1 November 6, 2014

Record the following information on a corner of your index card 2

1. Gain an understanding of the advantages of the Master Teacher Designation 2. Gain an understanding of the process of becoming designated as a Master Teacher 3

 Karlene Sa’ad, Chair  Paul Lombardo  Joyce Bukovac  Bridget Lambright  Octavia Reid  Lia Radke, Candidate Support 4

“A Master Teacher demonstrates excellence inside and outside of the classroom through consistent leadership and focused collaboration to maximize student learning. A master teacher strives for distinguished teaching and continued professional growth as specified by Standards for Ohio Educators.” 5 px?page=3&TopicRelationID=1598&ContentID=46544&Content=

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 Consistent Leadership  Focused Collaboration Distinguished Teaching (2 parts)  DT: Focus on Students and Environment  DT: Focus on Content, Instruction and Assessment  Continued Professional Growth 7

 A chance for tremendous personal and professional growth  Potential leadership opportunities  Recognition  Advanced level of licensure  Lead Professional  Senior Professional  60 PDU’s to use for re-licensure 8

 Professional license/certificate  Taught 7 years (public or private school)  Work a minimum of 120 days  Work under a teaching contract 9

Four sections: 1. The candidate information 2. The writing and evidence guidelines  12 pages of narrative supporting the five criteria  10 pieces for supporting evidence 10

3. The prompts for the written narrative -Reference Ohio’s teaching and Professional Development standards -In line with OTES 4. Summary of the scoring process - Exemplary in four of the five areas. 11

 Two forms submitted with each application  Recommendations from colleagues and/or supervisors familiar with your professional practice 12

 Evidence is one piece of work or document that supports the written narrative (artifacts)  A key component of this process will be making choices about what to feature in your written narratives 13

 Clear  Concise  Convincing 14

 Descriptive  Analytical  Reflective 15

 Provide a retelling of the experiences that demonstrate distinguished teaching according to the criteria.  Describing what happened in a classroom or professional situation. 16

 Examine and interpret why the experiences described are the way they are. This type of writing explores reasons and motives.  Analyzing the ‘how’, ‘why’ or ‘in what way’ a particular lesson was or was not successful in teaching students or how your professional experience impacts student learning and your teaching practice. 17

 Evidence that the teacher is thinking critically about his or her own practice, in relation to individual students and overall.  Reflecting on how you would handle this same situation in the future, what impact it had on student learning, and how you would adjust your teaching practice in the future. 18

 Standards-based rubric  Minimum two people score each candidate’s submission  Consider responses within the context of your district  Blind Scoring process 19

 Limited to 12 pages  Has to be within the last 5 years  Refer to the “Ohio Standards for the Teaching Profession”  What do you want to highlight?  What evidence can you include? 20

One of the more enjoyable aspects of my job is the time I am able to collaborate with my other grade level teacher. We meet almost daily to plan for the upcoming lessons and to reflect on lessons we have taught. My partner and I work very well together and both benefit from each other’s knowledge and experiences. We have been teaching together for the past fifteen years and have similar styles and discipline expectations. I work with my administrator to make sure I am meeting the building level goals. I feel I have a collegial relationship with the other teachers in the building and we work together when the opportunity presents itself. 21

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This sample would receive a 1 point because it just talks about collaboration with other teachers and or administrators/staff. It does not speak to how the collaboration promotes student achievement. The teacher indicates they meet almost daily to plan upcoming lessons. The teacher works with her administrator and has a collegial relationship with other staff members. 24

As a middle school science teacher it is important that I am aware of how my students are achieving towards the learning goals. I use our district curriculum guide as a planning tool for instruction. My end of the unit assessments are used to gauge if students are ready to advance to the next topic/unit. If I need to re-teach a portion of the unit, based on the assessment tool, I try to find some enrichment activities for students who demonstrated their success so all students have something to work on. During specific units that are long or contain a great deal of content I provide weekly assessments for the students so I can see how they are progressing. We have just completed our unit on Characteristics and Structure of Life and attached as evidence is a copy of a student’s assessment who met all of the learning goals. (Evidence 7) As most of my class was successful with this assessment we will be moving on to our next unit of Heredity. 25

This sample would receive a 1 point because the teacher uses some diagnostic, formative and summative assessments and the teacher uses data t monitor student progress and learning, and to plan instruction. The teacher uses the curriculum guide to determine learning. The teacher uses end unit assessments. The teacher uses statements such as some and most as qualifiers to their statements. 26

 Letter of Intent – Dec 1 st  Optional : Monthly support sessions (Dec-Apr)  Application due May 4 th  2 recommendations  Complete the checklist  1 narrative (12 pages)  10 pieces of evidence 27

 CH-UH – About tab – Human Resources – Master Teacher  Embedded link to ODE  Letter of Intent  All forms are on the ODE website – key work search ‘Master Teacher’  Complete ODE ppt is available online 28

29 -William Arthur Ward

 On the back of your four corner card - please let us know how the Master Teacher Committee or support sessions can assist you. 30

 Scoring guideline  Ohio Standards for the Teaching Profession

 Use exact wording in Narrative, for example:  “ I use a number of segments from these modules in my teaching, e.g., the interactive syllabus.” Std

 Direct impact on student learning  Participating in decision-making  Initiating innovations and improvements for school change  Empower and influence others 33

 Committees  Task Force  Strategic Planning  Department Chair or Coordinator  Published or Presented  Oversee other buildings  Community work  Union position 34

 Work with educators, students, families and communities  Share knowledge, practice and responsibility  Communicate effectively  Support student learning  Respond to needs of colleagues and students 35

 Lesson Plans  Team Teaching  Collaborative Units  Quotes from Teachers  Work with colleagues outside the district  Peer observation and coaching 36

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 Analyze individual and group student development  Connect instruction to students’ needs interests and prior knowledge  Engage learners in inquiry  Promote high levels of learning  Create a culture of civility and success 38

 Design instruction to meet learner needs  Meet the needs of students whose performance is advanced or below level  Learner self-assessment and goal setting  Students take an active role  Differentiated learning 39

 Understands academic content taught  Uses multiple assessments  Evaluates student learning  Examines student outcomes  Promotes high levels of learning 40

 Deepen knowledge of content  Integrate district curriculum priorities with state and national standards  Use assessments (TRAILS, worksheets, quizzes, surveys)  Analyze data to modify instruction  Participate in district initiatives  Focus on improving student performance 41

 Engage in professional development  Research best practices  Evaluate activities for impact on student learning  Analyze own strengths and weaknesses  Develop an appropriate plan 42

 Attend professional conferences  Learn new technologies  Participate in workshops  Subscribe to listservs  Present at conference  Publish articles 43