the tulsa model trainer of trainers follow-up personal development plan (pdp) training august 21,...
TRANSCRIPT
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The Tulsa Model Trainer of TrainersFollow-Up Personal Development Plan (PDP) Training
August 21, 2012
© Tulsa Public Schools 2012
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PDP Agenda
• Test the Trainers… PDP Writing
• Analysis of PDPs Written by Trainers
• “Strengthening” PDPs… what to look for
• Creativity of Evaluators after Tulsa Model Training
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PDP Components
• Outline the Situation or Observation• Present Expectations for Effectiveness
Improvement• Write a SMART Action Plan• Subsequently, you will write a PDP Follow-Up
Progress Report
• All PDPs and Follow-Ups require a conference.
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PDP Writing Exercise
• Write a SMART Action Plan for the following situation (next slide).• Specific• Measureable• Attainable• Resources outlined, presented• Time lines referenced, included
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The Observation Situation
I observed several students with off-task behaviors which made it difficult for
students to follow the lesson. Students’ heads were down, some students
were sleeping, working on other assignments and drawing. Students were not
following along with the teacher.
Mr. Jones had to give several reminders regarding classroom expectations. Mr.
Jones did not move to all areas of the room while teaching. He was stationed
at the front of the classroom. Students’ off-task behaviors were due to the
lack of consistency / follow through when dealing with student behavior. Write a SMART Action Plan only!
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Conversation: What have you included in your Action Plan?
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The PDP Train on a Circular Track
“All aboard!”
Uses “educational jargon”Everyone “posts”
Got to “observe”
The 50% Limited
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Strengthening a PDP
Challenge:
• Uses limited cooperative learning activities; technology is rarely included in the planning process to support instruction and is not used on a regular basis as an instructional tool.
Missing focus / specificity:
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Strengthening a PDP
Challenge:
• Uses limited cooperative learning activities; technology is rarely included in the planning process to support instruction and is not used on a regular basis as an instructional tool.
Missing focus / specificity:
• Expectations should not be written in the “negative.”
• Expectations should be positive, observable and measureable actions / behaviors.
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Strengthening a PDP
Challenge:
• The consistency and timeliness of classroom management will assist in relaying to your students the importance of your curriculum content thus placing a high expectation for your students.
Missing focus / specificity:
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Strengthening a PDP
Challenge:
• The consistency and timeliness of classroom management will assist in relaying to your students the importance of your curriculum content thus placing a high expectation for your students.
Missing focus / specificity:
• This was not written as an Expectation.
• It resided as a component of the SMART Action Plan.
• At best it is non-consequential “filler.”
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Strengthening a PDP
Challenge:
• Mrs. White needs to use professional websites, magazines and “Google” to search for other ideas that might more suit her.
Missing focus / specificity:
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Strengthening a PDP
Challenge:
• Mrs. White needs to use professional websites, magazines and “Google” to search for other ideas that might more suit her.
Missing focus / specificity:
• Does this meet the standard of providing “resources?”
• Does this meet the spirit and intent of a comprehensive system of “feedback and support” mandated by SB2033?
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Strengthening a PDP
Challenge:
• The Principal will give Mr. Jones a list of 4 classroom videos on behavior and monitoring to view.
• At the end of 3 weeks, if Mr. Jones needs more assistance, I will give him other resources that I think will be helpful.
Missing focus / specificity:
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Strengthening a PDP
Challenge:
• The Principal will give Mr. Jones a list of 4 classroom videos on behavior and monitoring to view.
• At the end of 3 weeks, if Mr. Jones needs more assistance, I will give him other resources that I think will be helpful.
Missing focus / specificity:
• What specific Indicator(s) is being focused upon?
• What observable, measureable changes are expected?
• Why is withholding resources ever helpful with the school year evaporating?
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Strengthening a PDP
Challenge:
• Innaproprite behavior must be dealt promptly with in a appropriate manner.
Missing focus / specificity:
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Strengthening a PDP
Challenge:
• Innaproprite behavior must be dealt promptly with in a appropriate manner.
Missing focus / specificity:
• Spelling, syntax, punctuation, etc. MUST be reviewed prior to any delivery of a PDP.
• The statement offers no guidance or direction regarding “feedback and support.”
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Strengthening a PDP
Challenge:
• These expectations will be posted until all student adhear consistantly. Narritive will be provided explaining your goals.
Missing focus / specificity:
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Strengthening a PDP
Challenge:
• These expectations will be posted until all student adhear consistantly. Narritive will be provided explaining your goals.
Missing focus / specificity:
• Repeated 3 times within subsequent paragraphs leaves the impression that typing skill is not the problem.
• Spelling, syntax, punctuation, etc. MUST be reviewed prior to any delivery of a PDP.
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Strengthening a PDP
Challenge:
• Posters, charts and signs should be posted and students will be aware of how to adhere to them.
Missing focus / specificity:
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Strengthening a PDP
Challenge:
• Posters, charts and signs should be posted and students will be aware of how to adhere to them.
Missing focus / specificity:
• No identified subsequent action, e.g., instruction, is given for the use of posters, etc.
• “How to adhere to them” may be achieved with glue…
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Strengthening a PDP
Challenge:
• Post standards of conduct on the wall in front of classroom big enough for all students to see by the end of the week.
Missing focus / specificity:
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Strengthening a PDP
Challenge:
• Post standards of conduct on the wall in front of classroom big enough for all students to see by the end of the week.
Missing focus / specificity:
• Post for what purpose? After posting what are some subsequent activities? How is the posting used?
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Strengthening a PDP
Challenge:
• You will attend the workshop “I Can Teach Better” on Saturday, October 1st.
Missing focus / specificity:
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Strengthening a PDP
Challenge:
• You will attend the workshop “I Can Teach Better” on Saturday, October 1st.
Missing focus / specificity:
• Before you insert a requirement you must filter it through Board Policy, administrative procedures, a collective bargaining agreement, etc. Can you mandate attendance on a non-contract day?
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Strengthening a PDP
Challenge:
• Spend 1 hour in a teacher’s class that has strong classroom management skills.
• Mr. Jones should seek help from other teachers in the building.
Missing focus / specificity:
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Strengthening a PDP
Challenge:
• Spend 1 hour in a teacher’s class that has strong classroom management skills.
• Mr. Jones should seek help from other teachers in the building.
Missing focus / specificity:
• There is no differentiation in what classroom manage-ment skills need to be focused upon, e.g., there are 6 Indicators… what is the problem?
• And, who chooses the classroom or teacher to be observed?
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Strengthening a PDP
Challenge:
• Mr. Jones will be expected to observe Mrs. Mulch’s class. He will report out a minimum of 5 strategies used in her classroom.
Missing focus / specificity:
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Strengthening a PDP
Challenge:
• Mr. Jones will be expected to observe Mrs. Mulch’s class. He will report out a minimum of 5 strategies used in her classroom.
Missing focus / specificity:
• No subsequent use is identified.
• There is no linkage back to his students / classroom.
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Strengthening a PDP
Challenge:
• One Smartboard lesson every day will be used to assure the incorporation of technology into the classroom.
Missing focus / specificity:
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Strengthening a PDP
Challenge:
• One Smartboard lesson every day will be used to assure the incorporation of technology into the classroom.
Missing focus / specificity:
• For what purpose? Why? Does instruction become a servant to technology?
• What is the value of the Smartboard... a genuine tool to link technology to instruction or simply an expensive chalkboard?
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Strengthening a PDP
Challenge:
• The teacher will use active learning, scaffolding of concepts, questioning techniques and/or guided practices to involve all learners.
Missing focus / specificity:
A clue…
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Strengthening a PDP
Challenge:
• The teacher will use active learning, scaffolding of concepts, questioning techniques and/or guided practices to involve all learners.
Missing focus / specificity:
• What assurance does the evaluator have that the teacher genuinely understands these concepts and currently has the skill sets to apply these to the classroom?
• Where is the “support” component?
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Strengthening a PDP
Challenge:
• You will have a two (2) month period to improve Classroom Management.
Missing focus / specificity:
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Strengthening a PDP
Challenge:
• You will have a two (2) month period to improve Classroom Management.
Missing focus / specificity:
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Evaluator Training Session Creativity
A Focus on PDPs
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Tulsa Model Review Sessions
1.Click RIGHT button on mouse.
2. Click LEFT button on mouse on OPEN HYPERLINK.
http://www.xtranormal.com/watch/13590392/tle-5
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CAUTION!
The following slides present
graphic materials that may
be disturbing to some
audiences and unsuitable to
others; therefore, proceed
at your own risk with
warning given.
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Domain: Oral Hygiene Dimension: Assessment Practices (i.e. Giving the kids candy)
Teacher acknowledges student progress and all the while uses good oral hygiene in recognizing quality student achievement.
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1 Ineffective
2Needs Improvement
3Effective
4Highly Effective
5Superior
Sugary candy is given consistently and is sufficient enough to rot a student's teeth and gums and is not based on the district’s grading policy. Assessments provide immediate and overwhelming amounts of sugar filled candy for students to assess themselves. There is no evidence that the teacher recognizes the need for good oral hygiene.
Sugary candy is given fairly consistently and is not based on district’s grading policy.
Assessments provide delayed but overwhelming amounts of sugar filled candy for students to assess themselves. There is some evidence that the teacher recognizes the need for good oral hygiene, recognition is sporadic.
Sugary candy is given inconsistently and is based on district’s grading policy. Assessments provide adequate and balanced amounts of sugar filled candy for students to reflect and set goals. Recognizes student progress and achievement at significant intervals before giving candy and encourages behaviors that would result in students getting candy.
Sugary candy is given inconsistently based on district’s grading policy and is sometimes replaced with sugar free candy.
Assessments provide useful and balanced amounts of candy only when students assess themselves in meeting their learning goals. Students are informed regularly regarding their progress and achievement and are provided candy if they identify opportunities to improve and achieve academic success.
Sugary candy is never given and students are consistently given sugar-free candy or fruits and vegetables based on district’s grading policy. Provides adequate and balanced amounts of sugar-free candy ad fruits and vegetables when students assess themselves in reflecting and setting goals. Recognizes student progress and achievement at healthy levels and encourages a healthy and balanced diet through.
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1Ineffective
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2Needs Improvement
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3Effective
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4 Highly Effective
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5Superior
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Tulsa Model Review Sessions
1.Click RIGHT button on mouse.
2. Click LEFT button on mouse on OPEN HYPERLINK.
http://xtranormal.com/watch/13589902/pdp-2
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For more information: www.tulsaschools.orgOffice of Teacher and Leader Effectiveness918-746-6800
Jana Burk – [email protected] Ackley – [email protected]
Jennifer Gripado – [email protected] S. Kleindienst - [email protected]
Tulsa Model via Portal: http://tulsaschools.org; right column: Teacher and Leader Effectiveness Portal; Scroll to tabs of interest