An Osborn Education. Comprehensive Reform in Education Putting the Pieces Together… The Nation The...

An Osborn Education

Comprehensive Reform in Education

Putting the Pieces Together…

The NationThe StateThe District

The Nation

College - and career-ready students

Great teachers and leaders

Raise the bar and reward excellence

Equity and opportunity

Promote innovation

The State“Today’s achievement for the State of Arizona in the Race to the

Top (RTTT) competition is a very significant and important milestone in Arizona’s comeback. The conditions are in place to transform Arizona schools for decades to come.” Governor Jan Brewer, July 27, 2010

Standards and Assessments

Statewide Longitudinal Data Systems

Great Teachers, Great Leaders

Supporting Struggling Schools

RACE TO THE TOP

The District

AZ Ready for Rigor Project

TIF

Student Achievement

Teacher Effectiveness

Principal Effectiveness

Overall School Effectiveness

In May, 2010 the staff at each Osborn school came to consensus to join the AZ Department of Education, ASU, The National Institute for Excellence in Teaching and 16 other districts to apply for a USDOE Teacher Incentive Fund Grant.

Osborn’s commitment to

TAP aligns to and strongly

supports national and

state goals for educational

reform.

Teacher Excellence Student

Achievement

Opportunities for All

Teacher Advancement Program: A New Direction for Success

Why Tap?The goal of TAP is to increase student achievement through teacher quality.

• Each Osborn school is now part of a comprehensive reform effort with a history and a future

• We are part of something which goes far beyond our district

• You and your school leadership team will be a significant part of this new endeavor

Why TAP… a National Perspective

• President Obama’s address to the nation on education reform– Proclaimed that to complete our race to the top

requires “recruiting, preparing, and rewarding outstanding teachers.”

– Singled out the “promising work” of the Teacher Advancement Program

– Hailed TAP for “making an unprecedented commitment to ensure that anyone entrusted with educating our children is doing the job as well as it can be done.”

TAP Elements of Success

Instructionally Focused

Accountability

MultipleCareer Paths

Performance-based

Compensation

Ongoing AppliedProfessional

Growth

Performance-Based

Compensation


Accountability



Growth

TAP Elements of SuccessBased on comprehensive research

Multiple Career Paths

Performance-based

Compensation


Growth


Accountability



Opportunities for additional responsibility and compensation


Master Teacher

Mentor Teacher

Career Teacher

Research Supporting Multiple Career Paths

• Effective leadership is characterized by collective responsibility. (Elmore 2000)

• Collective leadership through consensus of teachers rather than mandate is more effective. (Darling-Hammond, Bullmaster & Cobb 1995)


Accountability


Performance-Based

Compensation


Growth


Ongoing Applied Professional Growth



Accountability

Performance-based

Compensation


Growth



Growth

Weekly on-site professional development, teacher-led and job embedded

Research Supporting On-going Embedded Professional Growth • Student achievement and

teacher learning increases when professional development is teacher-led, ongoing and collaborative. (Desimone, Porter, Garet, Yoon, & Birman, 2002; Smylie, Allensworth, Greenberg, Harris, & Luppescu, 2001).

• Schools that regularly link teachers to other teachers to form a supportive community are capable of successfully reforming teaching and learning. (Fullan 2001)


Instructionally Focused Accountability


Accountability


Performance-Based

Compensation


Growth


Performance-based

Compensation


Growth


Accountability


• Multiple evaluations

• Trained and certified evaluators

• Cluster training and individualized classroom support

Fair evaluations based on clearly defined, research-based standards


Accountability

Research Supporting Instructionally Focused Accountability • The challenge of creating an effective teacher

accountability system is to improve the quality of teacher instruction, and thereby raise student achievement. Odden and Clune (1998)

• States and school districts need to identify the knowledge and skills that a teacher needs to teach successfully, and then create standards and rubrics to measure teaching performance. Odden, Milanowski & Youngs (1998)

Shar

ed L

eade

rshi

p

TAP Leadership Team Members

Shared LeadershipPrincipal

Assistant Principal

Master Teachers

Mentor Teachers

Others critical to a successful implementation of TAP

Purpose of TAP Leadership Team

The Leadership Team is responsible for overall implementation of the

TAP System and monitoring specific TAP processes in their school.

TAP Leadership Team Member ResponsibilitiesTAP Principal

• Selects Master and Mentor Teachers

• Leads development of school plan

• Facilitates TAP Leadership Team Meetings

• Monitors cluster and classroom activities

• Conducts classroom evaluations and conferences

• Coaches Master and Mentor Teachers in classroom instruction, cluster implementation and coaching of teachers

TAP Master and Mentor Teacher

• Facilitate Cluster (Team) Meetings

• Conduct Evaluations and Conferences/Coaching

• Provide Individualized Teacher Support

• Participate on Leadership Team

* Master and Mentor Teachers’ effectiveness evaluated annually through staff surveys

Basic Job Responsibilities – Master and Mentor Teacher


Performance-based Compensation


Accountability


Performance-Based

Compensation


Growth


Accountability



Growth

Performance-based

Compensation

Tied to responsibilities, instructional performance and student achievement growth


• The system for determining performance based compensation is comprehensive

• Teacher performance is determined in three ways:

– Skills, knowledge and responsibilities

– Individual student achievement growth

– School-wide student achievement growth

Performance-based

Compensation

Research Supporting Performance-based Compensation • Studies show that neither years of experience nor

advanced degrees can predict increased student achievement. (Greenwald, Hedges & Lane 1996)

• Performance award programs are successful when integrated with strong leadership, professional development, reliable analysis of student performance and strong feedback.

(Odden & Kelly 1996; Odden 2000)

Proposition 301

Federal Race to the Top Grant

Federal Teacher

Incentive Fund Grant

How will teacher and principal performance-based awards be funded?

What two things will the TAP system help Osborn improve ?

• Quality of Instruction

• Student Achievement

An Osborn Education. Comprehensive Reform in Education Putting the Pieces Together… The Nation The...

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