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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 4C o n fe r e n c e s , P u s h P i n s a n d P D Ps

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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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Tulsa Model Evaluation System

Observations

Evaluations

Conferences

Feedback /

Support

Rubric-Based

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Review and Next Steps

Rubric

Observation Process

Evaluation Form

ConferencesFollow every observation and evaluation.

Customized Feedback and SupportFocusing the most intensive supports for 1 (“Ineffective”) and 2 (“Needs Improvement”).

NEXTSTEPS

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The Tulsa Model does not lend itself to “catch-up”

Tulsa Model scheduling requires INTENSE and FOCUSED Time Management.

Use Outlook, an electronic scheduler, a whiteboard or a calendar… BUT, begin planning your year by the 1st week in August.

Aug Sept Oct

Nov Dec Jan

Feb Mar Apr

May

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Probationary EducatorsFrequency and Schedule

Probationary Educator

OBSERVATIONS Twice prior to Nov 1 (building the 1st evaluation)

Twice prior to Feb 1 (building the 2nd evaluation)

Additional, as needed, at a time period that provides for appropriate growth opportunity

EVALUATIONS 1st prior to Nov. 15

2nd prior to Feb. 10

Flexibility

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Career Educator

OBSERVATIONS First prior to Nov. 14

Second prior to Jan 14

Additional, as needed, at a time period that provides for appropriate growth opportunity

EVALUATIONS Any time deemed to be warranted by the evaluator

At least once prior to April 30

(If a Personal Development Plan(s) is the result of the 1st Observation there must be an Evaluation prior to Feb 1st)

Career EducatorsFrequency and Schedule

Flexibility

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The Conference Process

a) Observation Conference must be held within five (5) Instructional Days of the Observation.

b) A copy of the Conference Form is given to the Teacher during the session with a full and complete review of all salient points. Signatures / initials and date are inserted.

c) There must be at least 10 Instructional Days between an Observation and the last Observation Conference.

At Least 10 Days

Observation Conference

Next Observation

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Career Educators

OBSERVATION 1 OBSERVATION 2

OBSERVATION CONFERENCE

2

OBSERVATION CONFERENCE

1

EVALUATION

EVALUATION CONFERENCE

School Year Overall Performance

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Probationary Educators

OBSERVATION 1 OBSERVATION 2

OBSERVATION CONFERENCE

2

OBSERVATION CONFERENCE

1

EVALUATION

EVALUATION CONFERENCE

School Year Overall Performance

x2

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The Conference Process

Observations shall NOT be conducted on the

day immediately following any extended break

in the instructional calendar (whether scheduled or

unexpected).

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Artifact File or Portfolio

On a voluntary basis, an Educator may wish to

provide additional evidence of effectiveness in the

form of a portfolio or artifact file / binder for

purposes of INFORMING the Evaluator of additional

involvements, contributions and activities in support

of improving student performance and achievement.

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Exercise in Time Management

HANDOUT

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Observations, Conferences and Evaluation for 5 Probationary Teachers…

HANDOUT

Switching Gears

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Feedback and Support-Focused

• Rubrics are detailed roadmaps for improvement for all teachers.

• Observation conferences are a status check prior to formal evaluation.

• Requires customized teacher training and responses w/re to teachers ranked in bottom two tiers.

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Feedback and Support-Focused

Language from SB 2033…

“Annual evaluations that provide feedback to improve student learning and outcomes;

Comprehensive remediation plans and instructional coaching for all teachers rated as needs improvement or ineffective;”

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Customized Feedback and Supports for Teacher Improvement

1. “Push Pins” (less formal, yet documented) approaches to remedy area(s) of ineffectiveness or needing improvement

2. Personal Development Plans (PDPs)

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Customized Feedback and Supports for Teacher Improvement, continued

3. Professional Development aligned with evaluation findings (optional outside of TPS)

4. PDP Support: address issues identified in PDPs (optional outside of TPS)

5. Quality Experiences Supporting Teachers (QUEST) (optional outside of TPS)

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Feedback / Support – Push Pin Approach

“Push Pins” (less formal, yet documented) approaches to remedy area(s) of ineffectiveness or needing improvement.

Approaches could include:• In passing, a brief conversation in hallway,

classroom, etc.• Requested brief conversation in office.• Written note in mailbox.• Email to staff member.

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Feedback / Support – Push Pin Approach

It is a professional “judgment” call whether to use a “Push Pin” or a PDP.

Example 1: A 60 second verbal tirade to a fellow staff member (in a closed door faculty room) regarding the loss of a planning period because of actions of that staff member. Push Pin or PDP?

Example 2: Outdated bulletin boards. Push Pin or PDP?

Example 3: Leaving a class of AP students unsupervised for 15 minutes while talking on a cell phone in the hallway. Or, special needs students. Push Pin or PDP?

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Feedback and Support - PDPs

A Personal Development Plan…1. Cite / Summarize the situation and/or Observation /

Evaluation details (referencing

Indicator(s))

2. Provide a List of Expectations

3. Provide an Action Plan using a SMART format

(Specific, Measurable, Attainable, Resources attached, Timeline included)

4. Provide a Follow-Up Progress Reporting (within a

maximum of a two month window)

NOTE: ALL PDPs require a CONFERENCE that could be part of the

Observation Conference and/or the Evaluation Conference.

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Feedback and Support - PDPs

WORD TEMPLATE

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Example of “Cite and Summarize” for a PDP

Mr. Smith has been late to work and morning supervision. He failed to follow proper procedure when absent. It is imperative that Mr. Smith arrives to work and morning supervision on time. Mr. Smith was absent on April 3, 4, 5, and 6, 2012 and he failed to follow established procedures for reporting an absence. Indicator 18…. Attendance and punctuality.

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Example of “List of Expectations” for a PDP

Tulsa Public School District requires all teachers to follow the Domain and Dimensions outlined in the Teacher Leader Effectiveness (TLE) Process. This letter is to serve as an official document to notify Mr. Smith of the need to improve in the following areas:

Professional Growth and Continued Improvement• Indicator 18: Exhibits behaviors and efficiencies associated with

professionalism.

Exhibits inconsistent reliability-based behavior patterns as evidence by flawed punctuality and dependability; not adhering to prescribed arrival and departure times; not following notification and reporting procedures for absences; not complying with reporting timelines and other time sensitive info./compliance requests.

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Example of “Action Plan” for a PDP

• Mr. Smith must report to work at 7:30 a.m. Mr. Smith will report to morning supervision in the gym at 7:40 a.m. per XXX Staff Handbook page 1. Due to a shortage of substitutes, it is important that teachers attend work every day.

• In case of illness, report your absence to SubFinder (xxx-xxxx) before 6:00 a.m. Absences can be reported 24 hours a day. Then call the principal. If you become ill during the night, call Subfinder. Should you feel better, the absence can be canceled.

• Contact the principal before 6:45 a.m. The cell number is (xxx) xxx-xxxx. Next, contact XXX at xxx-xxxx. If you are unable to reach her, please leave a message.

• On the day you are absent, call school by 12:00 p.m. indicating whether you plan to return the following day. Should you fail to notify the principal and both you and the substitute report the following day for assignment, you are subject to the loss of one-half (1/2) day of substitute deduct pay. If you are not returning, the absence must be reported in SubFinder again.

• You must arrange with the principal for absences that may be set up in advance. These should be reported to SubFinder as far in advance as possible.

• This PDP will be reviewed within 20 instructional days of this conference.

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Example of Template for “Follow-Up Progress Reporting” for a PDP

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Example of “Cite and Summarize” for a PDP

During my observations on xxx and xxx I observed several students with off-task behaviors which made it difficult for students to follow the lesson. Students’ heads were down, some students were sleeping, working on other assignments and drawing. Students were not following along with the teacher. Mr. Jones had to give several reminders regarding classroom expectations. Mr. Jones did not move to all areas of the room while teaching. He was stationed at the front of the classroom. Students’ off-task behaviors were due to the lack of consistency / follow through when dealing with student behavior.

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Example of “List of Expectations” for a PDP

Tulsa Public School District requires all teachers to follow the Domain and Dimensions outlined in the Teacher Leader Effectiveness (TLE) Process. This letter is to serve as an official document to notify Mr. Jones the need to improve in the following areas:

Classroom Management• Indicator 2: The Teacher clearly defines expected

behavior.

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Example of “Action Plan” for a PDP

• Mr. Jones will identify and effectively and consistently enforce 3 classroom expectations. He will develop posters, charts and signage that display these clearly defined student expectations. These will be previewed and approved by the Principal before posting.

• Standards of conduct and classroom routines will be established with consistent implementation. All students will be aware of behavioral expectations and adhere to them. Following any school break period, including weekends, the expectations MUST be reviewed in a manner that will address the multiple learning styles of the students. This reinforcement will set the tone and expectation for the week.

• Mr. Jones will consistently and effectively be aware of and stop inappropriate behavior promptly.

• When or if students do not follow your expectations, verbalize and draw their attention to the visualizations of the desired expectation, letting them know that you will wait until expected behavior is achieved.

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A PDP Writing Exercise…

Write an Action Plan to address this Observation and identify the Indicators prompting the PDP.OBSERVATION: Ms. White does not connect student knowledge and experience with objectives that need to be learned. Students would have benefited from differentiated instruction, smart board interactive activities and/or small group activities. Ms. White evaluated the understanding of teaching concepts through verbal feedback but did not adjust instructional plans to engage more students. She did not differentiate her instruction to meet the needs of her students. Some students were not participating in the learning activities. Ms. White did not provide effective instruction for 8th grade students.

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Feedback and Support - PDPs

A Personal Development Plan…• MAY be created based upon any Observation that results in a 1 –

Ineffective or 2 – Needs Improvement determination

• MUST be created based upon an Evaluation that results in a 1 –

Ineffective or 2 – Needs Improvement ranking

• OR, could be generated as a Stand-Alone document that illustrates

behavior(s) at Levels 1 or 2

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What We Have Learned…

1. Time management is CRITICAL to the success of the Tulsa Model Process.

2. The statutory requirement for “feedback and support” can be achieved via Push Pin and Personal Development Plan (PDP) approaches.

3. A PDP has a prescribed format with clear, focused, descriptive narrative writing being a requirement.

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Questions and Next Segment…

The 5th Segment of Evaluator InformationFile: PP5 Calibration and Videos

Topic: Getting the Rankings Right

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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