TCRP TEACHER ADVISORY PANEL MEETINGSeptember 2011

Derrick Chau, VP Instruction

Diane Fiello, TCRP Coach

http://TCRPalliance.wordpress.com/

2

1. Introductions

2. Teacher Advisory Panel Objectives and Plan

3. Into Activity

4. Review of Alliance TCRP Initiative

5. Examine Revised Framework for Teacher Effectiveness

6. Planning for October Teacher Advisory Panel Meeting

Agenda

3

• Find a teacher from another school• Be prepared to share out the following

information about the other teacher:– Name– School– Subject/Grade level– Recent favorite book/TV show

Introductions

• Opportunity to learn more about TCRP• Conduit of information to school staffs• Opportunity to shape TCRP systems• Leadership and growth opportunity• Provide critical feedback from many different

perspectives (schools, grades, content areas)

Teacher Advisory Panel Purpose

4

5

• Use post-it notes to write comments/feedback/questions about the following:– What do you know about TCRP?– What do you want to know about TCRP?– Positive experiences of the TCRP teacher evaluation

process– Challenging experiences of the TCRP teacher

evaluation process

Into Activity

DRAFT

• Mission to graduate all students—especially low-income and minority students—college-ready

• Coalition of four CMOs– Alliance– Aspire Public Schools– Green Dot Public Schools– Partnerships to Uplift Communities– Inner City Education Foundation (ended 2011)

• Decision-making is now mostly independent for each CMO

TCRP Overview

TCRP Theoretical Framework

7

Effective Principals• Support• Evaluate

Effective Teachers• Recruit• Support• Evaluate• Compensate

Increase Student Achievement

Data Systems

DRAFT

• Funding from the Gates Foundation (through 2014) was received for nine specific initiatives:1. Teacher Evaluation

2. Teacher Supports

3. Teacher Residency

4. Principal Leadership

5. Career Path

6. Differentiated Compensation

7. CMO Implementation Team

8. TCRP Hub

9. Data Systems

TCRP Initiatives

1. Teacher Evaluation - Overview

9

Framework as expectation

• Informal observations• Goal-setting conference

Chart your course w/ supports

• Differentiated supports based on your performance, experience & grade/level

Collection of Evidence

• Classroom observation• Student Growth Data• Student and Family Feedback

Calculation of all Evidence

Professional Growth Plan

Compensation and career path

opportunities

10

Evidence-Based Teacher Evaluation: Multiple Measures of Effectiveness

Observation of Teacher Prac-

tice; 40%

Parent and Family Feedback; 10%

Student Feedback ; 10%

Student Achievement Growth; 40%

11

Constructivism

Cognitive Engagement

College-Ready Instruction

College Ready Teaching Framework Priorities

College Success

• Constructivism means student construct new knowledge from their experiences and prior understandings. The learner does the learning; for example, through thinking, talking, writing or making.

• Cognitive Engagement means student give sustained, engaged attention to a task requiring mental effort and that are within the zone of proximal development of the learners

• College Readiness means students have the knowledge, skills and attributes to succeed in college (Conley defines as: Key cognitive strategies, Key content, Academic behaviors, or Contextual skills and awareness.)

12

TCRP Priorities

1313

Levels of Performance and Student Achievement

“A year’s worth of growth”

9th grade 10th grade

1414

Levels of Performance and Student Achievement

LEVEL III

LEVEL IV

LEVEL II

LEVEL I

Teacher Evaluation Progress to Date

15

16

• Professional development aligned to the CRT Framework

• Online observation data collection and reporting of performance data

• Online, single-sign-on teacher portal with resources and videos to support practice

• Teacher leadership pathways to build coaching capacity at every site

Already in Place… Coming Soon…

Targeted & Timely Teacher Support

• Differentiated professional development systems

• Identification of teacher leaders using new evaluation system

• Teacher leadership academy development

2. Teacher Supports Overview

17

• Partnership with Loyola Marymount University Center for Math and Science Teaching (CMAST)

• Designed with partner, Urban Teacher Residency United (UTRU)

• Teacher “residents” spend one year with a “mentor” teacher on-site while earning their preliminary teaching credential and Master’s degree

• Focused on mathematics and science teachers• 2010-11 was first year with three residents,

2011-12 has six residents

3. Teacher Residency

18

• Rater training and calibration for teacher evaluation process

• Principal training from TCRP Leadership Coaches

• Principal residency program• Principal support and evaluation

– Based on SGP, teacher effectiveness, 360 degree teacher feedback, accountability metrics, observation/evaluation conferences

4. Principal Leadership

19

• Compensate teachers for effective performance• Includes warning-to-exit processes for underperformers

and a mechanism for non-renewal of ineffective teachers

• Places highly effective teachers in front of the highest-need students

• Attracts highly effective/high-potential teachers because of its transparency and growth opportunities

• Supports teachers in increasing their effectiveness through differentiated professional development opportunities

5. Career Path (Purpose)

20

Career Path Description

21

Entry

Achieving

Emerging

Highly Effective (Score achieved and maintained)

Master Teacher Coach Administrator

Ex:Mentor (residency)Lab classroom

Ex:Curriculum SpecialistDirector of Instruction

Ex:Assistant PrincipalPrincipal Intern

Residency Other new teachers

Experienced new

teachers (provisional

score)

• Highly effective teachers will earn more than other teachers and have the potential to earn significantly more upon selection of a leadership career path

• Initial differentiated compensation based on individual teacher effectiveness will be in 2013-14

• Draft proposal for differentiated compensation will be completed in 2011-12

6. Differentiated Compensation

22

• 100% FTE TCRP Grant: TCRP Leadership Coaches, Implementation Lead, TCRP Assistant, Tech Lead, Systems Analyst, Database Administrator, Data Analyst

• Partial % FTE TCRP Grant: CEO, CAO, Senior Performance Analyst

7. CMO Implementation Team

23

• Project support– Review of teacher performance measures– Coordinating annual rubric revisions– Seeking technical assistance from vendors

• Advocacy and communications• Best practice sharing• Knowledge management

– Identifying new, relevant research to apply to TCRP

8. TCRP Hub

24

• Develop the required technical capabilities to support accurate data collection, infrastructure, and system linkages

• Most current data systems are not linked and do not have complete data sets

9. Data Systems

25

Data System Overview

26

• Evaluation and performance management system

• Compensation management• Professional development and learning

management system• Instructional support system• Content and document management system• Collaboration platform

Data Systems Description

27

38 Indicators, 4 levels of

performance

Framework for Effective Teaching

28

Domain 1 Data-Driven Planning and Preparation

Standard 1.1 Establish standards-based learning objectives for instructional plans

IndicatorsA) Selection of objectivesB) Measurability of objectives

4 Domains

17 Standards

29

Four Domains of Teacher Effectiveness

3 Instruction

1 Data-Driven Planning

2 Learning Environment

4 ProfessionalResponsibilities

Instructional Practice Relationships & Responsibilities

30

• Purpose: To give TCRP Teacher Advisory Panel representatives an opportunity to learn the Framework for Effective Teaching through the lens of an administrator– Read through the Framework– Collect evidence for each domain (today and

October)– Rate a teacher using the evidence

Teacher Evaluation Process Experience

31

• Please complete the four square session feedback form

• Sign out and leave your form next to the sign out sheet

Exit Ticket