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The Tulsa Model (TLE). “Answers… then provide Questions” Review Activity. Review Categories. History The Process By the Numbers Caution – End in Sight. History. SB 2033 (TLE). History. SB 2033 (TLE).

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The Tulsa Model (TLE)

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The tulsa model tle

The Tulsa Model (TLE)

“Answers… then provide Questions” Review Activity


Review categories

Review Categories

  • History

  • The Process

  • By the Numbers

  • Caution – End in Sight


History

History

SB 2033

(TLE)


History1

History

SB 2033

(TLE)

Oklahoma Statute that enacted the Teacher & Leader Effectiveness Evaluation System for every school district within the State.

Effective July 1, 2010, with subsequent “trigger” dates, e.g., Dec 15, ‘11.


History2

History

Teacher:

  • Organizational and classroom management skills

  • Ability to provide effective instruction

  • Focus on continuous improvement and professional growth

  • Interpersonal skills

  • Leadership skills


History3

History

Teacher:

  • Organizational and classroom management skills

  • Ability to provide effective instruction

  • Focus on continuous improvement and professional growth

  • Interpersonal skills

  • Leadership skills

SB 2033 identified them as Effectiveness Measures.

TPS identified them as Domains, subsequently divided into Dimensions and Indicators.


History4

History

Teacher’s Rating Defined (5 responses)


History5

History

Teacher’s Rating Defined (5 responses)

  • Ineffective

  • Needs Improvement

  • Effective

  • Highly Effective

  • Superior

    NO – Not Observed

    NA – Not Applicable


History6

History

“Feedback and Support”


History7

History

“Feedback and Support”

SB 2033 mandates a systematic process of “feedback and support” as a documentation trail to assure that all efforts are provided to increase effectiveness.


History8

History

Evaluation Frequency


History9

History

Evaluation Frequency

SB 2033 requires all educators be evaluated at least once each year, with Probationary educators evaluated at least two (2) times per school year.


The process

The Process

Rubric


The process1

The Process

Rubric

The FOUNDATION for defining EFFECTIVENESS.

Each cell contains definitional expectations for effectiveness.


The process2

The Process

Observation Form


The process3

The Process

Observation Form

The TOOL used to operationalize the Rubric.

It requires a “quantification” of rankings.


The process4

The Process

“Push Pins”


The process5

The Process

“Push Pins”

A “pre -” Personal Development Plan approach that brings issues of effectiveness to the staff member’s attention in a less formal, yet documented manner.


The process6

The Process

PDP


The process7

The Process

PDP

Personal Development Plans. (feedback / support)

May result from Observations; must result from 1’s or 2’s on Evaluation; may be Stand-Alone


The process8

The Process

Artifact File or Portfolio


The process9

The Process

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 his or her evaluation.


By the numbers

By the Numbers

30%

50%

10%

5%

5%


By the numbers1

By the Numbers

30%

50%

10%

5%

5%

CLASSROOM MANAGEMENT – 6 / 30%

INSTRUCTIONAL EFFECTIVENESS – 10 / 50%

PROFESSIONAL GROWTH and CONTINUOUSIMPROVEMENT – 2 / 10%

INTERPERSONALSKILLS – 1 / 5%

LEADERSHIP – 1 / 5%

Teachers


By the numbers2

By the Numbers

5 days

10 days


By the numbers3

By the Numbers

5 days

10 days

  • 5 – maximum number of instructional days between an Observation and the follow-up Conference.

  • 10 – minimum number of instructional days between 1st Observation Conference and 2nd Observation.


Caution

Caution

Achilles Heel


Caution1

Caution

Achilles Heel

Failure to

Follow the

PROCESS.


Questions concerns

Questions, Concerns


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