1. 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.

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. Steps for Effective Learning1
Identify 2
Obtain 3
Develop 4
Apply 5
Evaluate

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

10. 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
pdf to Ginny with national survey data on teacher attitudes; RTTT letter has national value-add data

11. 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

12. 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)

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

14. 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

15. 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

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

17. 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

18. Connecting the Five Steps for Effective Learning to the Cluster Protocol1 2 3 5 4

19. 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?

20. 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

21. 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)

22. 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?

23. 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”

24. 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

25. 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.