TAP Basics Preparing for Success in a TAP

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TAP Basics (Preparing for Success in a TAP School) [PSTS]

TAP Basics (Preparing for Success in a TAP School) [PSTS]

TAP Principles Performance-based Accountability Performance & Responsibility drive compensation Multiple Career Paths Ongoing Applied

TAP Principles Performance-based Accountability Performance & Responsibility drive compensation Multiple Career Paths Ongoing Applied Professional Growth

The “GAP” State Testing School Labeling District Goals School Goals

The “GAP” State Testing School Labeling District Goals School Goals

School Goals

School Goals

Steps for Effective Learning School Plan School Goal Cluster Goal Individual Growth Plans

Steps for Effective Learning School Plan School Goal Cluster Goal Individual Growth Plans

Cluster Groups Create long range plans Group Meeting Record Pretest data STEPS Posttest results

Cluster Groups Create long range plans Group Meeting Record Pretest data STEPS Posttest results

STEPS for Effective Learning 1. Identify problem or need Evidence of need is clear,

STEPS for Effective Learning 1. Identify problem or need Evidence of need is clear, specific, high quality and measurable (using pretest) Addresses content learning with links to teacher strategies and rubric

STEPS for Effective Learning 1. Identify problem or need 2. Obtain new teacher learning

STEPS for Effective Learning 1. Identify problem or need 2. Obtain new teacher learning aligned to student need (formatted for classroom application) Using credible sources – proven application showing student growth

STEPS for Effective Learning 1. Identify problem or need 2. Obtain new teacher learning

STEPS for Effective Learning 1. Identify problem or need 2. Obtain new teacher learning aligned to student need (formatted for classroom application) 3. Develop new teacher learning with support in the classroom Through demonstrations, modeling, practice, team teaching, and peer coaching With subsequent analysis of student work

STEPS for Effective Learning 1. Identify problem or need 2. Obtain new teacher learning

STEPS for Effective Learning 1. Identify problem or need 2. Obtain new teacher learning aligned to student need (formatted for classroom application) 3. Develop new teacher learning with support in the classroom 4. Apply new teacher learning Evidenced through observation, peercoaching, self-reflection

STEPS for Effective Learning 1. Identify problem or need 2. Obtain new teacher learning

STEPS for Effective Learning 1. Identify problem or need 2. Obtain new teacher learning aligned to student need (formatted for classroom application) 3. Develop new teacher learning with support in the classroom 4. Apply new teacher learning 5. Evaluate impact on student performance Post-test aligned with data analysis & new teaching strategies

1 Identify the problem or need

1 Identify the problem or need

2 Obtain new learning

2 Obtain new learning

3 Develop the new learning

3 Develop the new learning

4 Apply new skills in the classroom

4 Apply new skills in the classroom

5 Evaluate the impact on student performance

5 Evaluate the impact on student performance

TAP Leadership Team TAP Director TAP Leadership Team Principal Assistant Principal Master Teachers Mentor

TAP Leadership Team TAP Director TAP Leadership Team Principal Assistant Principal Master Teachers Mentor Teachers

TAP Leadership Team Develop school plan for improving student achievement Determine cluster goals and

TAP Leadership Team Develop school plan for improving student achievement Determine cluster goals and monitor movement to them Monitor IGP goals and activities Monitor inter-rater reliability and evaluation skills Responsibilities

TAP Leadership Team Maximize meetings Set norms for meetings Develop norms for members Documentation

TAP Leadership Team Maximize meetings Set norms for meetings Develop norms for members Documentation Leadership Team Meeting Log Processes

TAP Teacher Rubric 50% Teacher skills & knowledge 25% NWEA results 25% CSAP results

TAP Teacher Rubric 50% Teacher skills & knowledge 25% NWEA results 25% CSAP results

50% Teacher skills & knowledge Determined by TAP Rubrics and Responsibility Survey The RUBRIC:

50% Teacher skills & knowledge Determined by TAP Rubrics and Responsibility Survey The RUBRIC: Planning Instruction Implementing Instruction Learning Environment Responsibilities

Data-driven!

Data-driven!

Led by master or mentor teachers Meet 1 -3 hours per week Regular membership

Led by master or mentor teachers Meet 1 -3 hours per week Regular membership Have plan focused on student learning goals Members grouped by grade level, content, or shared students

Cluster Meeting Record Cluster Long Range Plan

Cluster Meeting Record Cluster Long Range Plan

Cluster Meeting Record Rubric* Goal Outcomes Follow-up Long Range Plans (*EVALUATES CLUSTER MEETING RECORDS)

Cluster Meeting Record Rubric* Goal Outcomes Follow-up Long Range Plans (*EVALUATES CLUSTER MEETING RECORDS)

Cluster Meeting Record Rubric* Goals Help focus work of cluster members Demonstrate student gains

Cluster Meeting Record Rubric* Goals Help focus work of cluster members Demonstrate student gains as a result of cluster work

Cluster Meeting Record Rubric* Outcomes Most should have no more than 2 items Use

Cluster Meeting Record Rubric* Outcomes Most should have no more than 2 items Use Bloom’s taxonomy to help Should include Steps 2 & 3 to allow for new learning (Obtain & Develop New Learning) 2 3

Cluster Meeting Record Rubric* Outcomes 1. Identify knowledge/topic/problem 2. Segment into learning modules 3.

Cluster Meeting Record Rubric* Outcomes 1. Identify knowledge/topic/problem 2. Segment into learning modules 3. Design an outcome using Bloom’s taxonomy

Cluster Meeting Record Rubric* Follow-up Who? What? Activity due date Expectations of next meeting

Cluster Meeting Record Rubric* Follow-up Who? What? Activity due date Expectations of next meeting

Cluster Meeting Record Rubric* Long Range Plans Provide focus & direction Simple Developed quarterly

Cluster Meeting Record Rubric* Long Range Plans Provide focus & direction Simple Developed quarterly (as development of school plan) Provides record of general topic & classroom follow-up Classroom follow-up is clearly marked

Individual Growth Plan

Individual Growth Plan

© 2005 Gary Burns, Eagle County Schools

© 2005 Gary Burns, Eagle County Schools

elements www. animationfactory. com

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