The Tulsa Model

1. The Tulsa Model TLE Observation and Evaluation System / Process • OVERVIEW

2. Why did Oklahoma adopt a new teacher evaluation system? We needed a better method of identifying and describing effective teaching. We needed a better method of identifying and describing ineffective teaching.

3. Why Teacher Effectiveness Matters

4. Facts… Effective Teachers impact student performance. TPS TLE… was “home grown”, tested and revised by Oklahoma’s best… Oklahoma Teachers. is research-based and externally validated. measures what matters.

5. The Tulsa Model Evaluation System Evaluations Observations Conferences Feedback / Support Rubric-Based

6. A CAUTION… The Tulsa Model was approved by the OSDE and must be followed as written. Specifically, material or substantive alteration to the Model is not permitted.

7. Tulsa Model’s Focus forAccomplishment Switching Gears Create a common framework and language for evaluation. Provide educators with clear expectations about what is being assessed, as well as standards that should be met. Send messages about what is most meaningful. Increase the consistency and objectivity in evaluating professional performances.

8. Tulsa Model’s Focus for Accomplishment Provide educators with information about where they are in relation to where they need to be for success. Identify instructional practices that drive student achievement. Give educators guidance for evaluating and improving their work.

9. Statutory Requirements The Tulsa Model has a five (5) tier rating system: Ineffective Needs Improvement Effective Highly Effective Superior 70 S.O. § 6-101.16 (SB 2033)

10. Statutory Requirements – Qualitative Characteristics – 50% of total rating* Organizational and classroom management skills Ability to provide effective instruction Focus on continuous improvement and professional growth Interpersonal skills Leadership skills *No final decision on 50% QUANTATIVE MEASURES as of yet. 70 S.O. § 6-101.16 (SB 2033)

11. Statutory Requirements Qualitative assessment must be evidence-based and include observable and measureable characteristics that are correlated to student performance. 70 S.O. § 6-101.16 (SB 2033)

12. Statutory Requirements Local board policies regarding evaluations must be based on TLE by 2013-2014 school year. Data generated from the TLE will be used to drive educational decisions that include: Career teacher status Mandatory exiting of ineffective teachers

13. Statutory Requirements Comprehensive remediation plan / instructional coaching are required for teachers rated 1 - Ineffective or 2 - Needs Improvement. Reduction in Force policies will use teacher effectiveness as the primary basis for releasing teachers.

14. What We Have Learned… and a Fact TULSA MODEL CURRENT TULSA MODEL The Tulsa Model is a performance-based evaluation SYSTEM and has an adherence PROCESS. The Tulsa Model is controlled by Statutory provisions. The evaluation data from the Tulsa Model will NOT be used for employment decisions… unless the local Board adopts the relevant model as its official teacher evaluation policy for the district.

15. Tulsa Model Evaluation System Description Switching Gears Rubric Provides the narrative definitions of professional proficiency (effectiveness) for all 5 rankings. A matrix structure provides clarity and specificity for the 20 Indicators that impact student performance.

16. TLE Evaluation System Description Observation+ Process The Observation scores reflect the Evaluator's intentional study of the teacher’s classroom performanceplus an assessment of other factors specified in the Rubric up to a given point in time. Observations and the Observation Form serve as the precursors (foundations) to the Evaluation. Is guided by the rubric. A minimum of two (2) observations are required before every evaluation.

17. TLE Evaluation System Description (cont.) Evaluation Form Web-based or paper-based. Your choice. Conferences Follow every observation and evaluation. Customized Feedback and Support Focusing the most intensive supports for 1 (“Ineffective”) and 2 (“Needs Improvement”).

18. The Tulsa Model System - Structure Teachers • Classroom Management • Instructional Effectiveness • Professional Growth & Continuous Improvement • Interpersonal Skills • Leadership Taken from sb 2033 effectiveness measures

19. TLE Evaluation System – Indicators, etc. Teachers (20 Indicators within 5 Domains, and Domains have assigned weights) • Classroom Management (6) @ 30% • Instructional Effectiveness (10) @ 50% • Professional Growth & Continuous Improvement (2) @ 10% • Interpersonal Skills (1) @ 5% • Leadership (1) @ 5% Defining and adding specificity to sb 2033 effectiveness measures

20. The RUBRIC… Definitions Establishing a Common Language… “Domains” are the Performance Measures taken from SB 2033. “Dimensions” are the TITLES of the specific components that establish the parameters of the Domain, e.g., the branches off the main truck of a tree. “Indicators” are those observable and measurable characteristics and practices that are correlated to student performance success.

21. Teacher Rubric Switching Gears The foundation for defining effectiveness

22. Full Rubric for Indicator 2…

23. Rubric, Observation and Evaluation Also Available on the portal Teachers Counselors Deans Librarians School Development Teachers School Nurses School Psychologists Speech-Language Pathologists

24. Rubrics and the Horse’s Tale Which direction is the horse’s head facing? Switching Gears

25. Perception Perception is a unique interpretation of the situation, not an exact recording of it. Perception is a very complex cognitive process that yields a unique picture of a person, event or even the world.

26. Perception The process of attaining awareness or understanding of information.

27. Perception

28. Perception

29. An Administrative Goal for the Evaluation Process To move from subjectivity to higher and higher levels of objectivity and insight. How? Information, information, information, and more information.

30. Determining an Indicator’s Rating 3 Each Indicator often has several definitional narratives for each level of proficiency. However, Evaluators must enter only one (1) score as to each Indicator(1, 2, 3, 4, 5, NO, NA). Use the “BEST FIT.”

31. Observation+ Process It is the sum total of the instructional value that a Teacher brings to his/her students. Observation+ Process The Observation scores reflect the principal's intentional study of the teacher’s classroom performanceplusan assessment of all inclusive factors specified in the Rubric up to a given point in time.

32. Observation+ Process 13 of the 20 Indicators are commonly apparent in a classroom observation: From the Domain of Classroom Management:

33. Observation+ Process 13 of the 20 Indicators are commonly apparent in a classroom observation: From the Domain of Instructional Effectiveness:

34. Teacher Observation Form TLE Observation Form 2012 -2013 The tool to operationalize the rubric

35. Rubric Converted to Observation Form Observation Form retains the Effectiveness Level of 3, but uses (-) if less than effective or (+) if exceeds effectiveness.

36. Teacher Observation Form 20 cELLS Flexible Structure

37. Completing the Form… a CONVERSATION On the Observation Form, Tulsa uses a coding system of “-” for Ineffective or Needs Improvement; “3” for Effective; “+” for Highly Effective or Superior; “NO” for Not Observed; “NA” for Not Applicable. Plus comments. Districts can opt to use ALL rankings, e.g., 1, 2, 3, 4, 5, NO, or NA. Plus comments. What advantages and/or disadvantages can you see in using one option or the other on the Observation Form?

38. Teacher’s Observation Form Bottom of page 1 1 2 Top of page 2

39. Observation+ to the Evaluation reminder Observations and the Observation Form serve as the precursors (foundations) to the Evaluation. Is guided by the Rubric. A minimum of two (2) observations are required before every evaluation.

40. Evaluation Form Switching Gears The official performance documentation

41. Evaluation Form Ranges were needed to define the Rankings.

42. Evaluation Form Calculations • Domain: C’room Management RatingDomain Average • Indicator 1 narrative sentence 32.33 • Indicator 2 narrative sentence 2 • Indicator 3 narrative sentence 1 • Indicator 4 narrative sentence 4 • Indicator 5 narrative sentence 2 • Indicator 6 narrative sentence 2

43. Evaluation Form Calculations DomainAverage DomainWeight by % Classroom Management 2.33 30% Instructional Effectiveness 3.20 50% Prof Growth / Cont. Impro. 2.50 10% Interpersonal Skills 4.00 5% Leadership 2.00 5% The single number that “potentially is high stakes” is the Composite Weighted Average and it is arrived at via an Excel formula. In the above hypothetical case it would be: =((2.33*30)+(3.20*50)+(2.50*10)+(4.00*5)+(2.00*5))/100

44. Evaluation Form Calculations The Composite Weighted Average (CWA) would be 2.89. Next the Ranges determine the Rating Classification: Less than 1.8 = Ineffective Equal to or greater than 1.8, but less than 2.8 = Needs Improvement Equal to or greater than 2.8, but less than 3.8 = Effective Equal to or greater than 3.8, but less than 4.8 = Highly Effective Equal to or greater than 4.8 = Superior In the above hypothetical, the CWA is 2.89; therefore, the Teacher is EFFECTIVE. However, if any Indicator reflects a 1 or a 2, then a PDP must be written.

45. Requirements of the Evaluation Form Any ranking of 1 or 2 on any component (an individual Indicator) of this Evaluation requires a Personal Development Plan (PDP), following the prescribed format and conferencing on same. Any ranking of 4 or 5 on any component (an individual Indicator) requires “summary” narrative comments under Evaluator Comments on the Evaluation Form.

46. Observation / Evaluation Process Fidelity If an Evaluator BEGINS the process, then that SAME Evaluator conducts all steps along the way including the summative Evaluation. There is no hand-off between Observations or between the Observations and the Evaluation. If that occurs the entire process must begin again.

47. What We Have Learned… The Rubric drives all subsequent actions… Observations, Evaluations, Feedback and Support Opportunities and Conferences. The Tulsa Model Process cannot be interrupted by a change in Evaluator.

48. Does not lend itself to “catch-up” Switching Gears The Tulsa Model scheduling requires INTENSE and FOCUSED Time Management. Use Outlook, an electronic scheduler, a whiteboard or a calendar… BUT, begin planning the year by the 1st week in August.

50. The Conference Process Observations shall NOT be conducted on the day immediately following any extended break in the instructional calendar (whether scheduled or unexpected).