Download presentation
Presentation is loading. Please wait.
1
Common Principles of Effective Practice (CPEP)
An Application of the CPEP Framework with the Minnesota Q Comp Program
2
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.
3
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)
4
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
5
Quality Compensation for Teachers (Q Comp)
Q Comp was enacted by the Legislature in July 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.
6
Quality Compensation for Teachers (Q Comp)
In there are 52 Independent School Districts and 56 Charter Schools implementing Q Comp.
7
Q Comp and Evidence-Based Practices
8
Minnesota’s Common Principles of Effective Practice (CPEP)
CPEP – look at alignment with some the common principles of effective practice or the “ what”.
9
Common Principles of Effective Practice
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 The common principles of effective practice that aligns with the work of the Si division are: 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 Alignment with MN pre K-12 State and Local Academic Standards In order to understand the alignment between CPEP and the work of the SI division, let us visit each principle as it relates to the work of our division.
10
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. CPEP: The What Defined and Measurable Goals Evidence-based Practices Data-Driven Decisions Implement as Intended Aligned with State Standards
11
Evidence-based Practices
Teacher Observation Rubric Pre and post observation Inter-rater reliability Coaching Reflection CPEP: The What Defined and Measurable Goals Evidence-based Practices Data-Driven Decisions Implement as Intended Aligned with State Standards
12
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 CPEP: The What Defined and Measurable Goals Evidence-based Practices Data-Driven Decisions Implement as Intended Aligned with State Standards
13
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 CPEP: The What Defined and Measurable Goals Evidence-based Practices Data-Driven Decisions Implement as Intended Aligned with State Standards
14
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 CPEP: The What Defined and Measurable Goals Evidence-based Practices Data-Driven Decisions Implement as Intended Aligned with State Standards
15
Implementation as Intended Program Review Part 2: Site Review
CPEP: The What Implementation 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
16
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. CPEP: The What Defined and Measurable Goals Evidence-based Practices Data-Driven Decisions Implement as Intended Aligned with State Standards
17
CPEP: the HOW CPEP – look at alignment with some the common principles of effective practice or the “ what”.
18
CPEP: the HOW Common Principles of Effective Practice
Stages of Implementation Core Implementation Components Leadership at All Levels Coherent Alignment of Policies and Practices The common principles of effective practice that aligns with the work of the Si division are: 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 Alignment with MN pre K-12 State and Local Academic Standards In order to understand the alignment between CPEP and the work of the SI division, let us visit each principle as it relates to the work of our division.
19
Bill Seals, Principal of La Mirada High School, La Marida, California.
“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.
20
Stages of Implementation
Exploration and Adoption District Letter of Intent Examination of existing structures Application review MDE Support Technical assistance Consultation Approval process CPEP: The How Stages of Implementation Core Implementation Components Leadership at ALL Levels Coherent Alignment of Policies and Practices
21
Stages of Implementation
Program Installation District Identification of teacher leaders Establish learning teams Establish observation and coaching cycles MDE Support Technical Assistance Consultation Coaching Continuous Support CPEP: The How Stages of Implementation Core Implementation Components Leadership at ALL Levels Coherent Alignment of Policies and Practices
22
Stages of Implementation
Innovation/Refinement District Program review Plan Change Form MDE Monthly network meetings Annual conference Consultation and coaching Technical assistance CPEP: The How Stages of Implementation Core Implementation Components Leadership at ALL Levels Coherent Alignment of Policies and Practices
23
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 CPEP: The How Stages of Implementation Core Implementation Components Leadership at ALL Levels Coherent Alignment of Policies and Practices
24
Core Implementation Components
Staff Selection Leader selection based on qualification and responsibilities outlined in the Q Comp plan CPEP: The How Stages of Implementation Core Implementation Components Leadership at ALL Levels Coherent Alignment of Policies and Practices
25
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 CPEP: The How Stages of Implementation Core Implementation Components Leadership at ALL Levels Coherent Alignment of Policies and Practices
26
Core Implementation Components
Evaluation Teacher leaders Program review Q Comp Annual Report Schoolwide student gains Student achievement goals Teacher observation/evaluation CPEP: The How Stages of Implementation Core Implementation Components Leadership at ALL Levels Coherent Alignment of Policies and Practices
27
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. CPEP: The How Stages of Implementation Core Implementation Components Leadership at ALL Levels Coherent Alignment of Policies and Practices
28
Leadership at ALL Levels
Statewide Leadership Team Commissioner of Education MDE Staff Q Comp Advisory Group CPEP: The How Stages of Implementation Core Implementation Components Leadership at ALL Levels Coherent Alignment of Policies and Practices
29
Leadership at ALL Levels
District Leadership Team Q Comp leadership teams Program coordinator Teacher leaders (Learning team facilitators, Teacher observers, Data coaches, etc.) CPEP: The How Stages of Implementation Core Implementation Components Leadership at ALL Levels Coherent Alignment of Policies and Practices
30
Leadership at ALL Levels
Site Leadership Team Q Comp leadership team Teacher leader team Learning teams (grade, department or program) CPEP: The How Stages of Implementation Core Implementation Components Leadership at ALL Levels Coherent Alignment of Policies and Practices
31
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 CPEP: The How Stages of Implementation Core Implementation Components Leadership at ALL Levels Coherent Alignment of Policies and Practices
32
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)
33
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.
34
Q Comp Program
Similar presentations
![[Imagine School at North Port] Oral Exit Report Quality Assurance Review Team School Accreditation.](/1/271987/big_thumb.jpg "[Imagine School at North Port] Oral Exit Report Quality Assurance Review Team School Accreditation.>")
