Inspiring Oregonians… to do what it takes to make our schools among the nation’s best.

2008

An Initiative of Foundations for a Better Oregon

What Do Oregonians SAY------

•  86% agree that attracting and retaining highly qualified teachers is the key to accelerated learning and teaching.

•  90% of Oregonians believe teachers should receive ongoing professional development.

•  82% believe lack of stable and adequate funding is an obstacle to student success.

An Initiative of Foundations for a Better Oregon

And Oregonians SAY----

•  77% believe too many students are “falling through the cracks” of Oregon schools.

•  75% agree that increases in teacher salaries is important and should be based on new roles, responsibilities, and professional practice.

An Initiative of Foundations for a Better Oregon

Educator Quality

Research identifies a strong link between a teacher’s professional practice and student achievement.

 Student outcomes can outpace national averages as much as 30%.

 Research clearly identifies the effectiveness of the teacher as the single most influential factor for increasing student achievement

An Initiative of Foundations for a Better Oregon

CLASS Project Creative Leadership Achieves Student Success

The CLASS Project creates expanded career opportunities and career paths with new roles, responsibilities, and compensation models for

teachers and staff.

“A school culture of collaboration, innovation, creativity, and accountability is required to provide our students

21st century skills. The CLASS Project is the cornerstone to our shift towards these higher

standards.” -Eric Beasley, Sherwood Teacher

An Initiative of Foundations for a Better Oregon

Four Components:

•  New and expanded career paths

•  Comprehensive and fair performance evaluations

•  Expanded professional development opportunities

•  Enhanced compensation system

CLASS Project

Years and Education

BA BA24 BA45/MA MA MA24 MA45 1

2

3

4 5

6 7

8

9 10

11 12

13

14 15

Teaching and Learning Coach 1 • Dept.Chair/Team Leader

• Instructional Leader

• Curriculum Leader

Mentor Coach 1

Professional Advancement

• Peer Mentor

Extended Learning Leader •  Athletic Coaching

•  Enrichment Clubs

•  Music/Theatre Advisor

• Certifications and Endorsements

• Professional Growth Opportunities

Career Level 1

• Meets initial TSPC competencies

• 0-3 years in the profession

• Individual professional developmental goals aligned with student growth

• Successful Evaluations (Danielson)

• Active participant in Mentor Program

Career Level 2  

• Proficient professional practice

• Individual professional developmental goals aligned with student growth

• Leadership and professional practice development

Career Level 3 • Individual professional developmental goals aligned with student growth

• Proficient to distinguished professional practice as determined by the Evidence Confirmation Committee

•  Evening Institute •  Other student leadership outside of job description

Mentor Coach 2 • Cohort Leader

Teaching and Learning Coach 2 • Administrative/SPED TOSA • Instructional TOSA (Tech) • Curriculum TOSA (Literacy)

All Levels

C I

O H

E

C

Professional Development Focus 

Professional Prac-ce and Performance Evalua-on System  

  Staff understanding of rubric standards and training in the development of professional development plans.    Administra9ve training in the understanding and implementa9on of the evalua9on process.    Content area knowledge, instruc9onal strategies, and classroom management. 

Collabora-ve Learning Teams (CLTs) & Coaching 

 Training in how to develop “train the trainer” model of professional development. Training in how to coach peers and provide meaningful feedback. 

Forma-ve and summa-ve assessment of student learning  

 Staff understanding of forma9ve and summa9ve assessments. Training in the use of tools and how to analyze data to inform teaching and learning. 

Eviden

ce con

firmed

 

Survive Proba9on 

Level One • Meets initial TSPC competencies

• 1-3 years in the profession

• Individual professional developmental goals aligned with student growth

• Successful Evaluations (Danielson)

• Active participant in Mentor Program

The above reflects current practice

Level Two

• Proficient professional practice

• Individual professional developmental goals aligned with student growth

• Leadership and professional practice development

Level  Three • Individual professional developmental goals aligned with student growth

• Proficient to distinguished professional practice as determined by the Evidence Confirmation Committee

Submit Evidence 

 Department/Team Leadership  Curriculum development   Coopera<ng teacher  Coaching/ac<vi<es  Mentoring  Individual/student successes  District Commi@ee Involvement  Peer Observa<on Data   Student Leadership 

 Community Leadership  Endorsements   Na<onal &State commi@ees  Na<onal membership  Union leadership  Evidence of student gains  Ac<on Research  District Ini<a<ve Leadership  Other 

11

TRADITIONAL MODEL New teacher with no previous experience starts with at BA Step 0, BA Lane ($33,528). Moves to BA+24 Lane at Step 2, moves to BA+45 lane at Step 5, and MA/BA +75 Lane at Step 7.

16th year

SKIP STEP MODEL Same as Traditional Model, but the teacher fast tracks by promoting from Career Level 1 to Career Level 2 after 3 years at Level 1 and promotes from career Level 2 to Career Level 3 after five years at Level 2.

14th year

C://Marc J. Wallace, Ltd./Client/Chalkboard/{phase 1

Design/Blueprint Handbook/CLASS Blueprint #4,

Compensation Rev 4 for Sherwood Sep 6, 2007.ppt

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If a teacher chooses to fast track they can improve career earnings:

Career Earnings Impact: $55,320 over 16 years

This is what CLASS is all about!