July 2012

Session 12:LEAP Logistics

Essential Questions

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• What is the plan for LEAP in 2012-13 and how can I support the implementation?

• What are the expectations of me related to LEAP during this school year?

• What support will be available from the LEAP team?

Session Content/Language Objective

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Participants will formulate questions and responses about 2012-13 LEAP implementation using complete sentences through:

a) discussion of the 2012-13 observation model in a small group

b) brainstorming evidence for one professionalism indicator

c) synthesizing the information into a coherent turnkey model with their school team

Session Agenda

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1) LEAP Logistics Video (2012-13)

2) Revised Framework for Effective Teaching

3) LEAP Overview and Professional Growth Plan Changes

4) 2012-13 Observation Model

5) Student Perception Surveys

6) Professionalism

7) Student Outcomes

8) School Communication Expectations around LEAP

9) Resources and Support for this Pilot Year

Introduction to LEAP Logistics Video5

2012-13 LEAP Logistics Video o Support your understanding of LEAPo Integral part of LEAP Turnkey Module

When should I present this to my

staff?

Where can I find this resource? On the LEAP website in the “Resources” > “Training and

Video Library” section:

http://leap.dpsk12.org/Resources/Training-and-Video-Libr

ary.aspx

August Green Days OR

Prior to the start of Observations

(Sept. 10th)

Revised Framework for Effective Teaching

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New Symbols

Incorporated symbols to emphasize key instructional values and practices ALL indicators apply to ALL classrooms in the Denver

Public Schools Represent our pledge to provide 21st century-focused, high-

quality education for all students Effective for all learners and essential for particular groups

of students.

Professional Growth Plan (PGP) Changes

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“It’s important to choose 1-2 priorities and draw on the school’s strength.”

(Pathways to the Common Core, 2012)

Professional Growth Plan (PGP) Changes

School Leaders: During the

two days of planning, login to SchoolNet and select your school-wide Area of Focus

Either Masterful Content Delivery OR High-Impact Instructional Moves.

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Selecting Areas of Focus

Teachers will only be able to select their two Area of Focus indicators after a School Wide Area of Focus is selected. One MUST be from the school Area of Focus.

The second indicator selected may be any of the 11 remaining indicators.

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Appendices

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Appendices are on the LEAP website:

Available Appendices

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•Interventionists•Librarians•PE•World Languages•Early Ed•Technology•Music

•SPED Affective•SPED Autism•SPED Deaf•SPED Intellectual Disabilities•SPED Specific Learning Disabilities

Purpose of Appendices

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Created and revised in collaboration with curriculum leads and content-area teachers

The appendices are NOT intended to be separate Frameworks, but rather clarifying documents to assist observers in understanding effective practices in particular contexts.

Appendices are meant to be support mechanisms for observers as they enter into observations in certain content areas/grade levels. They provide high-level awareness regarding unique instructional situations. The appendices are important considerations to keep in mind while gathering evidence during observations and should be referenced later when determining ratings.

Appendices Use

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Please review all appropriate appendices prior to conducting observations. Later, when weighing evidence that informs teachers’ ratings, again refer to these appendices in conjunction with the standard Framework for Effective Teaching Evidence Guide.

Appendix bullet points supersede corresponding bullet points in the Evidence Guide unless otherwise noted. If appendix indicators are grayed out, all of the bullets for that indicator in the standard Evidence Guide apply.

Using an Appendix

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Constructing understanding (Librarian Appendix)

1. What additional considerations does an observer need to consider for Librarians?

2. Which should be scored according to the standard Evidence Guide?

Professional Practice Component

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Rationale for Observation Model Changes

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Feedback from the field Teachers wanted a more comprehensive view of their

teaching over time, not just 4 snapshots School leaders wanted to get into classrooms more often School leaders and teachers agreed that novice teachers

would benefit from additional PO supportThe model changes allow for

School leader flexibility in planning for observationsGathering a body of evidence that allows a more

complete view of a teacher’s practice over time; observation is standards-based, not just some mathematical average

Observation Model Table Talk 18

You have 5 min. to answer the following questions with your partner (use the model handout):

What is the same about this year’s model? What is different about this year’s model? What questions do you have about the

model?

09000 5 87654321540 04 98765432103 9876543210987654321021 987654321098765432100Hours Minutes Seconds

What is different for Observers?

1. Enhanced Observation Tool2. No observation windows

— Flexibility and tools to assist observers to manage their caseload

— Tracking of observation type and completion— Body of evidence collected and built over time— Observations: Sept. 10, 2012 - April 19, 2013

3. Pilot Certification Process— Testing the Reliability of our Observers— Targeted support— Baseline and Mid-year process— Build confidence in the LEAP observation component

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2012-13 Observation Model

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* Group 1 and Group 2 rotates annually. Teachers will be notified in August if they are scheduled for peer observation in an email from the LEAP Operations

team.

2012-13 Observation ModelTeacher Group School Leader Peer Observer Total

Probationary Teachers

1 Full +Partials & Walkthroughs

2 Full + Support for novice

teachers

3 Full;Partials /

Walkthroughs as needed

Non- Probationary Teacher “Group 1”* -

PO optional

1 Full +Partials & Walkthroughs

Opt in for 1 or 2 Full(teacher or principal

request)

1-3 Full; Partials /

Walkthroughs as needed

Non- Probationary Teacher “Group 2”* -

PO included

1 Full + Partials and Walkthroughs

- OR -Partials & Walkthroughs

only and elect to utilize PO full observation data

2 Full

2-3 Full;Partials /

Walkthroughs as needed

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The Different Types of PRINCIPAL Observation

Full A Full Lesson up to 60 minutes All indicators scored Write-Up: Ratings with evidence Follow Up: In-person, reflective feedback conversation

Partial ~20-30 minutes Specific indicators (such as Area of Focus) + anything else

observed Write-Up: Ratings with evidence Follow Up: E-mail –OR- In-person, if requested

Walk-Through ~10 minutes Specific indicator(s) (such as School Wide Area of Focus) +

anything else observed Write-Up: Ratings with evidence Follow Up: If requested

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Professional Practice Component22

Student Perceptions

Survey &Professionalism

Student Perception Survey

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• Rationale for SPS SPS is an important measure that allows us to live our

DPS value of listening and learning from constituents; the SPS is a way to elicit feedback and include student voice.

Research from the Measures of Effective Teaching study has shown that student perceptions positively correlate with student achievement gains

• Next steps• Continue to pilot SPS in 2012-13• More input: Focus Groups (Summer 2012) and Teacher

Effectiveness Design Team• More resources online• More information about administration

Professionalism in 2012-13

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Structure• Professionalism is the third domain of the Framework for

Effective Teaching (along with Learning Environment and Instruction).

Administration• Mid-year (Nov. 26-Jan.31)

• Teachers and school leaders will independently rate the teacher on the Professionalism indicators and share the results with each other.

• Conversations about Professionalism will be conducted as needed/requested by either party.

• If a discrepancy or disagreement on ratings exists, there will be an opportunity for the teacher to provide evidence and be re-scored.

• End-of-year • Final rating process completed by April • Discussed during the end of year conversation (April 22-May 22)

Revised Professionalism Rubric

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5 min. to review the entire DRAFT professionalism rubric.

Activity: Evidence for Professionalism Indicators

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• 5 min. to table talk• Review and discuss your table’s assigned

Professionalism indicator• Chart potential pieces of evidence

Afterward share out for 5 min.Your ideas will be collected across all

networks and posted on the LEAP website as a resource for school leaders and teachers.

Student Outcomes Component27

Importance of Assessments28

“…when assessments are sound, we want them to matter; assessments need to inform and fuel not only our teaching but our school reforms.”

(Pathways to the Common Core, 2012)

Values for Student Outcomes

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Student Outcomes Multiple Measures

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Sample Student Outcomes Multiple Measures

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* Actual weights for each measure have not yet been determined and will depend on individual teacher type.

Student Outcomes Development Timeline

2011-12 District

Assessment revisions

Identified research partners

2012-13 Assessment pilot for select

non-tested grades/subjects* State and School-Wide

Measures* Growth calculation

research and validation

2013-14 Assessment pilot for

additional non-tested grades/subjects*

Develop Teacher- and Team- Assessments*

Growth calculation pilot

2014-15 All applicable

assessment measures included on End-of-Year reports*

Growth calculation used in evaluations*

* Measure(s) will continue to be included in following years.

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How will we ensure accurate Student Outcomes data?

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Teacher Student Data Link (TSDL) provides the foundational processes and data to map Students to Teachers to Assessments to achieve these goals: Assist teachers in better supporting their students by

improving access to accurate assessment data through the ROSTER VERFICATION process

Attach accurate student performance data to all teachers, ensuring that accurate student outcomes are linked to teachers. Student outcomes will equal 50% of a teacher’s evaluation in the LEAP system in order to comply with state law.

Looking Ahead – LEAP Logistics

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Communicating about LEAP with

School Staff

Turn-Key Module for Teachers

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• Use the turn-key module provided with your school staff at the beginning of the year.

• Please try to complete the module during the August Green Days; otherwise, it must be completed before September 10th (the first potential observation day) so teachers feel confident and prepared

LEAP Turn-Key Module

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This module should take 45 – 60 minutes to deliver

1. Welcome and Context Setting – Connection to the Instructional Core

2. Start the LEAP Logistics Video3. Highlight Framework Revisions and why changes were

made; quick dive into teacher’s area of focus (related to the School Wide Area of Focus)

4. Review the revised Observation model (with handouts of the model)

5. Briefly review SPS, then review Professionalism Revisions and the 2012-13 Process

6. Review Student Outcomes Development (with handouts of the development timeline and student outcomes categories available for everyone)

Looking Ahead - Logistics

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Resources and Support

Resources and Support - Teachers38

Academic Technology Services (AnTS)-led modules about assessment / student outcomes for teachers

More resources on the Educator Development tab in SchoolNet

Peer Observer Supportso Deep Dive Training sessions open to

all teacherso Novice teachers: Additional PO

support

Resources and Support – School Leaders

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Trainings for various topics during School Leader Meetings and alternate venues

LEAP Operations support for principals around the Observation Tool and Data Reporting.

Observation Support from PRINCIPALS

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Principals…1. Receive a school roster caseload file on July 30th 2. Review the file to ensure:

1. All teachers assigned to the school are listed2. All content as associated with each teacher is

accurate3. All ELA designated classrooms are identified

3. If applicable, assigns AP’s / AA’s to observe particular teachers

4. Returns file to the LEAP ops team by August 9th

LEAP Point People41

Email any questions to LEAP@dpsk12.orgSpecific questions regarding…can be directed to…

SchoolNet / Observations: LEAP Operations Team (423-2600) Framework for Effective Teaching Tool (observation and

professionalism component): Danielle Ongart (danielle_ongart@dpsk12.org )

Student Perceptions Survey: Hilary Gustav (hilary_gustav@dpsk12.org)

Non-Tested Grades/Subjects Development: Kenny Smith (kenny_smith@dpsk12.org)

Professional Development: Justin Darnell (justin_darnell@dpsk12.org)

Session Content/Language Objective

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Participants will formulate questions and responses about 2012-13 LEAP implementation using complete sentences through:

a) discussion of the 2012-13 observation model in a small group

b) brainstorming evidence for one professionalism indicator

c) synthesizing the information into a coherent turnkey model with their school team

Thank You!

Do you need additional information to address the essential questions?• What is the plan for LEAP in 2012-13 and

how can I support the implementation? • What are the expectations of me related to

LEAP during this school year? • What support will be available from the

LEAP team?

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