class prospectus

8/9/2019 CLASS Prospectus

1/12www.chalkboardproject.org I 1

class

projectanInnova

tIveInItIatIve

tosupportteacher

effectIvenessandIm

prove

studentachIevemen

t

empowerIngeducat

ors,raIsIngstudent

achIevement

CHALKBOARD PROJECT TM


2/12

TheChalkboardProjectd

esignedand

undstheCLASS

TMProject.Anon-partisan,

non-protorganization,

Chalkboardis

workingtopropelOregonspubl

icedu-

cationsystemintothetop

10nationally.

Chalkboardplaysaunique

leadership

roleby:

GivingvoicetoOregon

iansvaluesand

beliesaboutschoolsand

soliciting

theirideasforimproveme

nt;

Designingandimplem

entingpilotpro-

gramstotestpromisingp

ractices;and

Providingthoughtlead

ershipanda

neutral,independentvoi

cetocitizens,

educationalstakeholdersanddecision

makersaroundeducation

alpractices

andpolicies.

Foundedin2004,Chalkbo

ardistherst

initiativeofFoundationsf

oraBetterOr-

egon,acollaborationos

ixoOregons

leadinggrantmakingoun

dations.

AbouttheChalkboardP

roject

wrItIng/edItorIal: educatIon FIrst consultIng

an eectIve teacher has the sIngle

greatest Inluence on how well a

student learns.

N h nvnn cn k h nc

h knwll, klll ch cn

k n h lnn pc.LiNda darLiNg-HammoNd (NatioNaL CommissioN oN teaCHiNg

aNd ameriCas Future)1

F cncv y wh ch

h p 25% h chn pl cn h lckwh n p.robert gordoN, tHomas J. KaNe aNd dougLas o. staiger

(tHe brooKiNgs iNstitutioN)2

Hhqly ch c pllv c

n n n chl: sn chvn

c whn hhqly ch

c n .C. Kirabo JaCKsoN aNd eLias bruegmaNN (NatioNaL bureau oF

eCoNomiC researCH)3

TM


3/12

Gettingseriousaboutimprovingpubliceducationmeansmakingastrong

commitmenttoensuringeverystudenthasaneectiveteacher.

CreativeLeadershipAchieves

Student Success

t n n, ch hw h ch

h nl pn c n nn

whh n hw wll n ln. in c,

ch nnc n n chvn ll 20 hn h c ny h

vl, ncln cl z n n pvy.4

mxzn ch cvn h c

n ncnly pn nnw cn

pyl n j y wn wn

h cplln ch, l y nw l

ph n h . in pn, n

chl c c h nn nnn

c lk nv n l ln

nn hy cn, nn, ppn

n pn p l

n n vy cl.

sll, p h p

h nw c

n ch cv

n, h clly

w plc h hv

cclly pl

n cphn

v p n

plc. t ny

plz

n n pcl,

n ny hv

ll p

lcl wnln

p plnnn n

plnn.

W wn n c,

nn l n plcykwh

pl n hw pv ch

cvn cn h n chvn n h chn pn. ty

chlln v yn plcy cn

n pnncn nnvn h

n n h l wk h hppn n cl

n cnnc xplcly pvn

n lnn.

Oegons CLASS (Ceative Leadeship Achieves

Student SuccessTM) Poject n h w

nv n h cny hlpn chl c

pln nw n cphnv l

pvn ch cvn.

CLass pv h wk nhncn

ch cvn n nn c

innovative appoaches o ecuiting, etaining,

mentoing, developing, evaluating and com-

pensating educatos that ae linked to aising

student achievement. an hwc h

cc h cn l whn ky khl

c h nnly ckl h chl

lnn .

bn n 2006 y h Chlk Pjc

nq nnp nzn h pv plc cn n onCLass c

nly wk wh 12 nnvv on chl

c h h plnn n nn

n plnnn . The Oegon CLASS

school disticts ae beginning to show

emakable esults.

U.S.SECRETARYOFEDU

CATION:

ArneDuncan

Ourchallengeistomake

sureeverychildinAmer

ica

islearningfromaneec

tive

teachernomatterwha

tit

takes...Ourteachere

valuation

systems(aredeeplyfawed),

andthelosersarenotju

st

thechildren.Whengreat

teachersareunrecognize

dand

unrewarded,whenstrug

gling

teachersareunsupporte

d,

andwhenailingteacher

sare

unaddressedtheteachin

g

proessionisdamaged.

Hereshow.


4/12

1. ex pp hhly

cv ch n kn n nw lhpl n pnl, ch nn

n ncnl cchn.

2. d fi -

i y n cl l nhncn

pnl pcc n ncn n

chvn. sn lnn n ncl

n pnc vln n

lpl n vnc

h qly chn

n lnn.

3. pi

-

i

v ch h

c n pp h

cn hlp h pv

h chn pcc

n c kll

n cv y ncp

n ch

nn n pnl

lnn cn.

4. I -

i n

c lnv

ny py, c

n n w c

v ch. Cpnn

At the core o CLASSTM are our bold design components that aim to recruit and

retaintheverybestteachersandsupportallteachersinbecomingtheirbest.

Breaking the Mold

4 I the class project

a new model or IncreasIng

teacher eectIveness

l ncl ncnv n n c

py nw l, pnl nncnly pvn n chvn.

th CLass Pjc vchn pncpl

h n n wk nc

n ch cvn h pv ch

wh h pp, nn n vn

h wk. schl y n

n h ch c ph, pnc

vln, pnl vlpn c

n cpnn l wk h xz h kll, knwl n pn

ch n vy ch.

CLass cc wh hh

c h wn pcp: hy c

nn h ky pnv

vlp h pln, ncln h pnnn

n l h ch nn n lcl

cn. in, ch h ky

khl n h CLass pplcn

n jn plnnn pc n

h c pplcn cn.

J pn, h l l c

lnn c ph, pnc vl

n, pnl vlpn cv n

cpnn pln n h c w h

l n n chvn.

professIonal

development

compensatIon

careerpaths

evaluatIon


5/12

CLASSbeganwithplanningeortsduringthe2007-08schoolyearinthree

verydierentschooldistricts:Sherwood,ForestGrove,andTillamook.

Designing CLASS

www.chalkboardproject.org I 5

Clatsop

Curry

matchIng a ramework or results

wIth local IngenuIty

ty, h h c n h cn

y plnn, n n nl nn

c cnly nn CLass p.

In all, appoximately 16% o almost one out o

evey six Oegon students (92,325 students)

and 18% o Oegon teaches (5,221 teaches)

paticipate in disticts that ae engaged in the

CLASS Poject.

dc lc pcp n CLass y

nn n ny plnnn pc, l

lw y hy plnn pc

n n h pln.

th Chlk Pjc pv ncn

chncl nc n n $30,000 n

v y c xpn n h

plnnn pc, n c n v

$100 p n n h pln

n ph cv h

c nw cpn

n pln, pnc

vln, lhp

l vlpn n

pnl vlpn. dc pv

chn n n

xpc

h ll c

CLass nv

h h y.

CLass pv wk, n cv.

Whl CLass pv ch n pcc

w pn n nn ch vl

pn y, ch CLass c l

pln h nq l n n

, n n cny. Disticts ce-

ate CLASS designs that suppot thei stategic

plans and school impovement goals.

F xpl, pln pp ch c

vn n h ll cl wn tllk

n lk h h n h

wn c n h , shw. Whl

tllk c n ln kpn

ln nw ch n h c, shw

c n nnn hhqly ch

n wn wkc. bh pln

pv ch cvn, hy c

h lcl n.

th CLass Pjc pwl cnn

cl wk n cpcc pln

l n chvn l n

l h ccl ynn

c n nn l n pclh h

pvn lv lwh. a l, n ch

c, CLASS is becoming the key vehicle o

ethinking how poessional development is

oeed, how new teaches ae coached and

mentoed, how maste teaches ae identifed

and deployed, and how all teaches ae evalu-

ated and compensated.

TEACHERANDPRINCIPA

L,

SHERWOODSCHOOLDISTRICT:

EricBeasley

Creatingandimplement

ing

afairandcomprehensive

performanceevaluation

systemisanessential

componenttoourdistric

ts

continuousimprovemen

t.

Columbia

OregOnclassDISTrICTS


6/126 I the oregon class project

w i i ?

w class ii ?

h class ii i ?

Districtshavecreatedrelatinshipsithteacher

preparatinprramstensurethatallteachersare

preparedfrrintheclassrm.

Intheirrstthreeyearsfteachin,allneteachers

intheCLASSdistrictsreceiveninuidancefrm

mentrteachers,hinturnaretrainedbyresearch-

basedteacherdevelpmentprrams.

Educatrevaluatinsincrpratestandards-based

rubricsfprfessinalpractice,teachineectivenessandmultiplemeasuresfstudentachievement.

Districtsernin,research-based,jb-embedd

prfessinaldevelpment.

Prfessinaldevelpmentactivitiesareembeddedin

theteachindayree(frexample,earlyrelease

latestartdaysandprfessinallearnincmmunities)

ratherthanadiscnnectedadd-n.

Districtsadptedexplicitdenitinsandaysf

recnizinprfessinalcareerachievement(frexample:Nvice,EmerinPrfessinal,Accmplishe

Prfessinal,MasterTeacher)rspecializedrles(fr

example:MentrTeacher).

Caee-based pay and salay addes:Salaryincrease

areassciateddirectlyithcareeradvancementand

salaryaddersareeredfradditinalrespnsibilities

(suchasservinasamentr).

Altenative salay schedules:Alternativestthe

traditinalcmpensatinpaths(20t30steps,nin

t12lanes)etteacherstcareerhihpay

faster,andareeihtedtardsreardinachievement.

Peomance-based awads (school o tea

level):Additinalpay(incentives)areranted

tteachers(andsmetimesadministratrsan

classiedemplyees,t)hsestudentsme

rexceedareed-upnlearninimprvemen

alstiedtfederalaccuntabilityrulesr

schlimprvementals.

Strenthenlint

teacherpreparatin

prrams

Createcareer

pathsfrthemst

eectiveteachers

Evaluate

perfrmance Dierentiatequality

Prvidetareted,

research-based

prfessinal

develpment

Createcareer

pathsfrthemsteectiveteachers

Implementne

cmpensatin

mdels

preparIng

and hIrIng

evaluatIng

developIng

retaInIng

rewardIng

TeacherDevelopmentSystem

a21cenurylendevelopenyepyrelenleenionoeveryeleenoheecherpipelineincludingprepring,hiring,upporing,evlu-ing,developing,reiningndrewrding.theChlkbordProjecbelievechooldiricneedoenureheeeleenreligned.theCLasstmProjecprovidediricwihheupporoddreheee-enileleenoheecherpipeline.thelereleeninpriculrevaluating,developing,retainingandrewardingcnbeconeniound,oenie,difculoipleen;heereheeleenoinneedonewpprochendlorehoehCLassddreeovigorouly.

Nooneinterventioncreatesanefectiveteacher.

Develppartnerships

ithteacherpreparatin

prrams

Prvidene-teacher

mentrinplustrainin

frmentrteachers

Cnductperfrmance

evaluatinsthatcnsiderstudentlearninresults

Re-desinteacher

prfessinal

develpmenttmae

itmrecllabrative

andrelevant

Identifyhihlyeective

teachersandexpandedcareerpaths

Develpincentiverants

andprressinpay

desinedtreduce

attritinandreard

teachersfrqualityr

andnerespnsibilities


7/12

Subhead

Cpy

Title


th qly n cn y cnn

xc h qly ch, cncl 2007 y p y mcKny & C. h

nlyz h wl pn chl

y.5

i w wn chln hh n

chvnw n lly py

nn hw wll vy ch pvn

n lnn n wh w cn nly

pp cv chn. an h wh

n cv n ln ,

w n wy nn h n

n n cn n .

Wh n h nw nnl c

n ch cvn h n n

n c n clly lnn

c h ch? hn n

p ch wh ch h n

hw ln ch h h. th

cl chn n ph, n why CLass h

w p c h cny.

in pnhp wh h pncpl, vy ch

n CLass c vlp pcc, l l hw h h n nc

n lnnn hw wll h l

c p vln chn

cvn, nyn h ln n

ccl ch, n n pp n

pnl vlpn.

Cn h xpl cl ch

pnl wh pln n CLass c:

ByMay,amongmy88students,the24

studentswhonearlymeettheeighth-grade

writingbenchmarkwillmeetit,andthe17

whodonotwillimprovebyatleastonelevel.

Mythreefth-gradestudentswithspecial

educationplanswillimprovetheirachieve-

mentbetweenpre-andpost-testforeach

unit,scoringatleast80%ontheposttests.

ByMay,89%ofmystudentswillmeetthe

third-gradebenchmarkinwriting.

Betterschoolsandhigherstudentachievementdependonhowwellevery

teacherisimprovingstudentlearning.

What Matters MosteectIve teachers Improve student learnIng

DIRECTOR,TILLAMOOKFOUNDATION:

EdArmstrongTheCLASSProjectinTillamook

issoinlinewiththeneedsofthe

communitythatevenlocalbusi-

nessesareaskinghowtheycan

helpsupportthiswork.Ourcom-

munitywantstoinvestinthe

expertiseofourteachersandour

teacherswanttoinvestinthefu-

tureofthecommunity.



8/12

8 I the class project

Targets MetImprovIng student achIevement

In tIllamook, sherwood, and

orest grove school dIstrIcts

TheCLASSPrjectisimprvinteachereectivenessby

encurainteacherstsethih,butattainable,alsfr

studentachievementandsupprtinthemtmeetthse

als.Hereareexamplesfresultsintheprjectsrst

threeimplementatinschldistricts:

InTillamook,ateamfthird-radeteachersdeter-

minedtincreasefrm14%t70%bytheendfthe

yearthepercentaefthird-radeEnlish-learnin

studentshculdreadatbenchmarlevelinEnlish,asmeasuredbytheDIBELStest.Theteamadptedstrat-

eiesthatincludedrintethertcmmunicate

abutstudentsprressandneedsandusinnecur-

riculumandtechnlytaretedtstudentneeds(such

asSMARTbardsandcmputers)tenhanceinstructin.

ByJune,71%fthestudentserereadinEnlishatthe

benchmarlevelfrallthird-raders.

InSherwood,ateamffreshmanteachers,hihschl

administratrs,teachersinvlvedinsummerprrams,

andcunselrs,setaaltcutthepercentaeffresh-

manfailinnermreclassesinhalfbytheendftheyear.Theteamimplementedneaysfencurain

freshmansuccessincludin:havinteachersrefertthe

middleschlplannersystem,cnductinparenttrainins

nhtencuraesuccess,lininthefreshmanteach-

erstether,andarraninfrextramanaementsup-

prthenstudentserestrulin.ByJune,Sherd

hadseenthepercentaeffreshmanfailinnermre

classesdrpfrm14%t7%.

InForestGrove,rst-radeteachersandsupprtstaat

CrneliusElementarySchlaimedtincreaserstrad-

ersprciencynareadinassessmentthatmeasurestheabilitytmaecnnectinsanddiscussprirnledef

tpicsininfrmatinaltextsfrm26%testinatprcien-

cyrhiheratthebeinninftheschlyeartaal

f87%attheendftheyear.Tachievethisal,teach-

ersdevelpedastrateythatincludedusinlearninls,

bservatinchartsandtherspecicteachintlsand

methds.Theresult:teachersactuallyexceededtheiral,

ithafull92%fstudentsmeetinrexceedinprciency.


9/12

Althoughstillayounginitiative,resultsfromCLASSsrstcohortofthree

districts are encouraging.

Charting Progress

www.CHALkBoARDPRoJECT.oRgI9

Clatsop

Curry

the class projects promIsIng early results

The Chalkboad PojectTM is closely tacking

the CLASSTM disticts and has commissioned aigoous evaluation to detemine the impact

o CLASS models on student leaning and

teache eectiveness.

ely n chvn l p

cpn CLass c vn n h h

cn. in h lvl nlly

y c CLass nnvn, h

pn, cnnn n n pv

n chvnncln pk n h

c n l lcl nc

n.

in n pn n chvn

l, CLass c hv hwn nl

vnc cc, ncln:

Improvedteacherretention;

Changesinteacherattitudesandbeliefsand

inceased oppotunity o leadeship and

collaboration;and

Theemergenceofnew,progressiveteacher

and union leades passionate o eom.

schl pvn xpnc c h

cny hw h plnn chlln

cn cppl n h n

ly ch p lly k

hl. th pn l n on CLass

c h, whl chn fcl,

chvl wh nnl pnhp

n cl nn h fcl hcn v ch n n. CLass

clyzn h chn n pcpn c

c :

Makesmeasureableimprovementsin

student achievement the conestone o

districteorts;

Empowerslocaldistrictstomeettheir

uniquechallenges;

Emphasizesthedevelopmentofexpanded

caee paths o teaches so they see a clea

professionalbenetandarerecognizedfor

theirskills;and

Requiresandcarefullyfostersunionand

distict leadeship collaboation om the

beginning and thoughout.

J ncnly, y pyn nn

plnn l, CLass clyzn

vn n on hch y ch,

chl y chl, n c y c

clly n h h wk nn cl n pn n h vc

chlchln.

thh CLass, h Chlk Pjc l

n ck c ccn ch

ppn pn y nn p nh ll

on n y 2013.


10/12

10ITHECLASSPRoJECT

ConclusionEnsuring studentsespecially those

fromtheneediestbackgroundshave

the best possible teacher in their

classroomisapressingissueinevery

state and school district in the nation.

classTM

isfrinatrailfrhschl

districtscanenaeschlleaders,

teachersandtherstaehlderstplan

andimplementrealrefrms,anditis

creatininnvativemdelsfrevaluat-

in,retainin,supprtinandreardin

teachersthelpthemrthestrn-

estpssibleteachinfrce.

CLASSishelpintchaneseptical

attitudesandprvintherearene

methdsfrmaximizinteacheref-

fectivenessthateducatrs,administra-

trs,lcalcmmunitiesandrefrmers

canallsupprt.AsCLASSdistrictsr,

renetheirinnvatinsandshsus-

tainedsuccess,theChalbardPrjectTM

expectsthesemdelsillalvanize

therdistrictstardrefrm.

1stGradeTeacher,TillamookSchoolDistrict

Melissa rose

This year is my third year as a teacher

and South Prairie is the third school at

whichIhaveworked.Ihaveneverfelt,

evenmarginally,thelevelofsupportand

desireforcollaborationthatIhavefelt

here in Tillamook.

Being able to discuss and share ideas

with my team has made me more aware

ofmyownteaching,andgivenme

ideasonhowIcanimproveitaswell.

IfeelthathavingCLASSinTillamookhasmade

the biggest impact on the district through the

creation and use o data teams and the new

evaluationprocess.

The inormation that is gathered and analyzed

through the data teams is such a powerul

tool to use in the classroom. Through the

use o pre-testing, I know what my students

know already and what they need to learn. As

a result, I can tailor my instruction to them,makingourclasstimemoreeective.Iuse

thepost-testtoensurethattheyhavemade

gains and I can re-teach areas with which

students are struggling.

Ivefoundtheevaluationprocessherein

Tillamook more meaningul than in other

schoolsatwhichIhaveworked.Itallowsfor

both teacher and principal to refect on the

teachers strengths and weaknesses, which

I nd important and useul. The criteria are

clearlydenedandIneverfeltthatanysec-tionwasparticularlysubjective.Thismakes

theevaluationevenmorevaluablesinceI

can clearly see why I am scored the way I

am. I can look at my scores this year and

ormulate goals or next year that will help

me continually grow as a teacher.


11/12


Additional Resources

Danielsn,Charltte.EnhancingProfessionalPractice:AFrameworkforTeaching,2ndEdition.

(AssciatinfrSupervisinandCurriculumDevelpment,2007).

Danielsn,Charltte.TalkAboutTeaching!LeadingProfessionalConversations.

(CrinPress,2009).

killin,JellenandPatriciaRy.BecomingaLearningSchool.(NatinalStaDevelpment

Cuncil,2009).

MreJhnsn,SusanandJhnP.Papay.RedesigningTeacherPay:ASystemfortheNext

GenerationofEducators.(EcnmicPlicyInstitute,2009).

1LindaDarlin-Hammnd.DoingWhatMattersMost:InvestinginQualityTeaching.(NatinalCmmissinnTeach-

inandAmericasFuture,1997).See.nctaf.r/resurces/research_and_reprts/nctaf_research_reprts/rr_97_

hat-matters-mst.htm.

2Rbertgrdn,ThmasJ.kaneandDulaso.Staier.IdentifyinEectiveTeachersUsinPerfrmance

ntheJb.HamiltonProjectDiscussionPaper(TheBrinsInstitutin,2006).See.brins.edu/

papers/2006/04educatin_rdn.aspx.

3C.kirabJacsnandEliasBruemann.TeachinStudentsandTeachinEachother:TheImprtancefPeer

LearninfrTeachers.NBERWorkingPaperNo.15202.(NatinalBureaufEcnmicResearch,Auust2009).See

.nber.r/papers/15202.pdf.

4DanielFalln.CaseStudyofaParadigmShift:TheValueofFocusingonInstruction.(EducatinResearchSummit,

December4,2003).See.nctaf.r/resurces/events/2004_summit-1/dcuments/Falln_Case_Study.dc.

5MichaelBarberandMnaMurshed.HowtheWorldsBest-PerformingSchoolSystemsComeOutonTop.(Mckin-

sey&C.,September2007).See.mcinsey.cm/clientservice/Scial_Sectr/ur_practices/Educatin/knl-

ede_Hihlihts/Best_perfrmin_schl.aspx.

Footnotes


12/12

221NwSecndAvenue,Suite203Prtland,[email protected]

class prospectus

Documents