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CLASS Project

CLASS Project. What is it?. Find Someone Who…. FIND SOMEONE WHO…. GOALS for TODAY. To understand how purpose of CLASS supports goals of Oregon City School District To understand Oregon City’s CLASS components and principles

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CLASS Project

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  1. CLASS Project What is it?

  2. Find Someone Who….

  3. FIND SOMEONE WHO….

  4. GOALS for TODAY To understand how purpose of CLASS supports goals of Oregon City School District To understand Oregon City’s CLASS components and principles To know the big ideas in the new professional growth and evaluation systems for teachers, classified and administrators To gain your assistance in telling the story!

  5. AGENDA • Opening Activity • Agenda Overview • Burning Questions • Understanding CLASS • A New Approach to Supervision and Evaluation • More Summer Training • Your Role • Wrap-Up

  6. Burning Questions! What do you think you know about CLASS? What do you want to know about CLASS?

  7. BIG IDEAS: CLASS Watch video

  8. COMPONENTS of CLASS

  9. COMPONENTS

  10. COMPONENTS

  11. COMPONENTS

  12. COMPONENTS

  13. Jigsaw • 7 Design Principles CLASS

  14. The “What” and “How” Show Of Professional Growth and Evaluation

  15. What and How Show Promoting Professionalism and Ensuring Quality • What? • How? Procedure for novice to experienced staff, licensed and administrators Consistency of judgment Self-reflection Professional growth goals Standards with criteria Clear definition of exemplary practice

  16. Effective Supervision and Evaluation Systems • Link supervision and evaluationwith professional development and district mission • Continuous processes • Focus on student learning • Allocate adequate resources

  17. Professional Learning informed by…… • Reflection on Practice • Collaboration and Professional Conversations • Self-assessment • Self-directed Inquiry • A Community of Learners (PLC’s)

  18. A Roadmap Licensed staff / job preparation Supervising new staff/student teachers Mentor beginning staff Recruit and hire new staff Professional Development system for a district

  19. Frameworks for Professional Practice • A research based definition of good teaching, effective administrative roles, and effective support staff performance • A roadmap to, and navigating through, the complex territory of teaching and job performance • A framework for novice-level practice through accomplished job performance

  20. WhatHow=Framework of Professional Practice • Professional Growth and Evaluation Handbook • Domains For Professional Practice

  21. What do effective licensed staff DO??What do effective classified DO??What do effective administrators DO??

  22. VOCABULARY for EACH RUBRIC Domains: Major Organizers for roles and responsibilities Components: Key descriptors of responsibilities, skills, and actions within domain Levels of Performance: Descriptions of proficiency for each component from exemplary to does not meet standards

  23. Domains for Professional Practice • The critical, behind –the-scenes work of organizing • A deep knowledge of the content and designing instruction for diverse learners • An essential component for promoting learning • Allows students to focus on learning Planning and Preparation: Planning and Organization Learning and Work Environment: Communication and Interpersonal Skills

  24. Domains continued… • Critical interactive work to bring complex content to life • Engaging students in learning • Components that play a role in making engagement possible • A commitment to high ethical and professional standards • The pursuit of improved practice and professional growth Instruction or delivery of service: Job Performance Professional Responsibility:

  25. Features of the Domains • Comprehensive: • Public: • Generic; not a “checklist” of specific behaviors • Coherent in Structure: • Independent of a Particular Methodology:

  26. Where did the frameworks come from??

  27. Directions: Look at each behavior or activity that you said “licensed staff do” and label it as: PP for Planning and preparation LWE: Learning and work environment IA: Instruction and delivery of service PR: Professional Responsibility

  28. Compare your list to the Four Domains. How similar is your list to Four Domains? Was your list complete?

  29. “Place your Bets” • Classified staff, licensed staff or administrators with many years of experience will perform consistently at the exemplary or master level. • Beginning classified staff, licensed staff or administrators will often perform skills at the unsatisfactory level. • Classified staff, licensed staff, or administrators will perform at the proficient level in skills after five years of experience. • Once classified staff, licensed staff, or administrators reach proficiency in most skills, they will remain at that level throughout their career.

  30. Golfing

  31. THINK of a hobby, sport that you are trying to master. Where would you place yourself on the continuum of performance?Explain to your elbow partner.

  32. Overview: A Look at Common Components for all Staff • Three Components • Initial Supervision Plan • Supported Supervision Plan • Independent ALL include: • Formative and Summative Activities • Self-Reflection by educator • Goals • Mini-Observations

  33. Components • Opportunity to perform at highest level • An extension of what staff “do” • Activities contribute to professional development and growth, not just evaluation • Structure and Choice • Applicability across settings • Differentiated • Compliance with contract language and statute

  34. Activities: Formative and Summative • Mini-Observations • Professional Growth Plans • Self-assessment • Reflection on practice • Collaboration • Teaching artifacts: assignments, worksheets… • Planning documents : lesson plans, curriculum units, classroom management plans… • Parent and Community Communications: newsletters, student progress reports… • Student work • Records • Summative Performance Evaluation

  35. Why Differentiate?? • Different stages of career: • Different needs • Different levels of skill Novice • Rapid, intense learning • Need support to develop basic skills Experienced • Routines under control • Refining skills

  36. Differentiated Approach

  37. OCSD Differentiated Supervision Cycle

  38. Mini-Observations? • Why use Mini’s • More representative of daily teaching than ‘dog and pony’ show • Random sampling captures trends • Frequent visits build dialogue, candor, trust • Relies on teacher professional and skill • Message: Be on your “A” game all the time • What are they? • Systematic, frequent sampling with feedback • Short, unannounced • Lots to see different aspects of teaching • Usually 10-15 min. • No pre-conference • Prompt feedback

  39. What about full-lesson observations? • All licensed staff should have them periodically. • May be needed to support challenging situations. • Other ways to get full-lesson feedback: • Peer observers • PLC’s • Videotaping lesson, watching with a critical friend • And other structures to be determined

  40. Summary Share key components of effective evaluation systems Share key features of the teacher supervision and evaluation system. Explain reason for doing mini-observations.

  41. August Training

  42. “Jeopardy” What have you learned?

  43. TABLE TALKS Share significant learnings… Identify any new questions……

  44. Closing Remarks

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