The Tulsa Model

1. The Tulsa Model TLE Observation and Evaluation System / Process • EVALUATOR TRAINING – 2012 – Segment 3 • Observation+ and Evaluation

2. Achieving 100% A little mathematics might prove helpful. If… A B C D E F G H I J K L M N O P Q R S T U V W X Y Z are represented as: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26  Then…

3. Achieving 100% K N O W L E D G E 11+14+15+23+12+5+4+7+5 = 96%

4. Achieving 100% K N O W L E D G E 11+14+15+23+12+5+4+7+5 = 96% H A R D W O R K 8+1+18+4+23+15+18+11 = 98%

5. Achieving 100% K N O W L E D G E 11+14+15+23+12+5+4+7+5 = 96% H A R D W O R K 8+1+18+4+23+15+18+11 = 98% But, A T T I T U D E 1+20+20+9+20+21+4+5 = 100%

6. Importance of Each and Every Slide… Each slide represents an EQUALLY important component of the Tulsa Model system and process. One missing component can derail the process.

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

8. Tulsa Model Evaluation System Description Review of Prior Learning 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.

9. Rubric, Observation and Evaluation Also Available upon Request Teachers Counselors Deans School Development Teachers School Nurses School Psychologists Speech-Language Pathologists

11. Tulsa Model Evaluation System Description • Our Focus now Observation+ Process The Observation scores reflect the principal's intentional study of the teacher’s classroom performanceplus an assessment of all inclusive factors specified in the Rubric up to a given point in time. Observations and the Observation Form are the foundations to the Evaluation. Is guided by the rubric. A minimum of two (2) observations are required before every evaluation.

12. Tulsa Model Evaluation System Description (cont.) • Yet to come 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”).

13. 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.

14. Observation+ Process 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.

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

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

17. Observation+ Process

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

19. 2 Roll up your sleeves… Consider for use with your teachers

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

21. Teacher Observation Form 20 cELLS Flexible Structure

22. 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?

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

24. A CAUTION that needs to be repeated and reinforced throughout the Segments 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.

25. Switching Gears

26. 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.

27. Artifact File or Portfolio On a voluntary basis, an Educator may wish to provide additional evidence of effectiveness in the form of a portfolio or artifact file / binder for purposes of INFORMING the Evaluator of additional involvements, contributions and activities in support of improving student performance and achievement.

28. 3 Roll up your sleeves… Consider for use with your teachers

29. Teacher Evaluation Form The official performance documentation

30. Teacher Evaluation Form

31. Teacher Evaluation Form Ranges were needed to define the Rankings.

32. Ranges were needed to define Rankings

33. 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.

34. Struggling with Narratives for 4 and 5 SPECIAL NOTE… Evaluators should not struggle with the concept of providing positive “summary narrative comments” for the award of a 4 or a 5. In the majority of situations the EXACT language from the Rubric cell under the columns of 4 or 5 can be inserted as the confirming statement, e.g., Mrs. Diveley“has initiated important activities that contribute to the profession, such as her mentoring of new teachers, her writing of an ASCD article and she has conducted presentations before the Board of Education.” This was taken directly from Domain: Leadership, Indicator 20, Rating of 5.

35. 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.

36. Technology Choices BasicWord and Excel-basedplatform with support resources, including a teacher video library Or, aWeb-based system with reporting and support resources, including a teacher video library K-12 Teacher Evaluation Software

37. What We Have Learned… The Rubric drives all subsequent actions… Observations, Evaluations, Feedback and Support Opportunities and Conferences. The TLE Process cannot be interrupted by a change in Evaluator. There are technology choices from Word / Excel-based to Web-based platforms.

38. Questions and Next Segment… The 4th Segment of Evaluator Information File: PP4 Conferences and PDPs GS Topic: Conferences, Push Pins, PDPs

39. For more information: www.tulsaschools.org Office of Teacher and Leader Effectiveness 918-746-6800 Tulsa Framework: http://sde.state.ok.us; left column: Teacher and Leader Effectiveness; Scroll to Frameworks; Tulsa Framework Talia Shaull – shaulta@tulsaschools.org Jana Burk – burkja@tulsaschools.org Katy Ackley – ackleka@tulsaschools.org Gene S. Kleindienst - kleinge@tulsaschools.org