Texas TAP System

1. Texas TAP System

2. What is TAP? The System for Teacher and Student Advancement is a comprehensive, research-based school improvement model that seeks to advance teacher instruction and the achievement of their students.

3. Four Key Elements of Success

4. Traditional Model Teacher position only All teachers essentially have the same qualifications, responsibilities, authority and are assessed in the same way Principals are there to provide support, impose discipline and assess teacher effectiveness TAP Model Allows for advancement while allowing the teacher to remain in the classroom: - Career Teacher - Mentor Teacher - Master Teacher Each step on the career path requires increased skills and knowledge and offers additional authority, responsibility and compensation Mentor and master teachers become part of the TAP Leadership Team led by the principal. Multiple Career Paths

5. Traditional Model Individual teachers go to selected training sessions and try to implement new practices on their own. TAP Model Provides time during the school day for teachers to help one another to learn about and use effective teaching practices in their classrooms. Provides the structure to effectively implement curriculum and doesn’t act as an “add on”. Ongoing Applied Professional Growth

6. TAP Steps for Effective Learning Step 1 Step 2 Step 3 Step 4 Step 5 Identify the problem or need Obtain new teacher learning, aligned to student need and formatted for classroom applications Develop the new learning with support in the classroom Apply the new learning to the classroom Evaluate the impact on student performance Evidence of need (using pre-test) is clear, specific, high quality & measurable in student outcomes and addresses student content learning with links to teacher strategies and the rubric Evidence includes student assessment (post-test) aligned with data analysis & the new teaching strategies Evidence through observation, peer coaching & self-reflection applied to student work as a formative assessment Development through demonstration, modeling, practice, team-teaching, and peer coaching with follow-up analysis of student work Using credible sources Proven application showing student growth

7. Traditional Model Uses evaluation standards that are often unclear or inadequate. Teacher evaluations are usually infrequent and provide little follow-up help and then only for problems, never for growth. Rarely are rewards linked to how well a teacher does on the evaluations. TAP Model Uses clear comprehensive teaching standards that all teachers are trained to meet. Ongoing classroom support and coaching is provided to all teachers for improvement, not just for remediation. Good evaluations are rewarded financially. TAP evaluations ensure that all teachers have the opportunity to grow and become better instructors so that their students will achieve more. Instructionally Focused Accountability

8. Planning Instruction Instructional Plans Student Work Assessment Learning Environment Managing Student Behavior ExpectationsEnvironment Respectful Culture Responsibilities Staff Development Instructional Supervision School ResponsibilitiesReflecting on Teaching Instructionally Focused Accountability: Skills, Knowledge, & Responsibilities Implementing Instruction Standards and ObjectivesMotivating Students Presenting Instructional Content Lesson Structure and Pacing Activities and Materials Questioning Academic Feedback Grouping Students Teacher Content Knowledge Teacher Knowledge of Students Thinking Problem Solving

9. Rubric Example Exemplary (5) • All lessons start promptly. • The lesson’s structure is coherent, with a beginning, middle, end, and time for reflection. • Pacing is brisk, and provides many opportunities for individual students who progress at different learning rates. • Routines for distributing materials are seamless. • No instructional time is lost during transitions. Proficient (3) • Most lessons start promptly. • The lesson’s structure is coherent, with a beginning, middle, and end. • Pacing is appropriate, and sometimes provides opportunities for students who progress at different learning rates. • Routines for distributing materials are efficient. • Little instructional time is lost during transitions. Unsatisfactory (1) • Lessons are not started promptly. • The lesson has a structure, but may be missing closure or introductory elements. • Pacing is appropriate for less than half of the students, and rarely provides opportunities for students who progress at different learning rates. • Routines for distributing materials are inefficient. • Considerable time is lost during transitions. Lesson Structure and Pacing

10. Example of a completed observation.

11. TAP Teacher Evaluations vs. Traditional Teacher Evaluations TAP: TAP teacher evaluations nationwide Other: Weighted average of teacher evaluations in five major urban school districts, based on data from The New Teacher Project’s “The Widget Effect.” Percent of Teachers Middle Ratings Highest Ratings Lowest Ratings

12. Web-Based Observation System CODE Observer 1 Observer 6 Observer 9 Observer 8 Observer 4 Observer 5 Observer 7 Observer 2 Observer 3 Observer 10 Observer 12 Observer 11 Total

13. Traditional Model Compensation is based on years on the job and training credits/units accumulated and ignores individual performance and effort TAP Model Compensation is given for taking on increased responsibility and authority Salary augmentations for mentor and master positions Bonus awards are earned based on performance: - 50% skills, knowledge and responsibility - 30% classroom-level value-added achievement gains - 20% school-level value-added achievement gains TAP salary enhancements are all over and above traditional salary schedule. Performance-Based Compensation

14. What is Value-Added? • Value-added is the statistical method that helps educators measure the impact schools make on students’ academic progress from year to year. • Value-added scores can be calculated for teacher and school impact on a student’s growth.

15. We expect every student to grow 1 year’s growth every year. If the students at your school meet one year’s growth, then you will receive a 3 as a Value Add score (NDD). If they grow more than a year, you may receive a 4 or 5 depending how much they grew (Above). Anything under a 3 indicates a lack of growth (Below). Value-Added is measured on a five point scale. We Measure Student Growth, Not Passing Rates

16. Why Measure Growth? Performance on TAKS over time: Consider the Example of Johnny and Suzy: Suzy is scoring below the state performance standard. Johnny is scoring above the state performance standard.

17. How Teacher Performance is Measured Determined by Evaluations with TAP Rubrics Classroom StudentAchievement (30%) $600 • Determined by value-added measures using TAKS Teacher Skills, Knowledge and Responsibilities(SKR)(50%) $1000 School-Wide Student Achievement (20%) $400

18. How Teacher Performance is Measured Determined by Evaluations with TAP Rubrics Teacher Skills, Knowledge and Responsibilities(SKR)(50%) $1000 • Determined by value-added measures using TAKS School-Wide Student Achievement (50%) $1000

19. Growth of Texas TAP System # of Schools

20. Texas TAP System State-Level Team Executive Director Tammy Kreuz, Ph.D. TAP Regional Coordinators James Snyder Tami Jenkins Jeanifer Caldwell Executive Master Teachers Jodi Leckbee Elizabeth Woodall Training Coordinator Nicole Bevilacqua Principal Leadership/Program Development Stephanie Mosqueda Special Projects Manager Keri McDonald Project Specialist Lauren Anshutz Program Specialist Michelle Downey Administrative Staff Stephanie Barry Danica Velarde

21. Potential Growth of Texas TAP System for 2011-12 # of Schools * Pending TTIPS grant funding

22. Current Texas TAP Districts Richardson (3) Lancaster (7) Boys Ranch (4) Athens (1) Frenship (1) Hearne (2) Bryan (9) Ector County(1) Pflugerville(9) Manor (3) Southside (3) Somerset (1) Lytle (4)

23. Texas TAP Teacher Survey • With a 90% response rate (over 1,300 teachers) on the survey, the following highlights are from the 2009-10 Texas TAP teacher survey: • Over 88% of Texas TAP teachers indicated that TAP changed their instructional practices. • Over 76% of Texas TAP teachers indicated that TAP helped them develop professionally and improve as an educator. • Over 90% of Texas TAP teachers indicated that they had collegiality at their school. • Over 93% of Texas TAP teachers said that they understand the evaluation rubrics used for TAP implementation. • Over 87% of Texas TAP teachers indicated that they use their teacher evaluation results and feedback to improve their teaching and professional growth.

24. Texas TAP System Student Achievement Results

25. Texas TAP System School-Level Value-Added Scores 2009-10 School Year Number of Schools Met expected growth levels 2 SD below expected growth levels 1 SD below expected growth levels 1 SD above expected growth levels 2 SD above expected growth levels Value-Added Score

26. Exemplary Texas TAP System State Accountability Ratings Recognized Academically Acceptable Academically Unacceptable n=28 n=31 n=27 n=8 n=5 n=3

27. Texas TAP System State Accountability Rating %s n=28 n=31 n=27 n=8 n=5 n=3

28. Texas TAP System State Accountability Rating %s n=28 n=31 n=27 n=8 n=5 n=3

29. Texas TAP System State Accountability Rating %s n=28 n=31 n=27 n=8 n=5 n=3

30. Texas TAP System Teacher Retention Results

31. Texas TAP Teacher Retention Rate From 2009-10 91%

32. Texas TAP Support for LEAs • Assist with budget and sustainability plans. • Provide districts with implementation support and training. • Provide regular feedback on implementation.

33. Training & Implementation Support • Initial TAP Training • TAP 101 (4 days) • Evaluation Certification #1 (2 days) • Evaluation Certification #2 (2 days) • Principal meetings (3 per school year) • Master teacher meetings (4 per school year) • TAP Summer Institute (4 days) • On-site visits (ongoing) • Observation and feedback on implementation of cluster meetings • Observation and feedback on implementation of leadership meetings • Coaching (master/mentor teachers and principals) • Planning meetings (district and campus level) • E-mail/phone support

34. On-Site Campus Support • Transitioning Teachers to Leaders • Performance Feedback • Guided Reflection • Demonstration and Modeling of TAP Concepts • Review of TAP Documentation

35. Training Development & Facilitation • Creation of Sample TAP Documents • Practical Learning Experiences • Instructional Supervision and Coaching • Principles of Adult Learning and TAP Protocols • Consultancy Protocol and Networking

36. Master Teacher Meetings • 4 meetings per year. • Trainings Developed by TAP Executive Master Teachers based on campus and district needs. • Regional Training Opportunities and Training by Level of TAP Implementation.

37. Provide training on TAP topics such as leadership for TAP implementation, effective leadership team meetings, observation of cluster, effective coaching, roles/responsibilities of TAP principals, review of TAP expectations. Discuss TAP implementation challenges and solutions. Offer networking opportunities with other TAP schools. Address questions or concerns regarding TAP elements. Principal Meetings

38. TAP Summer Institute • All TAP campus leadership team members including mentor/master teachers and administrators attend the 4-day TAP TSI • Campuses participate in general and individualized sessions on topics such as formative assessment, student vs. teacher strategies, developing TAP goals and a school plan, analysis of data, field testing and individual growth plans, explanation of value-add and CODE • TAP campuses are provided with a workshop to develop documents such as school plans, evaluation schedules, responsibilities rubrics, cluster configurations, etc.

39. Texas TAP SystemFor more information:tkreuz@ipsi.utexas.edusmosqueda@ipsi.utexas.edu