other options design group: jeanne bennett, corrine chalifour, warren dobbins, julie jones, lindi...
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Measuring Effective Teaching~Content Pedagogy
Measuring Effective Teaching~Content Pedagogy
Other Options Design Group:Jeanne Bennett, Corrine Chalifour,
Warren Dobbins, Julie Jones, Lindi McCurry, Jigna Patel, Sue Varga-Ward, Tom Tomberlin
March 16th, 2011
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What is Content Pedagogy?• Content pedagogy refers to the teaching skills teachers use to
impart specialized knowledge/content of their subject areas to learners.
• This complex combination of skills and abilities can include essential knowledge, dispositions, commitments, and instructional behaviors that allow educators to practice at high levels.
• Recognizing effective practice and teachers who demonstrate it is the single most important action the nation can take to improve schools.
Source: National Board for Professional Teaching Standards. (1998). Washington, DC. http://www.nbpts.org/
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How Do We Measure Content Pedagogy?
TIER 4Create
TIER 2Application
TIER 3Analysis & Evaluation
TIER 1Knowledge & Understanding
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Tier I – Knowledge and Understanding
Knowledge* Praxis Exam
* Error Analysis
Identification* Demonstrate knowledge of research-based
practices* Knowledge of associated vocabulary
Classification* Developmentally appropriate lessons
* Differentiated Lessons* Engagement of Students
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Tier I – Operations
Checklist observations will be calibrated to NC Teacher Evaluation and include content vocabulary based on NC DPI vocabulary as
well as demonstrated knowledge of research-based best practices.
Checklist observations conducted by Principal, Assistant Principal, Department Head, another
content colleague, possibly personnel from area Learning Community.
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Tier II – Application
Teacher selects and applies instructional practices
consistently throughout teaching
Teacher maintains records of how practices are being applied in classroom (e.g., portfolio
containing lessons, activities, research articles and reflection logs.
C & I maintains database of approved resources and determines validity of other resources
Observation conducted by outside personnel (Tier IV?) to verify proficiency in practice
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Tier II – Operations
Teachers pick from existing list (CMS database) of best practices or best practices found through individual
research.
Teachers demonstrate that they can implement 4 best practices either simultaneously or
concurrently by submitting plan to Master Teacher group. Master Teacher group reviews all plans
quarterly. Approved plans are assigned a Master Teacher to work with teacher and conduct multiple
visits to teacher’s classroom.
Principal signs off on teacher’s application that teacher is not on action plan.
When teachers demonstrate mastery of best practices, then are eligible to submit an Action Research Proposal
to Master Teacher group.
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Tier III – Analysis and Evaluation
Teacher conducts a narrowly focused action research project
Application process for project – teacher provides background research, rationale and
need, identifies salient data, plan for collecting data, timeline of project
Opportunities for collaborative projects – across classes, grades, and schools.
Teachers share results of the research project – district develops a repository of research on
instructional practices.
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Tier III – OperationsTeachers would choose 1 of 4
previously studied best practices to become the basis for his/her Action
Research Proposal that will be submitted to and approved by the
Master Teacher group.
A system of checks and balances would be instituted to ensure that all approved Action Research Proposals would maintain a high standard of performance and credibility.
If possible the same Master Teacher liaison would continue to support the teacher during his/her action research
project.
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Tier IV – Create
Teacher creates presentations on best practices for colleagues,
local and district PD, conferences, etc.
Establish an “open” classroom designed for teacher students to learn from master
teachers.Lead professional development “learning
labs”
Tier IV teachers become evaluators of other teachers as they advance through the tiers.
Assist in the creation of a “practice library” that warehouses effective best practices.
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Tier IV – OperationsEach Master Teacher and his/her area of
expertise would be maintained in a district database.
A structured plan of assistance would be developed for Master Teachers to assist Tier II and Tier III
teachers.
The Master Teacher role would be expanded from solely serving as a learning lab classroom resource to include
visiting classrooms for the purpose of coaching and evaluating teachers rising through Tier II and III. Master
Teachers are also available to students in colleges of education. In some cases Master Teacher teaching loads
are adjusted to enable their coaching or evaluating roles for the duration of their assignment.
An on-line evaluation system would be developed for Tier II, Tier III teachers as well as college students who receive
assistance from Master Teacher.
It may be necessary to “grandfather” in some veteran teachers as Master Teachers.
Feedback
While we expect that the majority of teachers would not advance past Tier II, is this system of content pedagogy scalable for a district the size of CMS?
Are there current systems in place in CMS that would capture this construct? Are we recreating the wheel?
We feel that attaching the tiers to Bloom’s Taxonomy will make the system accessible to teachers. Is this a valid assumption? Is there a better way?