common principles of effective practice (cpep) an application of the cpep framework with the...
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Common Principles of Effective Practice (CPEP)
An Application of the CPEP Framework with the
Minnesota Q Comp Program
School Improvement Division Vision Statement
• To build the capacity of public school districts and charter schools to meet their mission.
• To increase the level of academic knowledge, college and career readiness and human development in order to minimize the achievement (opportunity) gap across all student groups.
• To partner effectively with district and charter school leadership in carrying out the statutory responsibilities, programs and services of the School Improvement Division.
The School Improvement Division Programs and Services
• Quality Compensation for Teachers (Q Comp)• Teacher Advancement Program (TAP)• High Quality Professional Development• Adequate Yearly Progress (AYP) Statewide System of
Support (SSOS)• Gifted and Talented Education Services• Awards and Recogitions• E2T2 (Enhancing Education through Technology)• Enhancing Education through Technology – American
Recovery and Reinvestment Act (Ed Tech ARRA)
The School Improvement Division promotes the development and implementation of school and student achievement improvement efforts that are derived from current data and incorporates strategic planning and rigorous evaluation of the district/school’s work including:• Clear performance measures• Success criteria• Timelines for defined work• Ongoing, job-embedded support through targeted
professional development
Quality Compensation for Teachers (Q Comp)
Q Comp was enacted by the Legislature in July 2005. It is a voluntary program that allows local districts and exclusive representatives of the teachers to design and collectively bargain a plan that meets the five components of the law. The five components under Q Comp include: Career ladder/Advancement Options, Job-embedded Professional Development, Teacher Evaluation, Performance Pay, and an Alternative Salary Schedule.
Quality Compensation for Teachers (Q Comp)
In 2011-12 there are 52 Independent School Districts and 56 Charter Schools
implementing Q Comp.
CPEP: the WHAT
Common Principles of Effective Practice• Defined and Measurable Goals and Outcomes• Evidence-Based Practices• Data-Based Decision Making• Tiered Levels of Support that Accelerate the learning of
ALL Students• Implementation of Instruction / Intervention as
Intended • Culturally Responsive Teaching and Learning• Alignment with MN Pre K-12 State and Local
Academic Standards • Parent and Community Engagement
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School Improvement Division
CPEP: The What
Defined and Measurable Goals
Q Comp requires districts, schools and teachers to organize and focus on a common agenda:
improving instructional quality and teacher effectiveness to increase student achievement.
Defined and Measurable Goals
Evidence-based Practices
Data-Driven Decisions
Implement as Intended
Aligned with State Standards
School Improvement Division
Evidence-based Practices
Teacher Observation• Rubric• Pre and post observation• Inter-rater reliability• Coaching• Reflection
Defined and Measurable Goals
Evidence-based Practices
Data-Driven Decisions
Implement as Intended
Aligned with State Standards
CPEP: The What
School Improvement Division
Evidence-based Practices
Job-embedded Professional Development: Learning Teams
• Ongoing weekly learning team meetings
• Team meeting records• Protocols• Analysis of student data• Evidence-based instructional
strategy• Collaboration
Defined and Measurable Goals
Evidence-based Practices
Data-Driven Decisions
Implement as Intended
Aligned with State Standards
CPEP: The What
School Improvement Division
Data-Driven Decisions
SMART goal development and data driven practices are applied at all levels
A SMART goal is: Strategic and Specific, Measurable, Attainable, Results-Driven, and Time-Bound.• Identifies achievement gaps• Identifies the content area of focus• Develops purpose for a long term plan
Defined and Measurable Goals
Evidence-based Practices
Data-Driven Decisions
Implement as Intended
Aligned with State Standards
CPEP: The What
School Improvement Division
CPEP: The What Implementation as Intended
Program Review
Part 1: Document Review
Documentation is provided demonstrating program implementation
• Teacher Leader Positions• Professional Development Calendar• Learning Team Records• Staff Training• Teacher Observation/Evaluation Forms• Individual Professional Growth Plans
Defined and Measurable Goals
Evidence-based Practices
Data-Driven Decisions
Implement as Intended
Aligned with State Standards
School Improvement Division
CPEP: The WhatImplementation as Intended
Program Review
Part 2: Site Review • A rubric is used to review
implementation of the four components of the program.
• Evidence is gathered to determine placement on the rubric– Learning Team Observations– Teacher Leaders Interviews– Licensed Staff Members Interviews
Defined and Measurable Goals
Evidence-based Practices
Data-Driven Decisions
Implement as Intended
Aligned with State Standards
School Improvement Division
CPEP: The What
Aligned with State Standards
• Schoolwide SMART goals are aligned to the state assessments.
• The state assessments are aligned to the state standards in reading, language arts, mathematics and/or science.
• Curriculum, instruction and classroom assessments are aligned with state and local standards.
• Professional Development Activities are aligned to schoolwide goals.
Defined and Measurable Goals
Evidence-based Practices
Data-Driven Decisions
Implement as Intended
Aligned with State Standards
School Improvement Division
CPEP: the HOW
Common Principles of Effective Practice
• Stages of Implementation
• Core Implementation Components
• Leadership at All Levels
• Coherent Alignment of Policies and Practices
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School Improvement Division
“It’s good if you have a plan and address the needs of the school effectively. You can see sustained growth. Without a plan you may have growth, but it will be by accident. Then you don’t know if it had to do with instructional practice or other factors. With a plan you can see how things worked and didn’t work.”
Bill Seals, Principal of La Mirada High School, La Marida, California.
Delisio, E.R. (2010). Teaming Up to lead Instruction. ASCD Education Update, Volume 52, Number 12, 6.
School Improvement Division
CPEP: The How
Stages of Implementation
Exploration and Adoption
District
• Letter of Intent • Examination of existing structures• Application review
MDE Support • Technical assistance• Consultation• Approval process
Stages of Implementation
Core Implementation Components
Leadership at ALL Levels
Coherent Alignment of Policies and Practices
School Improvement Division
CPEP: The How
Stages of Implementation
Program InstallationDistrict
• Identification of teacher leaders• Establish learning teams• Establish observation and
coaching cycles
MDE Support
• Technical Assistance
• Consultation• Coaching• Continuous Support
Stages of Implementation
Core Implementation Components
Leadership at ALL Levels
Coherent Alignment of Policies and Practices
School Improvement Division
CPEP: The How
Stages of Implementation
Innovation/Refinement
District • Program review• Plan Change Form
MDE • Monthly network meetings• Annual conference• Consultation and coaching• Technical assistance
Stages of Implementation
Core Implementation Components
Leadership at ALL Levels
Coherent Alignment of Policies and Practices
School Improvement Division
CPEP: The How
Stages of Implementation
Sustainability
District • Measure impact on teacher and student
performance
• Program review analysis
• Data analysis
• Examination of annual report
MDE • Legislature
• Commissioner of Education
Stages of Implementation
Core Implementation Components
Leadership at ALL Levels
Coherent Alignment of Policies and Practices
School Improvement Division
CPEP: The How
Core Implementation Components
Staff Selection
Leader selection based on qualification and responsibilities outlined in the Q Comp plan
Stages of Implementation
Core Implementation Components
Leadership at ALL Levels
Coherent Alignment of Policies and Practices
School Improvement Division
CPEP: The How
Core Implementation Components
Training and Coaching• Teacher observation training• Initial and ongoing teacher
observation training• Teacher leader job responsibility
training• Any other training defined by Q
Comp plan
Stages of Implementation
Core Implementation Components
Leadership at ALL Levels
Coherent Alignment of Policies and Practices
School Improvement Division
CPEP: The How
Core Implementation Components
Evaluation• Teacher leaders• Program review• Q Comp Annual Report• Schoolwide student gains• Student achievement goals• Teacher observation/evaluation
Stages of Implementation
Core Implementation Components
Leadership at ALL Levels
Coherent Alignment of Policies and Practices
School Improvement Division
CPEP: The How
Core Implementation Components
Systems Intervention
Districts/schools have established Q Comp advisory committees or implementation teams to monitor and adjust the program and providing ongoing oversight.
Stages of Implementation
Core Implementation Components
Leadership at ALL Levels
Coherent Alignment of Policies and Practices
School Improvement Division
CPEP: The How
Leadership at ALL Levels
Statewide Leadership Team• Commissioner of Education• MDE Staff• Q Comp Advisory Group
Stages of Implementation
Core Implementation Components
Leadership at ALL Levels
Coherent Alignment of Policies and Practices
School Improvement Division
CPEP: The How
Leadership at ALL Levels
District Leadership Team• Q Comp leadership teams• Program coordinator• Teacher leaders
(Learning team facilitators, Teacher observers, Data coaches, etc.)
Stages of Implementation
Core Implementation Components
Leadership at ALL Levels
Coherent Alignment of Policies and Practices
School Improvement Division
CPEP: The How
Leadership at ALL Levels
Site Leadership Team• Q Comp leadership team • Teacher leader team• Learning teams (grade,
department or program)
Stages of Implementation
Core Implementation Components
Leadership at ALL Levels
Coherent Alignment of Policies and Practices
School Improvement Division
CPEP: The How
Coherent Alignment of Policies and Practices
State Level• Legislation• Commissioner of Education • Q Comp Advisory Group
District Level• Q Comp
Implementation/Leadership Team
School Level• Q Comp Site Leadership Team
Stages of Implementation
Core Implementation Components
Leadership at ALL Levels
Coherent Alignment of Policies and Practices
School Improvement Division
Quality Compensation for Teachers (Q Comp)
Department of Education Releases
Analysis of Q Comp
Report finds “There is a significant and positive relationship between the number of years a school has been implementing Q Comp and student achievement.”
Analysis conducted by Hezel Associates, LLC, an independent education research and evaluation firm.
(2/2/2009)
School Improvement Division
It is becoming evident that thoughtful and effective implementation strategies at multiple levels are essential to any systematic attempt to use evidence-based practices to improve the lives of children, families and adults. Implementation is synonymous with coordinated change at system, organization, program and practice.
Adapted from Fixsen, Blasé, Homer & Sugai, 2009.