Other Options Design Group: Jeanne Bennett, Corrine Chalifour, Warren Dobbins, Julie Jones, Lindi McCurry, Jigna Patel, Sue Varga-Ward, Tom Tomberlin March 16 th, 2011

Content pedagogy refers to the teaching skills teachers use to impart specialized knowledge/content of their subject areas to learners. This complex combination of skills and abilities can include essential knowledge, dispositions, commitments, and instructional behaviors that allow educators to practice at high levels. Recognizing effective practice and teachers who demonstrate it is the single most important action the nation can take to improve schools. Source: National Board for Professional Teaching Standards. (1998). Washington, DC.

TIER 4 Create TIER 2 Application TIER 3 Analysis & Evaluation TIER 1 Knowledge & Understanding

Knowledge * Praxis Exam * Error Analysis Identification * Demonstrate knowledge of research-based practices * Knowledge of associated vocabulary Classification * Developmentally appropriate lessons * Differentiated Lessons * Engagement of Students

Checklist observations will be calibrated to NC Teacher Evaluation and include content vocabulary based on NC DPI vocabulary as well as demonstrated knowledge of research-based best practices. Checklist observations conducted by Principal, Assistant Principal, Department Head, another content colleague, possibly personnel from area Learning Community.

Teacher selects and applies instructional practices consistently throughout teaching Teacher maintains records of how practices are being applied in classroom (e.g., portfolio containing lessons, activities, research articles and reflection logs. C & I maintains database of approved resources and determines validity of other resources Observation conducted by outside personnel (Tier IV?) to verify proficiency in practice

Teachers pick from existing list (CMS database) of best practices or best practices found through individual research. Teachers demonstrate that they can implement 4 best practices either simultaneously or concurrently by submitting plan to Master Teacher group. Master Teacher group reviews all plans quarterly. Approved plans are assigned a Master Teacher to work with teacher and conduct multiple visits to teacher’s classroom. Principal signs off on teacher’s application that teacher is not on action plan. When teachers demonstrate mastery of best practices, then are eligible to submit an Action Research Proposal to Master Teacher group.

Teacher conducts a narrowly focused action research project Application process for project – teacher provides background research, rationale and need, identifies salient data, plan for collecting data, timeline of project Opportunities for collaborative projects – across classes, grades, and schools. Teachers share results of the research project – district develops a repository of research on instructional practices.

Teachers would choose 1 of 4 previously studied best practices to become the basis for his/her Action Research Proposal that will be submitted to and approved by the Master Teacher group. A system of checks and balances would be instituted to ensure that all approved Action Research Proposals would maintain a high standard of performance and credibility. If possible the same Master Teacher liaison would continue to support the teacher during his/her action research project.

Teacher creates presentations on best practices for colleagues, local and district PD, conferences, etc. Establish an “open” classroom designed for teacher students to learn from master teachers. Lead professional development “learning labs” Tier IV teachers become evaluators of other teachers as they advance through the tiers. Assist in the creation of a “practice library” that warehouses effective best practices.

Each Master Teacher and his/her area of expertise would be maintained in a district database. A structured plan of assistance would be developed for Master Teachers to assist Tier II and Tier III teachers. The Master Teacher role would be expanded from solely serving as a learning lab classroom resource to include visiting classrooms for the purpose of coaching and evaluating teachers rising through Tier II and III. Master Teachers are also available to students in colleges of education. In some cases Master Teacher teaching loads are adjusted to enable their coaching or evaluating roles for the duration of their assignment. An on-line evaluation system would be developed for Tier II, Tier III teachers as well as college students who receive assistance from Master Teacher. It may be necessary to “grandfather” in some veteran teachers as Master Teachers.

 While we expect that the majority of teachers would not advance past Tier II, is this system of content pedagogy scalable for a district the size of CMS?  Are there current systems in place in CMS that would capture this construct? Are we recreating the wheel?  We feel that attaching the tiers to Bloom’s Taxonomy will make the system accessible to teachers. Is this a valid assumption? Is there a better way?