NEW BEGINNINGS 2014

Understanding TEAM & Deliberate Practice

Andrea Guogas, Manager of Evaluation and Compensation

Melissa Ohel, Program Specialist

August 6 & 7, 2014 - Leesburg High School

BELL RINGER

• What do you already know about the Lake County Evaluation Model?• Make a list of all you know

Common Board Configuration

Date: August 6th & 7th

Benchmarks: Marzano Domains 1 – 4Deliberate Practice

Bell Ringer: Discuss at your table what you already know about the Evaluation Model

Essential Question: How can the Evaluation model help me improve my practice?

Common Language: TEAM, Deliberate Practice, Element

Objective: Participants will be able to explain the three parts of the Evaluation model.

Agenda: Gradual Release• I DO – Describe all components of

the Evaluation Model• WE DO – Practice using a Protocol • YOU DO – Follow up with selecting

your Deliberate Practice in the fall

Summarizing Activity: Talk at your table about the three parts to Lake County’s Evaluation Model

Next Steps: Consider taking either a Marzano Introduction or Marzano Seminar Course

Learning Goals: Participants will understand the Lake County Evaluation Model.

LAKE COUNTY SCHOOLSVision Statement• A dynamic, progressive and collaborative learning community

embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.

 Mission Statement• The mission of the Lake County Schools is to provide every student

with individual opportunities to excel.

• Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.

Lake County Schools College and Career Readiness

Instructional FrameworkKey Performance

IndicatorsSchool

Improvement Plan

Florida Standards

Professional Learning

Community

FCIM MTSS LESSON STUDY

Personalized Learning

Desired Student Outcomes

Statement of Work

Content Cultural Behavior

Process Interventions Capacity Building

Autonomy of Learning

1.Increase proficiency rates on FLKRS/ECHOES & FAIR (PreK - 2nd grade) 2.Increase proficiency rates on ELA and Math FL Standards Assessment3.Increase proficiency rates on FCAT 2.0 Science4. Increase proficiency rates on EOC’s Algebra 1, Geometry, Biology, Civics and US History5. Increase participation and performance in rigorous course work (Honors, Advanced Placement, Dual Enrollment and Industry Certification)6. Increase participationand performance on PERT, SAT and ACT7. Increase AMOpercentages for allsubgroups (Achievement Gap)8. Increase the graduation rate9. Increase attendance rate10. Decrease disciplinary infractions

The School Improvement Plan (SIP) is the written plan of how we will reach our goals each year. The critical elements include:Organize:Stakeholders plan and assess needs based on data.Plan:Stakeholders set goals and objectives, identify strategies and measures of success.Implement:Implement activities and monitor progress.Sustain:Identify success of current plan, evaluate and adjust to sustain growth.

Florida Standards are a set of high-quality academic standards in mathematics and English language arts/literacy (ELA). These standards outline what a student should know and be able to do at the end of each grade. 6 Key Elements for Instruction:1. Knowledge and Use of Florida Standards2. Common and Collaborative Planning Time3. Interdisciplinary Content Integration4. Frequency of Project-Based Learning5. Student Collaboration6. Integrated Technology

The guiding principles of Professional Learning Communities (PLC) govern the behavior of our school professionals. The big ideas are:

Focus on Learning: All students can learn and we are responsible to ensure learning occurs.Focus on Collaborative Culture: Time is specifically reserved for collaboration on teaching and learning.Focus on Results:Effectiveness is measured by results, not intent.

The Florida’s Continuous Improvement Model (FCIM) is a systematic process for planning, teaching, assessing and re-evaluating results. It is the road map that directs our actions. Plan Do Check Act

Multi-Tiered System of Supports is a problem solving model that represents the integration of MTSS for academics and MTSS for behavior into a unified model of service. The basic problem-solving components include:1. Problem Identification2. Problem Analysis3. Intervention Design4. Response to Instruction/ Intervention

Lesson Study provides a structure for teachers to collaboratively plan lessons share, observe, record and analyze data to improve instruction. The key concepts are:1. Collaborative Planning2. Lesson Observation by Teachers3. Data Collection and Analysis Guided by Student Thinking, Learning, Engagement and Behavior4. Reflection, Refinement and Re-teaching as Necessary

Personalized Learning (PL) is a system that cultivates independence and self-governance of learning expectations through the expansion of choice and inclusion of voice in a flexible learning environment.PL Key Elements:1. Student-directed Learning2.Learner Profiles and Paths 3. Competency-based Learning4. Flexible Learning Environments5. Structures of Accountability, Continuous Improvement and Innovation

PDCA Instructional Cycle

PLAN

ACT

DO

CHECK

• Data Disaggregation

• Calendar Development• Direct Instructional

Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

New Beginnings 2013

New Beginnings 2013

MARZANO/TEAM FRAMEWORK

Communicating Learning Goals and FeedbackEstablishing Rules and ProceduresHelping Students Interact with New KnowledgeHelping Students Practice/Deepen KnowledgeHelping Students Generate/Test HypothesesEngaging StudentsPlanning/Preparing for Lessons and UnitsPlanning/Preparing for Resources & TechnologyPlanning/Preparing for Special Student NeedsDeveloping/Monitoring a Professional Growth Plan

21ST CENTURY SKILLS TONY WAGNER, THE GLOBAL ACHIEVEMENT GAP

New Beginnings 2013

1. Critical Thinking and Problem Solving2. Collaboration and Leadership3. Agility and Adaptability4. Initiative and Entrepreneurialism5. Effective Oral and Written Communication6. Accessing and Analyzing Information7. Curiosity and Imagination

T

9

The Goal of Teacher Evaluation: An expectation that all teachers can increase their expertise from year to year which produces gains in student achievement from year to year with a powerful cumulative effect

OUR TEAM:JOINT DISTRICT-LCEA COMMITTEE

• Committee Co-Chair S. Klatte- LCEA President

• Committee Co-Chair Carolyn Samuel - Director, Human Resources

• Randy Campbell– Principal, Umatilla High School

• Pam Chateauneuf - Principal, Mount Dora High School

• Amy Cockroft -Principal, Windy Hill Middle School

• Melissa DeJarlais – Principal, Fruitland Park Elementary School

• Andrea Guogas– Project Manager, Evaluation & Compensation

• Nancy Hunter – Teacher, Leesburg High School

• Laurie Marshall - Executive Director, HR/ER

• Trella Mott – Principal, Tavares Middle School

• Gail Rager –LCEA Vice President

• Stacey Roberts – Director, Professional Development

• Diane Revels - CRT, Minneola Charter Elementary

• Maggie Teachout – Director, Career-Technical, Adult and Community Ed.

• Jan Tobias – Director, Student Services

• April Von Maxey – Teacher, Tavares Elementary

• Stephanie Dunlap – Teacher, Lake Minneola High School

• Lori Westphal – ESE Teacher, Astatula Elementary School

• Kathy Smith – Teacher, Carver Middle School

• Rhoda Williams – Teacher, Eustis Middle School

• Kristine Hawkins – Administrative Coordinator, Student Services

10

TEAM Observation Requirements for Instructional Staff2014-2015

TEAM Plan Informal Observation Formal Observation Artifact Conference Total

Classroom-BasedCategory 1A (1st Year)

4 2 first semester (by

Jan. 30)2 second semester

(by May 1)

21 first semester

(by Jan. 30)1 second Semester(by May 1)

0 6

Classroom-BasedCategory 1B (1-3 Years)Category 2 (4+ Years)

1 yearly 21 first semester (by

Jan. 30)1 second semester

(by May 1)

0 3

Non-Classroom BasedCategory 1A (1st Year)

2(1 per semester)

2(1 per semester)

2(1 per semester)

6

Non-Classroom BasedCategory 1B (1-3 Years)Category 2 (4+ Years)

1 1 1 3

SSPEMCategory 1A (1st Year)

0 2(1 per semester)

2(1 per semester)

4

SSPEMCategory 1B (1-3 Years)Category 2 (4+ Years)

0 1 1 2

12

Now….Let’s Take a Look

13TEAM EVALUATION MEASURES

•Observations - Based on Marzano’s “Art and Science of Teaching” Framework

•Deliberate Practice Plan

•Student Growth/Achievement Measures

DOMAIN 1: 41 ELEMENTS

14

DOMAIN 2: 8 ELEMENTS

15

Planning and Preparing

Planning and Preparing for Lessons and Units42.Effective Scaffolding of Information with Lessons43. Lessons within Units44. Attention to Established Content

Standards

Planning and Preparing for Use of Resources and Technology 45. Use of Available Traditional Resources46. Use of Available Technology

Planning and Preparing for the Needs of English Language Learners47. Needs of English Language Learners

Planning and Preparing for the Needs of Students Receiving Special Education 48. Needs of Students Receiving Special

Education

Planning and Preparing for the Needs of Students Who Lack Support for Schooling 49. Needs of Students Who Lack Support

for Schooling

DOMAIN 3: 5 ELEMENTS

16

Reflecting on Teaching

Developing and Implementing a Professional Growth Plan53. Developing a Written Growth

and Development Plan54. Monitoring Progress Relative to

the Professional Growth and Development Plan

Evaluating Personal Performance50. Identifying Areas of Pedagogical

Strength and Weakness51. Evaluating the Effectiveness of

Individual Lessons and Units52. Evaluating the Effectiveness of

Specific Pedagogical Strategies and Behaviors

DOMAIN 4: 6 ELEMENTS

17

Promoting a Positive Environment55. Promoting Positive Interactions with

Colleagues 56. Promoting Positive Interactions about

Students and Parents

Collegiality and Professionalism

Promoting Exchange of Ideas and Strategies57. Seeking Mentorship for Areas of Need or

Interest58. Mentoring Other Teachers and Sharing

Ideas and Strategies

Promoting District and School Development59. Adhering to District and School Rule and

Procedures60. Participating in District and School

Initiatives

HOW DO WE MEASURE TEACHER’S EFFECTIVENESS AND SUPPORT GROWTH?

18

Innovating (4) Applying (3) Developing (2)

Beginning (1) Not Using (0)

Refers to professional teaching that innovatively involves students in the learning process. Additional strategies are incorporated which leads to all students reaching the desired effect at this level.

Refers to successful, professional teaching that is consistently at a high level. Students are engaged and the teacher monitors the extent to which the desired outcomes are produced. The majority of students reach the desired effect of this level.

Refers to teaching that has the necessary knowledge and skills to be effective. Students are engaged but the monitoring of outcomes is inconsistent or lacking.

Effective teaching strategies are used incorrectly or with parts missing

Effective strategies are called for but not exhibited

19

Now Let’s Try One!

HOW DO WE ARRIVE AT A FINAL RATING FOR INSTRUCTIONAL PRACTICES?

20

Elements from Domain 1,2,3,4

Frequency at Level

4

Frequency at Level

3

Frequency at Level

2

Frequency at Level

1

Frequency at Level

0

21

Cat

1

Highly Effective

(3.5 – 4)

Effective (3)

Developing (2) Unsatisfactory (1)

D1:

At level 4,

50% - 64% = 3.5

65% and Higher = 4 and

0% at Level 1 or 0

At least 65% at Level 3 or higher

Less than 65% at Level 3 or higher and Less than 50% at Level 1, 0

Greater than or equal to 50% at Level 1, 0 D2

: D3: D4:

How Do We Arrive at a Final Rating For Instructional Practices?

Category 1 Teachers

22

MAKING THE CONNECTIONS THROUGH DELIBERATE PRACTICE

Deliberate Practi

ce

Teacher

Performanc

e

Student Achieve-ment

23

Deliberate practice is a way for teachers to grow their expertise through a series of

planned action steps, reflections, and collaboration.

DELIBERATE PRACTICE PLAN PROCESS

1. •Self-Assessment•Review Last Year’s Instructional Practice Data

2. •Identify Focus Strategy•Evaluator/Instructional Personnel

3. •Create Measurable Goals

4. •Actions/Reflections: On-going

5. •Measure Growth to Determine Deliberate Practice Scoring

SCORING & CALCULATION

60%

40%Instructional Practice (includes DP and observa-tion data)

Student Growth

SUMMARIZING ACTIVITY

• Turn to your shoulder partner and list the three components of the Lake County Evaluation Model

PARTICIPANT SCALE AND REFLECTION

(PLEASE COMPLETE AND TURN IN)

0-Not Using

•No understanding or implementation steps taken away

1-Beginning

•Little understanding and inconsistent implementation steps taken away

2-Developing

•Moderate understanding and implementation steps taken away

3-Applying

•Consistent understanding and implementation steps taken away along with monitoring componets for effective execution

4-Innovating

• In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways

New Beginnings 2014

ADDITIONAL TRAINING…..

•New Beginnings – Overview of the TEAM Process•Monthly Orientations – New Teachers•Marzano Introduction & Seminar Series• Refer to your notebook for details• Contact Melissa Ohel at ohelm@lake.k12.fl.us for more information

FOR ADDITIONAL INFORMATION VISIT:http://moodle1.lake.k12.fl.us/

• Select District Courses• Select Race to the Top/TEAM• Log-on is the same as system log-on (username= last name, first initial)

Please direct questions about the new evaluation system to:

Andrea Guogas, Manager of Evaluation and Compensation

guogasa@lake.k12.fl.us or 253-6555

29