A Journey to Performance Excellence

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• A Journey to Performance Excellence
• Continuous Improvement

Professional Development Site Reps 1st
Quarter TPS Strategic Goals Core Values PD
Personnel, Cycle of Development Needs
Assessments Paradigm Shift in PD the Evaluation
Process Pathwise Program Effective Teaching
Behaviors TPDC Requesting Individual
Funding Review of Site Rep Roles PD Format
Guidelines
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TPS Strategic Goals
Goal I - Student Learning and Performance

• To continue to provide researched-based
  challenging curriculum and instruction that
  prepares students for post secondary careers of
  choice develops lifetime learning habits and
  builds capacity for service to their
  community, state, nation and the world.

Goal II Efficient Effective Operations
To provide a safe and secure environment for all
students in Tulsa Public Schools so
that all students can have
an opportunity to reach their
potential.
Goal III Parent/Guardian and Community Support
To involve and support parents and guardians and
include them as
valuable members of the school team.
Goal IV Faculty Staff Focus
To ensure that all persons have an opportunity to
apply and work for Tulsa Public
Schools, the District of Choice.
Goal V Performance Excellence
To develop system capacity and quality.
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Core Values of Performance Excellence
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Professional Development Evaluations

• Should Reflect Connections to
• Strategic Goals
• Performance Excellence Core Values
• Daily Practice

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Fulton Teaching Learning Center 8906 East
34th Street - 918-925-1100
Dr. Mary Guinn Chief Academic Officer
Area I-V Superintendents
Vicki Berry Scheduler/Receptionist
Dr. Marvin H. Jeter, III Director of Staff
Development Leadership Training
Lee Ann Richardson Budget Analyst
Darnelle London Secretary
Andre Doyon Technology/Trainer
Vacancy Coordinator of GEAR UP
Jane Barnes ½ Dir of Elementary Curriculum ½
Director of Leadership Dev
Pathwise Specialists Area I-Lynn McKenney Area
II-Raye Nero Area III-Sarah Maldonado Area
IV-Donna Berryhill
Instructional Specialists Area I-Pamela
Vickers Area II-Peggy Moss Area III-Karen
Pittman Area IV-Mary Jane Fahey
Elemen Curriculum Specialists RF-Lynette
Shouse EC-Pam Brooks Math-Terry Whisenhunt Lang
Arts-Janice Sosa Science-Ava Howard Soc
Stud-Juanita Williams
GEAR UP Facilitators Bryan Brown Kathleen
Henzel James Holdman Parent Facilitator Tammy
Barron
½ Pathwise ½ Instructional Specialists Area
V-Vacancy High School-Juliann Gillette
Instructional Facilitators Area I-Betty
Adams Area I-Michelle Cullom Area I-Vacancy Area
II-Nancy Ghylin Area II-Vacancy Area
II-Vacancy Area III-Elizabeth Elias Area
III-Heather Philley Area III-Vacancy Area
IV-Elaine Buxton Area IV-Jan Smith Area
IV-Vacancy Area V-Vacancy
Second Curriculum Specialists Math-Ava
Fisher Lang Arts-Pat Sherbert Science-Adrienne
Elder Soc Stud-David Brennan PE-Barbara Marshall
Fine Arts Specialists Dr. Ann Tomlins,
Coord Paige Godfrey, Music
Dr. Marsha Edmonds Director of Secondary
Curriculum
Dr. Nilda Reyes Director of Equity Diversity
ELL Specialists Elementary-Anna
Garcia Secondary-Karen Cornish
SPED Coordinators Cheryl Henry Rhonda
Kessler Linda Mix Teresa Thomas Vacancy
Dr. Taylor Young Assistant Superintendent for SPED
3300 Certified Employees
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TPS Professional Development
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Plan Tulsa Public Schools regularly review
data as they plan for strategies and
interventions to address and improve student
achievement. State assessments (OCCT) results are
received during the summer and provide the basis
for state accreditation. Throughout the year,
benchmark assessments that are aligned to the
District pacing calendars provide continuous
feedback regarding student academic performance.
Teachers utilize the results to plan daily
instruction.
OCCT Test Results Analyzed
Benchmark Assessment Data
Do Based upon a comprehensive review of data from
the previous years, Tulsa Public Schools write
School Improvement Plans. These plans include
strengths as well as opportunities for
improvement. Each data supported opportunity for
improvement is paired with research-based
strategies and interventions to effectively and
efficiently improve student performance.
Throughout the year, regular benchmark
assessments guide schools as they fine-tune the
site-based interventions. Teachers may request
individual training through the Tulsa
Professional Development Committee throughout the
year.
September School Improvement Plans
Site-based Interventions
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Study Based upon the School Improvement
Plans, Tulsa Public Schools complete an October
Professional Development Needs Assessment.
District Leadership also review data to identify
school, feeder, Area, District-wide trends.
Based upon the findings, professional development
is arranged to provide building, feeder or area,
and District-wide support for increased
instructional efficacy. Again in April after
Standard District Curriculum post-tests, schools
complete an April Professional Development Needs
Assessment to guide in the planning of summer
offerings.
October PD Needs Assessment
April PD Needs Assessment
Act Guided by extensive review of the data, the
Tulsa Public Schools Office of Staff Development
and Leadership Training provides with
professional development that is designed to be
responsive to student needs. During the school
year, professional development is site-based to
the extent possible to avoid interrupting
instruction. The extended day and offerings are
selected to provide assistance in a variety of
areas improving school culture innovative
curriculum, instruction, and assessment
leadership and technology infusion.
November-March PD
May- July PD
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Goal of National Staff Development Council

• All teachers in all schools experience
  high-quality professional learning as part of
  their daily work.

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PD Needs Assessments

• Elementary Form
• Middle School Form
• High School Form

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PD Needs Assessments

• Elementary Form
• Area, Feeder Pattern, School
• Principal PD Site Coordinator You

Academic Achievement Mathematics
Need(s) PD in SIPlan
Reflective Assessment 0- 0- ?
Successful ? Ongoing ? Need Support ?
Recommendations K- K- ? Successful
? Ongoing ? Need Support ?
Recommendations 1- 1- ? Successful
? Ongoing ? Need Support ?
Recommendations 2- 2- ? Successful
? Ongoing ? Need Support ?
Recommendations 3- 3- ? Successful
? Ongoing ? Need Support ? Recommendations
4- 4- ? Successful ? Ongoing
? Need Support ? Recommendations 5-
5- ? Successful ? Ongoing ? Need Support
? Recommendations Data to Support Successful
Assessment Additional Comments
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PD Needs Assessments

• Middle School Form
• Area, Feeder Pattern, School
• Principal PD Site Coordinator You

Academic Achievement Mathematics
Need(s) PD in SIPlan
Reflective Assessment 0- 0- ?
Successful ? Ongoing ? Need Support ?
Recommendations 6- 6- ? Successful
? Ongoing ? Need Support ?
Recommendations 7- 7- ? Successful
? Ongoing ? Need Support ?
Recommendations 8- 8- ? Successful
? Ongoing ? Need Support ?
Recommendations Data to Support Successful
Assessment Additional Comments
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PD Needs Assessments

• High School Form
• Area, Feeder Pattern, School
• Principal PD Site Coordinator You

Academic Achievement Mathematics
Need(s) PD in SIPlan
Reflective Assessment All Math- All Math-
? Successful ? Ongoing ? Need Support ?
Recommendations Algebra I Regular- Algebra I
Regular- ? Successful ? Ongoing ? Need Support ?
Recommendations Algebra I IEP- Algebra I IEP-
? Successful ? Ongoing ? Need Support ?
Recommendations Algebra I ELL- Algebra I ELL-
? Successful ? Ongoing ? Need Support ?
Recommendations Data to Support Successful
Assessment Additional
Comments
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PD Needs Assessments

• Building-Specific Needs
• Feeder-Specific Needs
• Area-Specific Needs
• District-Wide Needs

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A New Understanding of PD
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PD Needs Assessments

• Elementary Form
• Middle School Form
• High School Form

Template for Saving Area-HSFeeder-MSFeeder-ES-10
-07 Ex. II-Rogers-Hamilton-Jackson-10-07
By November 1, Send Final Edit to jeterma_at_tulsas
chools.org
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A New Paradigm of PD
From the Past Paradigms of PD ?teacher-focused
(personal benefit for recertification)
?performance-focused (job-related skills,
individual capabilities,
performance evaluation-guided, standardized
one-size-fits-all)

• To the New Paradigms of PD
• ? student-focused (for school improvement).
• ?driven by identified needs/goals of the system
• ? focused on improving the bottom line
• ? differentiated to accommodate individual
  student needs
• ? driven by clear expectations about
  performance and implementation
• ? monitored/supported by supervisory personnel
• ? measured by evidence of continuous progress
  toward goal

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Teacher EvaluationFinding the balance between
What works What could work better? as a
way to develop Teacher Leaders

• The Goal-

To enhance professional practice
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Teacher EvaluationFinding the balance between
What works? What could work better? as a
way to develop Teacher Leaders

• The Premise-

• Teachers want to be successful
• Students learning
• Parents pleased
• Peers respecting
• Supervisor valued
• Self satisfying

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Teacher EvaluationFinding the balance between
What works? What could work better? as a
way to develop Teacher Leaders

• The Premise of an Effective System-

Principals/Administrators are the principal
teachers of the building! Teaching effective
instruction is our role primary
responsibility.
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Teacher Evaluation
Emphasize The Purpose Quality Assurance
Professional Growth

• Requires Several Critical Factors
• Culture of Collegiality Professional Inquiry
• Clear Criteria Evidence for Measurement
• Neutralization of Bias Reliability/Validity
• Supportive Nonjudgmental Demeanor

Danielson McGreal, 2000
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TPS Teacher Evaluation
Critical Questions

• How do we define the indicators?
• What are the observable measurable teacher
  behaviors?
• How does a teacher know what administrators view
  as unsatisfactory, in need of improvement,
  satisfactory, or commendable?
• What do teachers believe constitute these
  categories?

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Pathwise A Model for Effective Teacher Practices

• Charlotte Danielsons research
• Piloted in TPS 2005-06 2006-07
• Four Domains of Practice
• Domain 1 Planning and Preparation
• Domain 2 Classroom (School) Environment
• Domain 3 Instruction
• Domain 4 Professional Responsibilities
• Based in Reflection and Refinement

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Pathwise A Model for Effective Teacher Practices
DOMAIN 1 PLANNING AND PREPARATION

• 1a Demonstrating Knowledge of Content Pedagogy
  
• Knowledge of content, prerequisite relationships
  pedagogy
• 1b Demonstrating Knowledge of Students
• Knowledge of characteristics of age group,
  students varied approaches to learning, skills,
  knowledge, interests cultural heritage
• 1c Selecting Instructional Goals
• Value, Clarity, Suitability for diverse
  students, Balance
• 1d Demonstrating Knowledge of Resources
  
• Resources for teaching resources for students
• 1e Designing Coherent Instruction
• Learning activities, instructional materials and
  resources, instructional groups, lesson and unit
  structure
• 1f Assessing Student Learning
• Congruence with instructional goals, criteria
  and standards, use for planning

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Pathwise A Model for Effective Teacher Practices
DOMAIN 2 THE CLASSROOM/SCHOOL ENVIRONMENT

• 2a Creating an Environment for Respect and
  Rapport
• Teacher interaction with students Student
  interaction
• 2b Establishing a Culture for Learning
• Importance of content, Student pride in work,
  Expectations for learning and achievement
• 2c Managing Classroom Procedures
• Management of instructional groups, transitions,
  materials and supplies performance of
  non-instructional duties, supervision of
  volunteers and paraprofessionals
• 2d Managing Student Behavior
• Expectations, monitoring of student behavior,
  response
• 2e Organizing Physical Space
• Safety and arrangement of furniture
  accessibility to learning and use of physical
  resources

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Pathwise A Model for Effective Teacher Practices
DOMAIN 3 INSTRUCTION

• 3a Communicating Clearly and Accurately
• Directions and procedures, oral and written
  language
• 3b Using Questioning and Discussion Techniques
• Quality of questions, discussion techniques,
  student participation
• 3c Engaging Students in Learning
• Representation of content, activities and
  assignments, grouping of students, instructional
  materials and resources, structure and pacing
• 3d Providing Feedback to Students
• Quality accurate, substantive, constructive and
  specific, timeliness
• 3e Demonstrating Flexibility and Responsiveness
• Lesson adjustment, response to students,
  persistence

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Pathwise A Model for Effective Teacher Practices
DOMAIN 4 PROFESSIONAL RESPONSIBILITIES

• 4a Reflecting on Teaching
• Accuracy use in future teaching
• 4b Maintaining Accurate Records
• Student completion of assignments, progress in
  learning, non-instructional record
• 4c Communicating with Families
• Information about the instructional program,
  individual students, engagement of families in
  the instructional program
• 4d Contributing to the School and District
• Relationship with colleagues, service to the
  school, participation in school and district
  projects
• 4e Growing and Developing Professionally
• Enhancement of content knowledge/pedagogical
  skill, service to the profession
• 4f Showing Professionalism
• Service to students, advocacy, decision making

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Levels of Evaluation of PD National Staff
Development Council

• Level 1 Awareness of Information
• What? Introduction of Content
• How? - Skills
• Level 2 Deep Understanding of Information
• What? - Application of Content over Time
• How? PD, Coaching/Mentoring, Simulations,
  Portfolios, etc.

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Levels of Evaluation of PD National Staff
Development Council

• Level 3 Capability for Implementation
• What? Acquire skills and practice outside of
  classroom
• How? - Skills assessment/analysis, modeling,
  simulations, coaching/mentoring, practice
• Level 4 Mechanical Implementation
• What? - Beginning to use the practices by the
  book
• How? Resources and materials, lesson plans,
  observations/monitoring, professional sharing

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Levels of Evaluation of PD National Staff
Development Council

• Level 5 Refined and Routine Implementation
• What? Ensure methods are authentic, automatic,
  and appropriate
• How? Integrating new ideas, previous methods,
  examples of others implementing

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Tulsa Professional Development Committee
2007-2008 TPDC Members

• AREA I SHELLY COLE WHITMAN ES
• DONNA CARTER CENTRAL HS
• AREA II GINGER KNELLER ADDAMS ES
• HAVEN DE YONG HAMILTON MS
• AREA III SHARON BOOKOUT, Vice-Chair JONES ES
• TARA GORDON LEWIS CLARK MS
• AREA IV KENNETH JOSLIN, Chair KEY ES
• KENDRA CULP EDISON HS
• AREA V BRIAN BALASKOVITS ZARROW ES
• BRENDA KIRK TULSA LEARNING ACADEMY
• ADMINISTRATIVE ANDREW MCKENZIE MAYO
  DEMONSTRATION
• (TAESP TASSP) ANGIE TEAS OWEN ES
• DALE EDWARDS WEBSTER HS
• PTA COUNCIL RADIUS GUESS
• DISTRICT REP TENNA WHITSEL, DIRECTOR OF COUNSELORS

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Tulsa Professional Development Committee
Requests for Individual Support

• http//www.tulsaschools.org/depts/pd/
• Goto TPS website www.tulsaschools.org
• Click on Departments
• Click on Professional Development
• Click on Master Plan for Professional Development
• Goto page 19-20

Funding Guidelines for Individual Professional
Development
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Tulsa Professional Development Committee
Requests for Individual Support

• Funding Guidelines for Individual Professional
  Development

• Aligned to SIPlan
• Up to 500.00-registration, travel, subs (no
  food/lodging)
• Individual funded only once per year
• Out-of-state only once in two years
• Fully completed application
• OSTAR if out-of-state
• Submitted to PD office at Fulton
• Deadline 1230PM on Wednesday before TPDC meeting
• TPDC meets the last Thursday of each Month

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Professional Development Site Reps Quarterly
Meetings

• First Quarter Meeting October 16
• ? Bring and analyze Needs Assessments based on
  the SIPlans for the sites
• ? Review process for teacher application to TPDC
  for individual PD
• Return information to buildings
• Complete Final Needs Assessment and return by
  November 1
• Model consideration for Pathwise Rubric when
  teachers request assistance
• Encourage requests to TPDC that align to
  building needs

Second Quarter Meeting November 20 ? Bring
rosters of PD from each building that has been
provided and benchmark data. ? Review process for
school/feeder application to TPDC for spring
grants.
Third Quarter Meeting February 5 ? Bring
rosters of PD from each building that has been
provided and benchmark data. ? Identify urgent
needs for implementation prior to testing.
Fourth Quarter Meeting April 22 ? Bring and
analyze Needs Assessment based upon benchmark
data. ? Submit site requests for summer PD
offerings.
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Format for TPS Professional Development
Programming

• All PD will be offered outside of instructional
  time other than coaching and/or modeling by
  District personnel or approved consultants.
• All District PD will be scheduled on the PD
  calendar with links to allow District employees
  to register online.
• All PD will be arranged in 90 minute modules.
  Modules of a PD offering will be noted by Roman
  Numerals.
• All PD will be aligned to SIPlan needs District
  Initiatives
• TPS Strategic Goals
• Core Values for Performance Excellence
• Domains of the Pathwise Model of Effective
  Teacher Behaviors

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• A Journey to Performance Excellence
• Continuous Improvement

Professional Development Site Reps 1st
Quarter TPS Strategic Goals Core Values PD
Personnel, Cycle of Development Needs
Assessments Paradigm Shift in PD the Evaluation
Process Pathwise Program Effective Teaching
Behaviors TPDC Requesting Individual
Funding Review of Site Rep Roles PD Format
Guidelines