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November 6, 2014

Record the following information on a corner of your index card

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1. Gain an understanding of the advantages of the Master Teacher Designation

2. Gain an understanding of the process of becoming designated as a Master Teacher

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Karlene Sa’ad, ChairPaul LombardoJoyce BukovacBridget LambrightOctavia ReidLia Radke, Candidate Support

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“A Master Teacher demonstrates excellence inside and outside of the classroom through consistent leadership and focused collaboration to maximize student learning. A master teacher strives for distinguished teaching and continued professional growth as specified by Standards for Ohio Educators.”

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http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1598&ContentID=46544&Content=108845

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Consistent LeadershipFocused CollaborationDistinguished Teaching (2 parts)Distinguished Teaching (2 parts)DT: Focus on Students and Environment

DT: Focus on Content, Instruction and Assessment

Continued Professional Growth

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A chance for tremendous personal and professional growth

Potential leadership opportunitiesRecognitionAdvanced level of licensure

Lead Professional Senior Professional

60 PDU’s to use for re-licensure

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Professional license/certificate

Taught 7 years (public or private school)

Work a minimum of 120 days

Work under a teaching contract

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Four sections:1.The candidate

information2.The writing and

evidence guidelines 12 pages of narrative

supporting the five criteria

10 pieces for supporting evidence

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3. The prompts for the written narrative -Reference Ohio’s teaching and Professional Development standards -In line with OTES4. Summary of the scoring process - Exemplary in four of the five areas.

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Two forms submitted with each application

Recommendations from colleagues and/or supervisors familiar with your professional practice

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Evidence is one piece of work or document that supports the written narrative (artifacts)

A key component of this process will be making choices about what to feature in your written narratives

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ClearConciseConvincing

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DescriptiveAnalyticalReflective

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Provide a retelling of the experiences that demonstrate distinguished teaching according to the criteria.

Describing what happened in a classroom or professional situation.

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Examine and interpret why the experiences described are the way they are. This type of writing explores reasons and motives.

Analyzing the ‘how’, ‘why’ or ‘in what way’ a particular lesson was or was not successful in teaching students or how your professional experience impacts student learning and your teaching practice.

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Evidence that the teacher is thinking critically about his or her own practice, in relation to individual students and overall.

Reflecting on how you would handle this same situation in the future, what impact it had on student learning, and how you would adjust your teaching practice in the future.

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Standards-based rubricMinimum two people

score each candidate’s submission

Consider responses within the context of your district

Blind Scoring process

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Limited to 12 pagesHas to be within the last 5 yearsRefer to the “Ohio Standards for

the Teaching Profession”What do you want to highlight?What evidence can you include?

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One of the more enjoyable aspects of my job is the time I am able to collaborate with my other grade level teacher. We meet almost daily to plan for the upcoming lessons and to reflect on lessons we have taught. My partner and I work very well together and both benefit from each other’s knowledge and experiences. We have been teaching together for the past fifteen years and have similar styles and discipline expectations. I work with my administrator to make sure I am meeting the building level goals. I feel I have a collegial relationship with the other teachers in the building and we work together when the opportunity presents itself.

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This sample would receive a 1 point because it just talks about collaboration with other teachers and or administrators/staff. It does not speak to how the collaboration promotes student achievement.

The teacher indicates they meet almost daily to plan upcoming lessons. The teacher works with her administrator and has a collegial relationship with other staff members.

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As a middle school science teacher it is important that I am aware of how my students are achieving towards the learning goals. I use our district curriculum guide as a planning tool for instruction. My end of the unit assessments are used to gauge if students are ready to advance to the next topic/unit. If I need to re-teach a portion of the unit, based on the assessment tool, I try to find some enrichment activities for students who demonstrated their success so all students have something to work on. During specific units that are long or contain a great deal of content I provide weekly assessments for the students so I can see how they are progressing. We have just completed our unit on Characteristics and Structure of Life and attached as evidence is a copy of a student’s assessment who met all of the learning goals. (Evidence 7) As most of my class was successful with this assessment we will be moving on to our next unit of Heredity.

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This sample would receive a 1 point because the teacher uses some diagnostic, formative and summative assessments and the teacher uses data t monitor student progress and learning, and to plan instruction.

The teacher uses the curriculum guide to determine learning. The teacher uses end unit assessments. The teacher uses statements such as some and most as qualifiers to their statements.

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Letter of Intent – Dec 1st Optional: Monthly support sessions

(Dec-Apr)Application due May 4th 2 recommendationsComplete the checklist1 narrative (12 pages)10 pieces of evidence

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CH-UH – About tab – Human Resources – Master Teacher Embedded link to ODE Letter of Intent

All forms are on the ODE website – key work search ‘Master Teacher’

Complete ODE ppt is available online

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-William Arthur Ward

On the back of your four corner card - please let us know how the Master Teacher Committee or support sessions can assist you.

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Scoring guideline

Ohio Standards for the Teaching Profession

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http://education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=83985

http://esb.ode.state.oh.us/PDF/Rev_TeachingProfession_aug10.pdf

http://esb.ode.state.oh.us/PDF/Rev_TeachingProfession_aug10.pdf

Use exact wording in Narrative, for example:

“ I use a number of segments from these modules in my teaching, e.g., the interactive syllabus.” Std. 6.3

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Direct impact on student learning

Participating in decision-making

Initiating innovations and improvements for school change

Empower and influence others

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Committees Task Force Strategic Planning Department Chair or Coordinator Published or Presented Oversee other buildings Community work Union position

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Work with educators, students, families and communities

Share knowledge, practice and responsibility

Communicate effectivelySupport student learningRespond to needs of colleagues and

students

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Lesson PlansTeam TeachingCollaborative UnitsQuotes from TeachersWork with colleagues outside the

districtPeer observation and coaching

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Analyze individual and group student development

Connect instruction to students’ needs interests and prior knowledge

Engage learners in inquiryPromote high levels of learningCreate a culture of civility and

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Design instruction to meet learner needs

Meet the needs of students whose performance is advanced or below level

Learner self-assessment and goal setting

Students take an active role Differentiated learning

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Understands academic content taught

Uses multiple assessmentsEvaluates student learningExamines student outcomesPromotes high levels of learning

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Deepen knowledge of content Integrate district curriculum priorities

with state and national standardsUse assessments (TRAILS, worksheets,

quizzes, surveys)Analyze data to modify instructionParticipate in district initiativesFocus on improving student

performance

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Engage in professional developmentResearch best practicesEvaluate activities for impact on

student learningAnalyze own strengths and

weaknessesDevelop an appropriate plan

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Attend professional conferencesLearn new technologiesParticipate in workshopsSubscribe to listservsPresent at conferencePublish articles

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