Tle guidelines review
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TLE Guidelines Review. August 28, 2013. Meeting parameters. We will review: Design Question quarterly focus How teachers will be observed Definitions for observations The observation cycle Interventions and supports for teachers We will not review:

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Tle guidelines review

TLE Guidelines Review

August 28, 2013


Meeting parameters

Meeting parameters

  • We will review:

    • Design Question quarterly focus

    • How teachers will be observed

    • Definitions for observations

    • The observation cycle

    • Interventions and supports for teachers

  • We will not review:

    • The status of the Collective Bargaining Agreement negotiations

8/2013


Design question quarterly focus

Design Question quarterly focus

8/2013


Design question quarterly focus page 6

Design question quarterly focus- page 6

8/2013


How will teachers be observed

How will teachers be Observed?

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Probationary and career teachers page 7

Probationary and Career teachers- page 7

  • A Probationary Teacher is a teacher who has completed fewer than three (3) consecutive complete school years in OKCPS.

  • A Career Teacher is a teacher who has completed at least three (3) consecutive complete school years in OKCPS.

Probationary Teacher

Career Teacher

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What is a consecutive complete school year page 7

What is a Consecutive complete school year?- page 7

  • A teacher fulfills the requirement of a complete school year if they begin employment with the district by the 1st day of instruction. The school year becomes consecutive when there is an uninterrupted succession of subsequent years. (See glossary page 21)

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Category i and category ii teachers page 7

Category I and Category II Teachers- page 7

  • Probationary Teachers = Category I teachers

  • Career Teachers = Category II teachers

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Category i and category ii teachers page 8

Category I and Category II Teachers-page 8

Category I Teachers

  • Superior= 55% at a Level 4

  • Highly Effective= 55% at a Level 3 or higher

  • Effective= 25% at Level 2 or higher

Category II Teachers

  • Superior= 65% at a Level 4

  • Highly Effective= 65% at Level 3 or higher

  • Effective= 35% at Level 2 or higher

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Category i and category ii teachers page 81

Category I and Category II Teachers- page 8

Category I Teachers

  • Needs Improvement= 75% or more at Level 1 or lower and more than 0% at Level 3 or higher

Category II Teachers

Needs Improvement= 65% or more at Level 1 or lower and more than 0% at Level 3 or higher

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Category i and category ii teachers page 82

Category I and Category II Teachers- page 8

Category I Teachers

  • Ineffective= 75% or more at Level 1 or lower and 0% at Level 3 or higher

Category II Teachers

Ineffective= 65% or more at Level 1 or lower and 0% at Level 3 or higher

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Domain weighting page 9

Domain weighting- page 9

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Overall status and final score page 9

Overall status and final score- page 9

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Observation definitions

Observation Definitions

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Informal observations page 12

Informal observations- page 12

  • minimum 15 minutes in length

  • Teacher is informed that the observation will occur

  • Actionable feedback provided

  • Results may be used in final evaluation scores

  • 5-15 minutes in length

  • Teacher is not informed that the observation will occur

  • Actionable feedback provided

  • Results may be used in final evaluation scores

Announced

Unannounced

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Tle guidelines review

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Formal observations page 12

formal observations- page 12

  • Minimum 30 minutes in length

  • Pre-Conference

  • Post-Conference

  • Results used in final evaluation scores

  • Written, actionable, and timely feedback provided to the teacher

  • N/A

Announced

Unannounced

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Peer observations page 12

peer observations- page 12

  • 15-30 minutes in length

  • Teachers work together to schedule an observation time

  • Peers will only observe specific elements

  • Actionable feedback provided

  • Results will not be used in final evaluation scores

  • N/A

Announced

Unannounced

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Walkthroughs page 12

Walkthroughs?- page 12

  • The absence of Walkthroughs as an option for evaluation purposes in no way implies that an administrator or outside vendor cannot “walkthrough” a teacher’s classroom to observe. Walkthroughs are used in a variety of other ways in the district, including, but not limited to Focus Walks (Pearson), Walkthroughs (Great Expectations)

  • NEW- Walkthrough data from outside vendors and/or administrators shall be made available to teachers upon request.

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2013 2014 observation cycle

2013-2014 Observation cycle

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1 st semester page 16

1st semester- page 16

1st Quarter

  • One Informal Observation -This observation is announced and will not count towards final evaluation scores.

  • FOCUS: Design Questions 1,6,7 and Domain 2

    2nd Quarter

  • Formal Observation-This observation is announced and will count towards the final evaluation score.

  • FOCUS: Design Questions 1,2,3,5,6,7 and Domain 2.

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2 nd semester page 17

2nd semester- page 17

3rd Quarter

  • One Informal Observation -This observation is unannouncedand will count towards final evaluation scores.

  • FOCUS: Design Questions 4,8, and 9

    4th Quarter

  • Formal Observation*-This observation is announced and will count towards the final evaluation score.

  • FOCUS: Domains 1-4

    *Classroom observations shall not be conducted during the state mandated spring testing window in accordance with the district calendar.

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Observation reminders

Observation reminders

  • Marzano is NOT a checklist

    • Evaluators only score what they see

    • Impossible for a teacher to use all 41 strategies at once

    • Focus on the Quarterly Design Focus

  • “Share” observations with teachers first

  • Do no “Finish” an observation until you have reviewed the form

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Interventions and supports for teachers

Interventions and supports for teachers

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Interventions and supports for teachers page 18

Interventions and supports for teachers- page 18

  • Teachers who are rated “Needs Improvement” or “Ineffective” will receive comprehensive remediation plan and instructional coaching.

    See 70 O.S. 6-101.16

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Interventions and supports for teachers page 181

Interventions and supports for teachers- page 18

Needs Improvement

  • WHO- A teacher who is rated as Needs Improvement

  • WHEN- after a formal observation

  • WHAT- Develop Performance Goals

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Interventions and supports for teachers page 182

Interventions and supports for teachers- page 18

Plan for Improvement- page 19

  • WHO- If a teacher is rated as Ineffective in one (1) or more Domains

  • WHEN- NEW-After the first informal observation that counts towards evaluation (in the 3rd Quarter)

  • WHAT- Plan for Improvement form- page 36

8/2013


Questions

Questions?

Alicia Currin-Moore

[email protected]

405.587.0817 office

405.306.7129 cell

8/2013


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