAP Rubrics Why do you think this is the recommendation?

Cluster Meeting Record Rubric Questioning Activity/Agenda Materials Teachers will identify characteristics of low, medium and high student work Teachers will bring scored pre-tests – two high, two medium, two low MT will model the Revision Mini Lesson strategy embedding questioning (QU) MT will provide questioning indicator from the Rubric Teachers will develop the strategy including writing out the actual model lessons including the questions they will ask within their own content areas Current writing prompts and writing in progress in classrooms 2 2 3

Modeling Should: Include explicit labeling and explaining of critical attributes during the modeling and development of the strategy Continually refer to critical attributes Include metacognition behind each part of the strategy Include appropriate segmenting, sequencing and modifications Include a clear alignment to the development portion of cluster Include two-tiered modeling (student perspective & steps outs)

Tell relay facts Explain provide clear details about something so that it can be understood by someone else Model show how to do something so that it can be copied or emulated by someone else Add activity for trainer to model the difference between tell, explain and model for participants to see the difference-trainer choice Add a 3.5 minute clip for each LA 16821 Trainer notes: Modeling is not explaining and modeling is not telling teachers about the strategy or about how it went in field testing. Modeling requires thoughtful planning and the inclusion of a think aloud that will give cluster members the experience of the strategy from the student perspective so that they can better understand how to implement the strategy in the classroom with students. Which will have the greatest impact on the effective transfer of cluster learning to the classroom?

What Can This Look and Sound Like When Teaching the TAP Rubrics? Cluster leader provides research basis for strategy and makes connections between the new learning and the TAP Rubrics Cluster leader models how members can effectively teach the strategy in their classrooms Model as if the cluster members are the students so they can see how you taught the strategy Designer note: 1) Have pop-out box from word “models” that says “Model as if the cluster members are the students so they can see how you taught the strategy” 2) Have pop-out box from the words “provide evidence” that says “Provides evidence of the effectiveness of the strategy as demonstrated through field testing”

Step 4: Apply the New Learning Applied to specific student need in the classroom Direct connection between teacher practice and student need Includes observation, self reflection, peer coaching and student work Application is in alignment with Step 5 Cluster leader and members debrief the process, summarize the learning and make plans for application in their classrooms

Thanks for your participation! Teacher Excellence Student Achievement Opportunities for All (Designer Note)Have promotional video (from 2010 National TAP Conference) that expands to entire screen and plays; add better graphic for pie chart with “Teacher excellence, student achievement, opportunities for all” Training time begins: 8:30 a.m.