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Table of Contents Overview .................................................................................................................................... Pages 2-‐4 Mission Purpose Objectives Eligibility
Criteria Program Sponsors MTOY Advisory Committee
Teacher of the Year Selection Process ..................................................................................... Pages 5-‐10
Nomination Selection Process County and State Review Panels 2015 Calendar Abbreviated Timeline Detailed Timeline
Teacher of the Year Program administration contact information .............................................. Page 11 Process elements guidance .................................................................................................. Pages 12 –17 Classroom Video Project Oral Presentations National Portfolio Rubrics – under review
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OVERVIEW
In an effort to honor and recognize more of Maine’s exemplary classroom teachers, to promote more community engagement and for the program to reach all regions of the State, the Maine Teacher of the Year program (MTOY) expanded in 2014 to include the naming of 16 County Teachers of the Year. By partnering with school districts and Chambers of Commerce across the state, the goal is to ensure more teachers in more schools in more communities receive the recognition they so deserve. We are excited to continue with the implementation of the expanded Maine Teacher of the Year program this year.
The County Teachers of the Year (CTOY) and Maine Teacher of the Year (TOY) serve as advocates for the teaching profession, education and students. Selecting a Teacher of the Year is an exceptional way to celebrate the many outstanding, dedicated, and professional educators teaching in Maine schools. The Teacher of the Year program does not attempt to single out any individual as the best teacher in Maine; rather the Maine Teacher of the Year represents the thousands of excellent educators across Maine. The County Teachers and Maine Teacher of the Year should be committed to excellence and to nurturing the achievement of all students. The nominee should bring to the classroom exemplary skills that are recognized by students, colleagues, parents, and all other members of your school’s community. While serving as Maine’s Teacher of the Year, the teacher must maintain a full-‐time position in a Maine public school, teaching students at least fifty percent of the time. It is also important to know that serving as County or State Teacher of the Year requires time away from the classroom. Along with the publicity that is part of being Teacher of the Year, there are numerous speaking engagements, requests to assist other schools in professional development and other professional opportunities. For the Maine Teacher of the Year (MTOY), this could amount to as many as 40 days of absence during the school year; County Teachers of the Year (CTOY), semi-‐ and state finalists will also be expected to participate in various activities which could amount to as many as 10 days absence during the school year. The MTOY participates in the National Teacher of the Year Program, attending a national conference in January, a National Teacher Forum in Washington, D.C. in the spring, “Space Camp” at NASA’s Alabama headquarters in the summer, and a national education conference in Princeton, New Jersey in the fall. While it is a local decision to support the nomination of a teacher from a school or district, all districts are encouraged to have a recognition committee in place as there are numerous opportunities available for well-‐deserving educators and these are relevant and useful for professional development of individual educators and promotion of the teaching profession. Also, having a building or district level committee in place to help monitor deadlines, proofread, and act as a soundboard is a wonderful show of community support for the nominee.
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Mission
The mission of the Maine Teacher of the Year program is to honor and recognize the contributions of Maine’s classroom teachers.
Purpose
The classroom teacher is the backbone of the American educational system. No one person has a greater impact on the education of a child than the teacher who creates the primary learning and instructional environment. We believe teacher recognition is an important part of any teacher accountability system.
1. To create greater public awareness of and participation in the Teacher of the Year process and to showcase Maine’s teachers and the profession.
2. To provide a quality learning and teaching experience that enhances the personal and professional development of the CTOY and MTOY candidates.
Objectives
• To recognize and honor the contributions of Maine’s public classroom teachers (PK-‐12, Career and Technical Education, Special Education, Specialists);
• To establish a network of exemplary teachers to share expertise and serve as the key
spokespeople to regional and statewide audiences about important educational issues;
• To expand public awareness about outstanding teachers within communities and across the State;
• To inspire and motivate future and current teachers; and
• To share exemplary teaching practices with school units throughout the State.
Eligibility To be considered for the County and Maine Teacher of the Year award, a person must:
• Hold at least a four-‐year degree; • Be employed by a Maine public school, including a public charter school; or be employed by a
publicly supported secondary school (a private school that enrolls 60 percent or more publicly funded students, sometimes referred to as "the academies" or "the Big 11"); and
• Be actively teaching students at least fifty percent of full-‐time employment at the time of nomination.
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The candidate should:
• Be an exceptionally skilled, dedicated, and knowledgeable teacher who will be considered a true exemplar by the public;
• Inspire students of all backgrounds and abilities to learn; • Have the respect of students, parents, and colleagues; • Play an active and useful role in the community as well as in the school; • Be an articulate spokesperson who can communicate the issues and concerns of the classroom
teacher to a wide variety of audiences, especially to other teachers; • Possess the energy to withstand a taxing schedule; • Be aware and informed of current educational reform issues; and • Be committed to quality education.
Program Sponsors The Maine Teacher of the Year program is managed by Educate Maine in partnership with the Maine Department of Education. Special thanks to the Maine State Board of Education and the Maine State Teacher of the Year Association for their support and to our longtime corporate sponsors:
Bangor Savings Bank, Geiger, Hannaford, and Unum
We also appreciate the guidance and support of the Maine Teacher of the Year Advisory Committee:
1. Shannon Shanning, 2013 Maine Teacher of the Year 2. Alana Margeson, 2012, Maine Teacher of the Year 3. Sherri Gould, 2005 Maine Teacher of the Year 4. Gloria Noyes, 2009 Maine Teacher of the Year 5. Karen MacDonald, 2014 Maine Teacher of the Year, Educate Maine Board 6. Rep. Mattie Daughtery, Education and Cultural Affairs Committee 7. Rep. Matthew Pouliot, Education and Cultural Affairs Committee 8. Jennifer Pooler, Maine Department of Education 9. Rachelle Tome, Maine Department of Education 10. Peter Geiger, Geiger and Chair, State Board of Education 11. Yellow Light Breen/Stacey Haskell, Bangor Savings Bank 12. Michael Norton, Hannaford 13. Ed Cervone, Educate Maine 14. Dolly Sullivan, Educate Maine
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MAINE COUNTY AND STATE TEACHER OF THE YEAR SELECTION PROCESS
How Does It Work?
Nomination
Teachers may self-‐nominate, be nominated by a student, co-‐worker, administrator, school or district committee, friend or family member to apply for the award. To be considered for the award, candidates must complete a written application that is reviewed by a panel(s) of judges consisting of educators and representatives from the State Board of Education, Maine DOE, and the business community.
Throughout the selection process, the candidates are required to develop an extensive profile describing their professional interests, community involvement, and philosophy of teaching. They also answer questions about education issues and trends and the teaching profession.
Selection Process
The Maine Teacher of the Year program adheres to the requirements of National Teacher of the Year program regarding schedules, composition of portfolios, and areas in which nominees will be judged. We are proud of Maine’s longstanding tradition of going beyond the National guidelines by giving more attention to candidates at work in the classroom and by having persons from outside education help make the final recommendation to the Commissioner of Education.
There are four distinct phases to the selection of the Maine Teacher of the Year. They are detailed later in this document.
• Sixteen County Teachers of the Year are named at the end of Phase I • Up to eight State Semi-‐finalists are named at the end of Phase II • Up to three State Finalists are named at the end of Phase III • The Maine Teacher of the Year is named at the end of Phase IV
The MTOY Coordinator is available to assist the candidates during the County and State selection phases. A legacy Maine Teacher of the Year is available to mentor each CTOY throughout the State selection process. County Advisory Committees and State Review Panels Review panelists are solicited from: the current Maine Teacher of the Year, legacy MTOYs, members of the Maine State Teachers of the Year Association, current and retired educators, Maine Department of Education staff members, business leaders, Educate Maine staff and board members, members of the State Board of Education, and representatives from Chambers of Commerce, Hannaford, Bangor Savings Bank, Geiger and professional education organizations.
We have confidence that those who serve on these panels do so with the utmost professionalism and without bias.
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• County Advisory Committee (formerly known as County Review Panel)
1. 2014 County Teacher of the Year 2. MTOY (or finalist) 3. TEACHER 4. School Administrator 5. School Administrator 6. Business (Chamber) 7. Business (Chamber) 8. Community 9. Community (Parent) 10. Open
• State Review Panel
1. Department of Education 2. Department of Education 3. Maine Teacher of the Year 4. Maine Teacher of the Year 5. State Board of Education 6. State Board of Education 7. Business 8. Business 9. School Administrator 10. School Administrator 11. Educate Maine Board Member 12. Educate Maine Board Member 13. At Large member 14. At Large member
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2015 Calendar Abbreviated Timeline COUNTY Teachers of the Year Candidates Phase I – January 19 – February 20 Call for Nominations – Nominees opt-‐in or opt-‐out online February 28 Opt in/Opt out -‐ Teacher opt-‐in materials due March 18 Principal endorsement due March 27 County Semi-‐finalists selected (no more than 10 per County) April 10 County Semi-‐finalist materials due April 24 County Finalists selected (no more than 3 per County) April 28 – 30 County Finalists in-‐person interviews May 7 County Teachers of the Year Announced (16) STATE Teacher of the Year Candidates Phase II – State Semi-‐finalists selection May 22 CTOY materials due June 5 State Semi-‐finalists announced (no more than 8) Phase III – State Finalists selection August 5 Oral Presentations (Orono) August 5 Portfolio submission (Orono) August 20 State Finalists announced (no more than 3) Phase IV – Maine Teacher of the Year selection August 24 In-‐person interviews (Augusta) September 21 – 30 School site visits Mid-‐October Maine Teacher of the Year announced MAINE Teacher of the Year Phase V – October 30 National TOY portfolio due January 1 Official Maine TOY year of service begins A gala celebration will be held in November to honor the 16 CTOYs and the MTOY.
** Dates subject to change November 7 or November 14, 2015
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Detailed Timeline COUNTY Teachers of the Year Candidates Phase I – A. On-‐line and downloadable nomination forms are available.
a. Teachers are notified and can “opt in or opt out” of the selection process -‐ DEADLINE to OPT IN /OPT OUT: by 5:00 pm on February 28, 2015 • Opt In -‐
o Teacher materials due by 5:00 pm on February 28, 2015 § Teacher Profile Information
• Curriculum vitae/Resume (Include Education and Work History, professional development and community involvement)
§ Essay Response (Guidance for essays: Answer two of the following three questions – each essay is limited to one (1) page; double-‐spaced; 1 inch margin; no less than 10 pt. font)
• Describe two of your strengths as an educator. • What are your professional goals for the next year? • Why did you become a teacher?
§ Confirm contact information b. Principals are notified – DEADLINE to ENDORSE TEACHER CANDIDACY: by 5:00 pm on
March 12, 2015 o Recommendation letter o School contact information o Answer question “Is there anything in this person’s background or professional
practice that might indicate that this educator shouldn’t be used as an example of the best in our state and the nation and should not receive public accolades as an educator and role model?”
B. County Review Teams select County Semi-‐finalists (up to 10 per county) C. County Semi-‐finalists work on their Profile
• Teacher materials due -‐ DEADLINE by 5:00 pm on April 10, 2015 o Three letter of recommendation from:
1. your District (Superintendent, School Board, Director of Curriculum, etc.), 2. a Colleague or Student 3. a Parent or Community Member
o Essay Response (Guidance for essays: one page per essay (no more than 350 words, 10-‐12pt font and 1 inch margins)
1. Explain your impact on your school community. 2. Describe the structure and organization of your classroom. 3. How do the ways you monitor student learning inform your instructional
planning? 4. Describe how you contribute to your school's culture of continuous
improvement.
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Selection of Maine Teacher of the Year Phase IV – State finalists will participate in two more steps
A. In-‐person Interview • State Finalists are interviewed by a group consisting of members of the State Review Panel,
the Teacher of the Year program coordinator, legacy Teachers of the Year, and the Commissioner of Education. A consensus approach to scoring will be used to rank order the State Finalists.
B. School Site Visits • State Finalists are visited at their schools, where State Review Panel members will observe
the teachers’ classroom, and interview colleagues, administrators, students, support staff, parents, and local board of education members. A sample agenda will be provided for the school principal for planning purposes.
The numerical ratings from the interviews and school site visits will be combined and the State Review Panel will put forth one candidate to the Commissioner of Education to be named the 2016 Maine Teacher of the Year. Maine Teacher of the Year Phase V –
A. Finalize and submit the National Teacher of the Year application/portfolio – due by October 30, 2015. • The Maine Teacher of the Year is entered in the competition for the esteemed position of
National Teacher of the Year. The National Teacher of the Year Program (NTOY) is the oldest and most prestigious honors program to focus public attention on excellence in teaching. The National Teacher leaves the classroom and spends the year as a teacher ambassador, speaking nationally and internationally.
• The MTOY Coordinator will assist the TOY with the national portfolio development process, explanation of timelines, and will read and critique the portfolio before it is submitted to NTOY. A mentor from the Maine State Teacher of the Year Association is available to the TOY throughout the process.
B. Official Year of Service – begins January 1, 2016 • The Maine Teacher of the Year will be invited to serve on various committees, to participate
in many programs and events, and to speak on a number of occasions representing the teaching profession. As there is no prescribed itinerary or job description for Maine’s TOY, he or she can accept or decline these inter-‐state invitations as time and interest permits.
• There are five national events that the Maine Teacher of the Year is expected to participate. o Teacher of the Year National Conference. Each year the State Teachers of the Year
meet to learn from each other and from experts on ways to improve and strengthen the role of Teacher of the Year. This annual conference is typically held in Arizona during the third week of Jan uary. The names of the four National Teacher of the Year finalists will be made public in early January and they will be introduced at the banquet during the conference.
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o Washington, DC Recognition -‐ State Teachers of the Year. In all years of the Program, the President has introduced the National Teacher to the American people. In recent years the President has invited the State Teachers of the Year to join in the Washington recognition. In past years, the Washington recognition has taken place during the third week of April. The dates will be confirmed at a later date.
o Education Commission of the States National Forum on Education Policy. June o International Space Camp. Another exciting opportunity for the State Teacher of
the Year is International Space Camp at the U.S. Space & Rocket Center in Huntsville, Alabama. This camp, attended by the National Teacher and State Teachers of the Year, as well as teachers and students from over twenty countries, will allow you to learn about space technology in a supercharged atmosphere of excitement with colleagues from around the nation and the world. The date for Space Camp will be the last week of July.
o Next Steps Conference. October. Princeton, New Jersey
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PROGRAM CONTACT INFORMATION For questions or more information about the Maine Teacher of the Year program, program coordinator Dolly Sullivan can be reached by mail at: Educate Maine 15 Monument Square, Suite 4, Portland, ME 04101; By phone at 207-‐631-‐3385 (cell) or 207-‐347-‐8638 (office); Email at [email protected]. Email is the best way to communicate, schedule, and to confirm event dates.
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APPENDIX
PROCESS ELEMENTS GUIDANCE Classroom Video Project:
County Teacher of the Year Classroom Video Project
Who: County Teachers of the Year What: 1. Video Recorded Teaching Session: an 8-‐10 minute unedited video along with a brief
description (no more than one page!) providing context for the recording 2. 1-‐page companion document that provides context for the State Review Panel by reflecting
on what you consider one strength of the class and one thing you would change. Where: CTOY classroom Why: To demonstrate teacher’s instructional practices, the extent of teacher-‐student interactions, and the nature of relationships among students. How: Upload to Educate Maine YouTube Channel
We don’t want a ‘dog and pony’ show or a highlight film. We do want to see you in the natural setting of your classroom doing what you do each day with students.
What we will look for:
1. What is the extent of the student involvement? 2. How does the teacher make the purpose of the lesson clear to students? 3. Are the students engaged in the lesson? How can we tell? 4. Are there opportunities for students to ask questions? 5. What kinds of tasks do you ask students to do?
Before you get started:
1. Get permission to videotape. Use the Student Release Form and Adult Release Form. 2. Make sure your equipment is adequate.
Tips for videotaping:
Locate your equipment, and identify your cameraperson now. Do some trial runs. Finding problems and determining the best techniques now will save much time and stress later.
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You must always be audible; your students should always be audible. However, mostly audible is acceptable for students, especially if you repeat back to the student(s) any comment(s) you think might not be audible.
Remember, there is no one right way to record your submission. Decide how you will video. Some candidates are successful with cameras on tripods with no cameraperson, some use a tripod with someone to aim and zoom, and some use a cameraperson carrying a camera. Some may choose to do it all from an iPad or iPhone. Do what works for you in your school and with the technology available to you.
Directions for uploading to Educate Maine’s YouTube Channel: We would like videos uploaded to YouTube. For those of you familiar with YouTube, please set the privacy setting to "Unlisted" and send us the link to the video. For those of you unfamiliar with YouTube, please review these instructions for uploading video to YouTube. (You will need to set up an account on YouTube, which is very simple)
ORAL PRESENTATIONS (State Semi-‐finalists) Part 1 – 5 minute presentation Candidates are provided potential topics for which they will prepare their presentations: Each candidate makes one 3-‐5 minute presentation on a topic (randomly drawn)– no Q&A at this time; 5-‐ minute transition time for scoring. Purpose: to establish speakers’ ability to express his/her ideas with conviction and poise. Part 2 Candidate Expert Panel The candidates are seated as a panel and will field questions from the audience. Each candidate will answer 3 questions. Purpose: to establish speakers’ ability to think and respond quickly and react under pressure. NATIONAL TEACHER OF THE YEAR (State Semi-‐finalists) Portfolio Overview:
• Use the portfolio binder that has been provided • The cover and spine label should include the following:
-‐ Title of the portfolio: 2016 National Teacher of the Year Application – -‐ Your name, school and school district
• You can be creative with your cover page; however, no pictures of you or your students on the cover. The only picture allowed in the portfolio is the 5x7 color photo for publicity
• Use plastic page inserts • Index tabs can be used to divide the sections • Page numbers should be on every page • Put the title of the section at the top of each page
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• Pages 1 and 2 must be submitted on the forms provided • DO NOT INCLUDE YOUR SOCIAL SECURITY NUMBER on page 1. • Limit answers to the number of pages requested in each section, i.e., one double spaced
page; two double-‐spaced pages • Font size no smaller than 10 pt. with 1 inch margins for ease of reading • It is acceptable to use different fonts in different sections, i.e. 10 pt., 11 pt. or 12 pt.,
however, do not mix within the sections • The question can be included on the page if you have the space • On page 2, the State Teacher of the Year Program Coordinator is Dolly Sullivan; the last
one to sign off on the portfolio prior to sending to CCSSO in late fall. • The letters of support should be addressed to “Selection Committee” and should be
mailed or delivered to YOU to include in your portfolio. You may use the letters of recommendation already in your profile. When writing your request for a letter of support, please give a date far in advance of the TBA deadline. Include a self-‐addressed stamped envelope with your request. The letters of support should refer to your nomination as the 2015 National Teacher of the Year. Because of the short turnaround time to get the portfolio to Washington, DC (deadline is November 1), all letters of support should refer to you as the 2015 National Teacher of the Year nominee. Please include this information in your request for letters of support and also verbally instruct those writing letters.
• The National Application requests 3 letters of support. However, we request 4 letters of support. If you are named the 2016 Maine Teacher of the Year, you will select 3 letters to include in your portfolio for submission to Washington, DC.
• Publicity Photo – professional headshots taken at Hall of Flags event in May. • The portfolio is submitted on the day of the Oral Presentations.
• Your completed portfolio should include the following: • Completed application that has been carefully checked for neatness and legibility. • 5 x 7 color photo for publicity. • Flash drive that includes the contents of your portfolio.
Portfolio Guidance
This format follows that of the National Teacher of the Year application and will be used in the portfolio preparation by the 8 semi-‐finalists.
I. General Portfolio Instructions and cover pages (pages 1 and 2 of application)
• Proofread and edit. • Get descriptive feedback from many different reviewers (not all teachers). • Provide the strongest and clearest evidence; space is limited. • Be yourself. Your personal voice is important. • Avoid being overly modest; you have to be convincing.
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• You must have a national perspective. • Save space when you can. • The portfolio must be clear, well organized, well developed, and well written. • To the extent possible, avoid Maine specific terms and acronyms/abbreviations. If you use
them, explain or include the full name or term. • Use paragraphs and answer the questions as stated. • Avoid name-‐dropping, writing as if you were writing a research paper (complete with citations), cute clip art, and overuse of exclamation marks.
II. Education History, Professional Development Activities -‐ (Curriculum Vitae) - (pages 3 and 4 of application)
• Use professional organizations related to your content area/teaching assignment. • Include graduate level course work, leadership roles. • Graduate courses, clusters, professional development and the like are more impressive than
attending a conference. • Be specific and clear. Readers do not know you. • Be selective. • Consider a brief explanatory sentence and start with a verb. How did the professional
development improve your teaching? What was the impact of your role as a teacher leader? How did serving as a mentor help new teachers?
III. Professional Biography (pages 5 and 6 of application)
• What were the factors that influenced you to become a teacher? • Describe what you consider to be your greatest contributions and accomplishments in
education. • Two part section; answer both. • Consider bolding or other organizational technique to signal the two parts of your
response. • Tell your story. Make me want to read this; hook me from the beginning. • Be selective in accomplishments/contributions. Avoid the laundry list format with no
commentary. • Be specific. • How do your accomplishments/contributions make a difference? • This is an opportunity for targeted letters of support.
IV. Community Service (page 7 of application)
• Describe your commitment to your community through service-‐oriented activities such as volunteer work, civic responsibilities and other group activities.
• Again, avoid laundry lists or collections of random “good deeds.” • Not all community service is appropriate for this section.
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• Make connections to your students, to the school. • Do you involve the community? • Write about the relevance, importance of the service. • Make this personal and uniquely your own. • Again, another opportunity to make connections with targeted letters of support.
V. Philosophy of Teaching (pages 8 and 9 of application)
• Describe your personal feelings and beliefs about teaching, including your own ideas of what makes you an outstanding teacher. Describe the rewards you find in teaching.
• How are your beliefs about teaching demonstrated in your personal teaching style? • Two part section; answer both. • The two sections are inter-‐related. • Discuss these sections with others, both educators and non-‐educators. • Consider bolding or other organizational technique to signal the two parts of your
response. • Think deeply and clearly about your philosophy. • Avoid generic statements (all students can learn) and platitudes. • This section is what you truly and deeply believe. • The philosophy has to be unique to you. • For the teaching style, make connections to the philosophy. • Be clear about what your teaching style really is. • Be specific; be real. • Only you could have written this. Put me into your classroom. • Again, use letters of support as evidence of your philosophy and teaching style.
VI. Education Issues and Trends (pages 10 and 11 of application)
• What do you consider to be the major public education issues today? Address one in depth; outlining possible causes effects and resolutions.
• First, briefly focus on major issues then move on to the one that is the most important to you.
• Make it clear to the reader that you have answered both parts. • Devote the majority of your response to the ONE issue that you have selected. • Be thoughtful and personal; only you could have written this section. • You have to sound knowledgeable and appear to be the expert on this issue; however,
this is not a research report. • Avoid whining, blaming, and negativity.
VII. Teaching Profession (pages 12 and 13 of application)
• What do you do to strengthen and improve the teaching profession? • What is and/or what should be the basis for accountability in the teaching profession?
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• This section has two distinct but related parts. Answer both and be clear to the reader which part is which.
• First, describe how you have strengthened and improved the teaching profession. • The focus here is on teaching as a professional and you as a member of that profession. • You are moving beyond your own classroom. • Think of ways in which you have been a teacher leader. • Be clear and convincing. Be yourself. Be honest and thoughtful. • The second part is about teacher accountability. Again, you are considering the teaching
profession, not a teaching job. Discuss this section with others. • Playing the victim, passing the buck, or blaming others is not conducive.
VIII. National Teacher of the Year Message (page 14 of application)
• As the 2015 National Teacher of the Year, you would serve as a spokesperson and representative for the entire teaching profession. What would be your message? What would you communicate to your profession and to the general public?
• This is your for real, actual National Teacher of the Year message, NOT, “If I were National Teacher of the Year, I would say....”
• This is what you will deliver in your five-‐minute presentation. • Think national and think various groups (National Council of Teachers of English to the
NEA to the Lion’s Club). • You have to be articulate, personal, passionate, real, engaged. This is not an academic
exercise. This message is unique to you, not something from Any Teacher USA. • Think of speeches that have inspired or moved you. • Read your drafts aloud. • The message has to play nationally. • This could be the issue that you identified earlier. Stay on message and don’t ramble.
IX. Letters of Support (page 15 of application)
• Include your letters of support from any of the following: superintendent, principal, administrator, colleague, student/former student, parent, or civic leader. • Avoid random letters of support. • You want targeted letters to support that speak to your portfolio sections. • Give your writers guidance. • You want your letters to show you as a unique, one in a million teacher. • The letters have to be specific. • Consider these letters as additional pages to your portfolio. • In the relevant portfolio section, specifically refer the reader to the specific letter,
specific page.
X. Publicity Photograph (page 15 of application) – Provided by Educate Maine
