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Session 12: LEAP Logistics

Session 12: LEAP Logistics. July 2012. Essential Questions. What is the plan for LEAP in 2012-13 and how can I support the implementation? What are the expectations of me related to LEAP during this school year? What support will be available from the LEAP team?.

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Session 12: LEAP Logistics

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  1. Session 12:LEAP Logistics July 2012

  2. Essential Questions • What is the plan for LEAP in 2012-13 and how can I support the implementation? • What are the expectations of me related to LEAP during this school year? • What support will be available from the LEAP team?

  3. Session Content/Language Objective Participants will formulate questions and responses about 2012-13 LEAP implementation using complete sentences through: discussion of the 2012-13 observation model in a small group brainstorming evidence for one professionalism indicator synthesizing the information into a coherent turnkey model with their school team

  4. Session Agenda LEAP Logistics Video (2012-13) Revised Framework for Effective Teaching LEAP Overview and Professional Growth Plan Changes 2012-13 Observation Model Student Perception Surveys Professionalism Student Outcomes School Communication Expectations around LEAP Resources and Support for this Pilot Year

  5. Introduction to LEAP Logistics Video • 2012-13 LEAP Logistics Video • Support your understanding of LEAP • Integral part of LEAP Turnkey Module • When should I present this to my staff? • Where can I find this resource? • On the LEAP website in the “Resources” > “Training and Video Library” section: http://leap.dpsk12.org/Resources/Training-and-Video-Library.aspx • August Green Days OR • Prior to the start of Observations • (Sept. 10th)

  6. Revised Framework for Effective Teaching

  7. New Symbols • Incorporated symbols to emphasize key instructional values and practices • ALL indicators apply to ALL classrooms in the Denver Public Schools • Represent our pledge to provide 21st century-focused, high-quality education for all students • Effective for all learners and essential for particular groups of students.

  8. Professional Growth Plan (PGP) Changes “It’s important to choose 1-2 priorities and draw on the school’s strength.” (Pathways to the Common Core, 2012)

  9. Professional Growth Plan (PGP) Changes • School Leaders: • During the two days of planning, login to SchoolNet and select your school-wide Area of Focus • Either Masterful Content Delivery OR High-Impact Instructional Moves.

  10. Selecting Areas of Focus Teachers will only be able to select their two Area of Focus indicators after a School Wide Area of Focus is selected. One MUST be from the school Area of Focus. The second indicator selected may be any of the 11 remaining indicators.

  11. Appendices Appendices are on the LEAP website:

  12. Available Appendices • Interventionists • Librarians • PE • World Languages • Early Ed • Technology • Music • SPED Affective • SPED Autism • SPED Deaf • SPED Intellectual Disabilities • SPED Specific Learning Disabilities

  13. Purpose of Appendices • Created and revised in collaboration with curriculum leads and content-area teachers • The appendices are NOT intended to be separate Frameworks, but rather clarifying documents to assist observers in understanding effective practices in particular contexts. • Appendices are meant to be support mechanisms for observers as they enter into observations in certain content areas/grade levels. They provide high-level awareness regarding unique instructional situations. The appendices are important considerations to keep in mind while gathering evidence during observations and should be referenced later when determining ratings.

  14. Appendices Use Please review all appropriate appendices prior to conducting observations. Later, when weighing evidence that informs teachers’ ratings, again refer to these appendices in conjunction with the standard Framework for Effective Teaching Evidence Guide. Appendix bullet points supersede corresponding bullet points in the Evidence Guide unless otherwise noted. If appendix indicators are grayed out, all of the bullets for that indicator in the standard Evidence Guide apply.

  15. Using an Appendix • Constructing understanding (Librarian Appendix) • What additional considerations does an observer need to consider for Librarians? • Which should be scored according to the standard Evidence Guide?

  16. Professional Practice Component

  17. Rationale for Observation Model Changes • Feedback from the field • Teachers wanted a more comprehensive view of their teaching over time, not just 4 snapshots • School leaders wanted to get into classrooms more often • School leaders and teachers agreed that novice teachers would benefit from additional PO support • The model changes allow for • School leader flexibility in planning for observations • Gathering a body of evidence that allows a more complete view of a teacher’s practice over time; observation is standards-based, not just some mathematical average

  18. 3 5 5 0 0 9 0 4 0 8 1 7 6 5 4 0 0 8 9 1 6 0 4 9 8 7 6 5 4 3 2 1 0 3 3 7 2 2 7 0 2 1 0 9 8 6 2 5 4 3 2 1 0 5 9 1 3 4 7 6 5 4 8 2 3 0 9 8 7 6 5 4 1 Observation Model Table Talk You have 5 min. to answer the following questions with your partner (use the model handout): • What is the same about this year’s model? • What is different about this year’s model? • What questions do you have about the model? Hours Minutes Seconds

  19. What is different for Observers? • Enhanced Observation Tool • No observation windows • Flexibility and tools to assist observers to manage their caseload • Tracking of observation type and completion • Body of evidence collected and built over time • Observations: Sept. 10, 2012 - April 19, 2013 • Pilot Certification Process • Testing the Reliability of our Observers • Targeted support • Baseline and Mid-year process • Build confidence in the LEAP observation component

  20. 2012-13 Observation Model 20 * Group 1 and Group 2 rotates annually. Teachers will be notified in August if they are scheduled for peer observation in an email from the LEAP Operations team.

  21. The Different Types of PRINCIPAL Observation Full • A Full Lesson up to 60 minutes • All indicators scored • Write-Up: Ratings with evidence • Follow Up: In-person, reflective feedback conversation Partial • ~20-30 minutes • Specific indicators (such as Area of Focus) + anything else observed • Write-Up: Ratings with evidence • Follow Up: E-mail –OR- In-person, if requested Walk-Through • ~10 minutes • Specific indicator(s) (such as School Wide Area of Focus) + anything else observed • Write-Up: Ratings with evidence • Follow Up: If requested 21

  22. Professional Practice Component Student Perceptions Survey & Professionalism

  23. Student Perception Survey • Rationale for SPS • SPS is an important measure that allows us to live our DPS value of listening and learning from constituents; the SPS is a way to elicit feedback and include student voice. • Research from the Measures of Effective Teaching study has shown that student perceptions positively correlate with student achievement gains • Next steps • Continue to pilot SPS in 2012-13 • More input: Focus Groups (Summer 2012) and Teacher Effectiveness Design Team • More resources online • More information about administration

  24. Professionalism in 2012-13 • Structure • Professionalism is the third domain of the Framework for Effective Teaching (along with Learning Environment and Instruction). • Administration • Mid-year (Nov. 26-Jan.31) • Teachers and school leaders will independently rate the teacher on the Professionalism indicators and share the results with each other. • Conversations about Professionalism will be conducted as needed/requested by either party. • If a discrepancy or disagreement on ratings exists, there will be an opportunity for the teacher to provide evidence and be re-scored. • End-of-year • Final rating process completed by April • Discussed during the end of year conversation (April 22-May 22)

  25. Revised Professionalism Rubric 5 min. to review the entire DRAFT professionalism rubric.

  26. Activity: Evidence for Professionalism Indicators • 5 min. to table talk • Review and discuss your table’s assigned Professionalism indicator • Chart potential pieces of evidence • Afterward share out for 5 min. • Your ideas will be collected across all networks and posted on the LEAP website as a resource for school leaders and teachers.

  27. Student Outcomes Component

  28. Importance of Assessments “…when assessments are sound, we want them to matter; assessments need to inform and fuel not only our teaching but our school reforms.” (Pathways to the Common Core, 2012)

  29. Values for Student Outcomes

  30. Student Outcomes Multiple Measures

  31. Sample Student Outcomes Multiple Measures * Actual weights for each measure have not yet been determined and will depend on individual teacher type.

  32. Student Outcomes Development Timeline • 2013-14 • Assessment pilot for additional non-tested grades/subjects* • Develop Teacher- and Team- Assessments* • Growth calculation pilot • 2011-12 • District Assessment revisions • Identified research partners • 2012-13 • Assessment pilot for select non-tested grades/subjects* • State and School-Wide Measures* • Growth calculation research and validation • 2014-15 • All applicable assessment measures included on End-of-Year reports* • Growth calculation used in evaluations* * Measure(s) will continue to be included in following years.

  33. How will we ensure accurate Student Outcomes data? • Teacher Student Data Link (TSDL) provides the foundational processes and data to map Students to Teachers to Assessments to achieve these goals: • Assist teachers in better supporting their students by improving access to accurate assessment data through the ROSTER VERFICATION process • Attach accurate student performance data to all teachers, ensuring that accurate student outcomes are linked to teachers. Student outcomes will equal 50% of a teacher’s evaluation in the LEAP system in order to comply with state law.

  34. Looking Ahead – LEAP Logistics Communicating about LEAP with School Staff

  35. Turn-Key Module for Teachers • Use the turn-key module provided with your school staff at the beginning of the year. • Please try to complete the module during the August Green Days; otherwise, it must be completed before September 10th (the first potential observation day) so teachers feel confident and prepared

  36. LEAP Turn-Key Module This module should take 45 – 60 minutes to deliver Welcome and Context Setting – Connection to the Instructional Core Start the LEAP Logistics Video Highlight Framework Revisions and why changes were made; quick dive into teacher’s area of focus (related to the School Wide Area of Focus) Review the revised Observation model (with handouts of the model) Briefly review SPS, then review Professionalism Revisions and the 2012-13 Process Review Student Outcomes Development (with handouts of the development timeline and student outcomes categories available for everyone)

  37. Looking Ahead - Logistics Resources and Support

  38. Resources and Support - Teachers • Academic Technology Services (AnTS)-led modules about assessment / student outcomes for teachers • More resources on the Educator Development tab in SchoolNet • Peer Observer Supports • Deep Dive Training sessions open to all teachers • Novice teachers: Additional PO support

  39. Resources and Support – School Leaders • Trainings for various topics during School Leader Meetings and alternate venues • LEAP Operations support for principals around the Observation Tool and Data Reporting.

  40. Observation Support from PRINCIPALS Principals… • Receive a school roster caseload file on July 30th • Review the file to ensure: • All teachers assigned to the school are listed • All content as associated with each teacher is accurate • All ELA designated classroomsare identified • If applicable, assigns AP’s/ AA’s to observe particular teachers • Returns file to the LEAP ops team by August 9th

  41. LEAP Point People • Email any questions to LEAP@dpsk12.org • Specific questions regarding…can be directed to… • SchoolNet / Observations: LEAP Operations Team (423-2600) • Framework for Effective Teaching Tool (observation and professionalism component): Danielle Ongart (danielle_ongart@dpsk12.org ) • Student Perceptions Survey: Hilary Gustav (hilary_gustav@dpsk12.org) • Non-Tested Grades/Subjects Development: Kenny Smith (kenny_smith@dpsk12.org) • Professional Development: Justin Darnell (justin_darnell@dpsk12.org)

  42. Session Content/Language Objective Participants will formulate questions and responses about 2012-13 LEAP implementation using complete sentences through: discussion of the 2012-13 observation model in a small group brainstorming evidence for one professionalism indicator synthesizing the information into a coherent turnkey model with their school team

  43. Thank You! Do you need additional information to address the essential questions? • What is the plan for LEAP in 2012-13 and how can I support the implementation? • What are the expectations of me related to LEAP during this school year? • What support will be available from the LEAP team?

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