Copyright © Tulsa Public Schools 2011© 2012, Tulsa Public Schools

The Tulsa ModelTLE Observation and Evaluation System / Process

E VA LUATO R T R A I N I N G – 2 0 1 2 – S e g m e n t 1B a c k g r o u n d / S e tti n g t h e S t a g e

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Importance of Each and Every Slide…

Each slide represents an EQUALLY important component of the Tulsa Model system and process. One missing component can derail the process.

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A CAUTION that needs to be repeated / reinforced throughout presentations to all audiences.

The Tulsa Model was

approved by the OSDE and

must be followed as written.

Specifically, material or

substantive alteration to the

Model is not permitted.

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Training Overview and Format

Ask

@ any

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Training Overview and Format

The Training is divided into SEGMENTS which are designed to provide natural breaks from one topic to another.

Additionally, each SEGMENT is presented within a separate PowerPoint file, with a file name identifier, e.g., PP1 Background & Setting the Stage GS.

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Evaluator Training Overview

Day 1 Day 2 Day 3

Segment 1 – Background and Setting the Stage

Segment 2 – The Rubric

Segment 3 – Observation+ and Evaluation

NOTE… Segment scheduling can alter this 3 day “projected” topic overview. Trainer judgment will prevail providing the best instructional design. However, the sequence cannot be altered.

Segment 4 – Conference, Push Pins and Personal Development Plans (PDP)

Segment 5 – Getting the Rankings Right – Calibration via Videos

Segment 6 – Calibration (continued) and Preparation for Modeling and Presentations

Evaluator Modeling and Presenting Segment 2, Critique follows

Evaluator Modeling and Presenting Segment 3, Critique follows

Evaluator Modeling and Presenting Segment 4, Critique follows

Evaluator Test / Wrap-up

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Why is Oklahoma adopting a new teacher evaluation system?

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Why is Oklahoma adopting a new teacher evaluation system?

(a) We need a better method of identifying and

describing effective teaching.

(b) We need a better method of identifying and

describing ineffective teaching.

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Why Teacher Effectiveness Matters

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Effective Teaching / Student Achievement

“Truly effective teaching… could

overcome student indifference, parental

disengagement, and poverty --- and, in

fact, is the key to enabling children to rise

above those circumstances.”

What’s Important To Know?

• Teacher involvement is key.

• Teachers are our talent...use the evaluation system to support them.

• Evaluators’ time is precious.

• Keep it simple…Measure what matters (the characteristics that impact student achievement).

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Key Features of the Tulsa Model

• Developed with and by Oklahoma teachers

• Research-based

• Independently validated

• Feedback and support-focused

• Rich, but workable

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Tulsa Model Evaluation System

Observations

Evaluations

Conferences

Feedback /

Support

Rubric-Based

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Research-Based and Validated

• Rubrics incorporate best practices associated with higher student achievement. – Kathleen Cotton of NWREL (Northwest Regional Educational Lab)– Harvard researcher Thomas Kane

• The TLE system and its indicators are empirically associated with student achievement. (It measures what matters.)– MET Validation Engine Project– University of Wisconsin findings

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Measures What MattersValue-Added plus Achievement

• Value-added analysis • is a statistical method that helps educators

measure the impact schools make on students' academic progress rates from year to year;

• shows the impact teachers and school have on students’ academic performances;

• when combined with achievement provides a more robust, comprehensive picture of impact upon student learning.

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SDE statements that provide evidence of improved student performance

• Influence classroom instruction.• Facilitate continuous improvement of all

teachers.• Encourage ongoing professional growth of all

educators.• Focus professional development around the

need of individual educators.• Prioritize research-based instructional practices

proven to improve student achievement.

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Tulsa’s focus for accomplishment…

• Create a common framework and language for evaluation.

• Provide educators with clear expectations about what is being assessed, as well as standards that should be met.

• Send messages about what is most meaningful.• Increase the consistency and objectivity in

evaluating professional performances.

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Tulsa’s focus for accomplishment…

• Provide educators with information about where they are in relation to where they need to be for success.

• Identify instructional practices that drive student achievement.

• Give educators guidance for evaluating and improving their work.

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Statutory Requirements

TLE will have a five (5) tier rating system:• Ineffective• Needs Improvement• Effective• Highly Effective• Superior

70 S.O. § 6-101.16 (SB 2033)

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Statutory Requirements

• 50% of the evaluation ratings will be based on rigorous and fair qualitative components.

• Qualitative assessment must be evidence-based and include observable and measureable characteristics that are correlated to student performance.

70 S.O. § 6-101.16 (SB 2033)

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Statutory Requirements

Teacher Qualitative Characteristics• Organizational and classroom management skills

• Ability to provide effective instruction

• Focus on continuous improvement and professional growth

• Interpersonal skills

• Leadership skills70 S.O. § 6-101.16 (SB 2033)

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Statutory Requirements

50% of ratings will be based on quantitative components.• 35% based on student academic growth using

multiple years of standardized test data• 15% based on other academic measures

70 S.O. § 6-101.16 (SB 2033)

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Statutory Requirements

“Weight” of Rankings…

50%

35%

15%

Qualitative

Quantitative: Student Academic Growth

Quantitative: Other Academic Measure-ments

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Statutory Requirements

Local board policies regarding evaluations must be based on TLE by 2013-2014 school year.

Data generated from the TLE will be used to drive educational decisions that include:

• Career teacher status• Mandatory exiting of ineffective teachers

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Statutory Requirements

Comprehensive remediation plan / instructional coaching are required for teachers rated ineffective or needs improvement.

Reduction in Force policies will use teacher effectiveness as the primary basis for releasing teachers.

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OSDE Pilot Year 2012-13

ALL districts (all schools and all teachers) will participate in the TLE Pilot Year.

During the 2012-13 school year, evaluation scores and data from the 3 piloted evaluation systems shall not be used by a school district as the basis of an employment decision UNLESS the school district has adopted the piloted evaluation system as its official teacher evaluation policy / system for the district (replacing the prior evaluation system).

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OSDE Pilot Year 2012-13

Districts will provide input and feedback regarding the frameworks to the OSDE, with subsequent reporting to the TLE Commission and the State Board.

All data will be analyzed to determine measurement of effective teaching and each model’s ability to scale up for statewide implementation.

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Pilot Year Timeline… Jan to Aug ‘12

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Pilot Year Timeline… Aug ‘12 to Jun ‘13

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MONITORING

• TPS will collect feedback and monitor trainings provided by its authorized third-party providers to ensure fidelity to the framework

• Third-party trainers will offer additional customized trainings to individual districts.

Feb-May 2012 June 2012-March 2013 Ongoing

EVALUATOR TRAINING

• Five mandatory days of training for evaluators:

o 2 days of foundational and process training

o 1 day of calibration training

o ½ day of PDP writingo ½ day of supplemental

trainingo 1 day of reinforcement

training to fine-tune skills

PLANNING

• Informational sessions describing the Tulsa TLE framework provided across the state

• Training of certified third-party trainers

• Planning and preparation for summer trainings

TLE Training Overview

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Feb-May 2012Tulsa will certify a selected number of third party trainers to deliver TLE training across the state

1. Foundational and Process TrainingInitial 2-day training will be offered throughout the state

2. Calibration #1 & PDP Writing ½ day of calibration sessions ½ day Effective Personal Development Plan writing

3. Calibration #2 & Follow-up ½ day of calibration sessions½ day of additional follow up training (as determined by survey results)

4. Reinforcement Training1 day for skill refinement /fine-tuning. Feedback on any necessary adjustments for the following year

Ongoing Feedback and Monitoring

FeedbackFollowing October training, survey data will be collected to guide the design of November’s training

Ongoing Feedback and Monitoring

Jan - Mar 2013November 2012Aug - Oct 2012June-July 2012

TLE Training Timeline

*Additional customized trainings available through certified third-party providers

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What We Have Learned…

1. The Tulsa Model is a performance-based evaluation SYSTEM and has an adherence PROCESS.

2. The Tulsa Model is controlled by Statutory provisions.

3. The evaluation data from the 3 frameworks will NOT be used for employment decisions… unless the local Board adopts the relevant model as its official teacher evaluation policy for the district.

CURRENTTULSA

MODEL

TULSA MODEL

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Questions and Next Segment…

The 2nd Segment of Evaluator InformationFile: PP2 Teacher Rubric GS

Topic: Teacher Rubric

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For more information: www.tulsaschools.orgOffice of Teacher and Leader Effectiveness

918-746-6800

Tulsa Framework: http://sde.state.ok.us; left column: Teacher and Leader Effectiveness; Scroll to Frameworks; Tulsa Framework

Talia Shaull – shaulta@tulsaschools.org Jana Burk – burkja@tulsaschools.org

Katy Ackley – ackleka@tulsaschools.orgGene S. Kleindienst - kleinge@tulsaschools.org