The Tulsa Model. TLE Observation and Evaluation System / Process. EVALUATOR TRAINING – 2012 – Segment 4 Conferences, Push Pins and PDPs. Importance of Each and Every Slide…. Each slide represents an EQUALLY important component of the Tulsa Model system and process.
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TLE Observation and Evaluation System / Process
Each slide represents an EQUALLY important component of the Tulsa Model system and process.
One missing component can derail the process.
Feedback / Support
Follow every observation and evaluation.
Customized Feedback and Support
Focusing the most intensive supports for 1 (“Ineffective”) and 2 (“Needs Improvement”).
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.
Observations shall NOT be conducted on the day immediately following any extended break in the instructional calendar (whether scheduled or unexpected).
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.
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.
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;”
“Push Pins”(less formal, yet documented) approaches to remedy area(s) of ineffectiveness or needing improvement
Personal Development Plans (PDPs)
Professional Development aligned with evaluation findings (optional outside of TPS)
PDPSupport: address issues identified in PDPs (optional outside of TPS)
Quality Experiences Supporting Teachers (QUEST) (optional outside of TPS)
“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.
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?
A Personal Development Plan…
Cite / Summarize the situation and/or Observation / Evaluation details (referencing Indicator(s))
Provide a List of Expectations
Provide an Action Plan using a SMART format (Specific, Measurable, Attainable, Resources attached, Timeline included)
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.
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.
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.
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.
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:
Indicator 2: The Teacher clearly defines expected behavior.
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 8thgrade students.
A Personal Development Plan…
MAY be created based upon any Observation that results in a 1 – Ineffective or 2 – Needs Improvement determination
MUSTbe 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
Time management is CRITICAL to the success of the Tulsa Model Process.
The statutory requirement for “feedback and support” can be achieved via Push Pin and Personal Development Plan (PDP) approaches.
A PDP has a prescribed format with clear, focused, descriptive narrative writing being a requirement.
The 5th Segment of Evaluator Information
File: PP5 Calibration and Videos
Topic: Getting the Rankings Right
Office of Teacher and Leader Effectiveness
Tulsa Framework: http://sde.state.ok.us; left column: Teacher and Leader Effectiveness; Scroll to Frameworks; Tulsa Framework
Talia Shaull – firstname.lastname@example.org
Jana Burk – email@example.com
Katy Ackley – firstname.lastname@example.org
Gene S. Kleindienst - email@example.com