1. TCRP TEACHER TRAINING TCRP Overview

2. Agenda Objective By the end of the session all teachers will be able to: TCRP Pverview Agenda and Objectives 2 1. Overview of The College Ready Promise (TCRP) Initiative 1. Understand the goals of TCRP and the current status of TCRP work 3. Small group discussion of TCRP Priorities 3. Identify and explain the TCRP priorities 2. Introduction to the College Ready Teaching Framework levels of performance 2. Explain the relationship between teacher performance and student achievement

3. PART 1: TCRP OVERVIEW 3

4. 4 College Ready Teaching Framework Clear expectations and definition of effective teaching Targeted & Timely Teacher Supports Blended professional development for real time support Evidence-Based Evaluation Using Multiple Measures Observation, student achievement, stakeholder feedback Principal Leadership Support for effective instructional leadership TCRP: Designed for Teacher Development

5. Clear Expectations: The College Ready Teaching Framework 5 3 Instruction 1 Data-Driven Planning 2 Learning Environment 4 Professional Responsibilities Instructional Practice Relationships & Responsibilities

6. Professional development aligned to the CRT Framework Online observation data collection and reporting of performance data Online, single-sign-on teacher portal with resources and videos to support practice Teacher leadership pathways to build coaching capacity at every site Already in Place… Coming Soon… Targeted & Timely Teacher Support 6

7. Evidence-Based Evaluation: Multiple Measures of Effectiveness 7

8. How Does it All Connect? 8 Framework as expectation Informal observations Goal-setting conference Chart your course w/ supports Differentiated supports based on your performance, experience & grade/level Collection of Evidence Classroom observation Student Growth Data Student and Family Feedback Calculation of all Evidence Professional Growth Plan Compensation and career path opportunities

9. Visit:/ http://TCRPalliance.wordpress.com// 9 Want more Information?

10. PART 2: INTRODUCTION TO THE COLLEGE READY TEACHING FRAMEWORK Defining Effective Teaching 10

11. 39 Indicators, 4 levels of performance CRT Framework Structure 11 Domain 1 Data-Driven Planning and Preparation Standard 1.1 Establish standards-based learning objectives for instructional plans Indicators A) Selection of objectives B) Measurability of objectives Domain 1 Data-Driven Planning and Preparation Standard 1.1 Establish standards-based learning objectives for instructional plans Indicators A) Selection of objectives B) Measurability of objectives 4 Domains 17 Standards

12. Four Domains of Teacher Effectiveness 12 3 Instruction 1 Data-Driven Planning 2 Learning Environment 4 Professional Responsibilities Instructional Practice Relationships & Responsibilities

13. 39 Indicators with 4 Levels of Performance 13

14. 14 Level I – Teaching shows evidence of not understanding the concepts underlying the component - may represent practice that is slowing student learning - requires immediate intervention. Level II – Teaching shows evidence of knowledge and skills related to teaching - but inconsistent implementation. Level III - Teaching shows evidence of thorough knowledge of expected teaching practices. Level 3 teaching is accomplished. Characterized by: "I can teach you something and you'll learn it" During level III teaching, Students are engaged in learning and are achieving or exceeding expected gains. Level IV – During level IV teaching, the classroom functions as a community of learners with student assumption of responsibility for learning and development of life-long learner dispositions. Teacher is creating an experience in which students take the initiative to learn something and develop deep and sustained knowledge. Students in those moments are truly experiencing a college-like learning environment. Levels of Performance

15. 15 Levels of Performance: Research-Base Research Findings from Cincinnati (National Bureau of Economic Research, 2010) Teachers have substantial effect on student achievement Correlation between the Charlotte Danielson Framework for Teaching (FfT) based evaluation and student achievement Evaluation using the FfT found: – Unsatisfactory and Basic: students had lower gains than expected – Proficient: students made expected gains – Distinguished: students made positive, and greater than expected gains http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1565963 TCRP Framework is aligned with the FfT; Level III practice will be comparable to FfT “Proficient” and Level IV will be comparable to FfT “Distinguished” teachers.

16. 16 Levels of Performance and Student Achievement “A year’s worth of growth” 9 th grade10 th grade

17. 17 Levels of Performance and Student Achievement LEVEL III LEVEL IV LEVEL II LEVEL I

18. The Wisdom of Practice Imagine you are in the classroom of a highly effective teacher: – What would you see? – What would you hear? – What would the students be doing or saying? – What might the teacher be doing outside of class time? Individually, write one idea per post-it note. Write as many ideas as you can generate.

19. Four Domains of Teacher Effectiveness 19 3 Instruction 1 Data-Driven Planning 2 Learning Environment 4 Professional Responsibilities Instructional Practice Relationships & Responsibilities

20. Connecting Your Wisdom to the Framework Review the domains, standards, and indicators. Using the placemat, sort your table’s post-it notes to the appropriate Domain and Standard. Reflect: – What patterns do you see? What do those patterns tell us about our understanding of effective teaching? – What might be some of your biases about good instruction? (e.g. what do you tend to get most excited about when it’s present in the classroom, and most concerned about when it’s not present?)

21. 21 Constructivism Cognitive Engagement College-Ready Instruction College Ready Teaching Framework Priorities College Success

22. In numbered groups, highlight and summarize key concepts defining your assigned priority Group 1: Constructivism Excerpts from: Donald G. Hackmann. 2004. “Constructivism and Block Scheduling. Making the Connection.. Group 2: Cognitive Engagement An excerpt from: Tharp, R. G., P. Estrada, S. S. Dalton, and L. A. Yamauchi. (2000). Teaching Transformed. Achieving Excellence, Fairness, Inclusion, and Harmony Group 3: College Readiness Conley, D. (2007). Toward a more comprehensive conception of college readiness (pp 1-19) In “home” groups 1.Record the definition of each priority 2.Identify where the priority is most explicit in the Framework 3.Brainstorm examples of evidence of each classroom 4.Be prepared to share your work with the whole group STEP 1: Define Key Concepts STEP 2: Align to Practice Three Priorities of the CRT Framework

23. Constructivism means student construct new knowledge from their experiences and prior understandings. The learner does the learning; for example, through thinking, talking, writing or making. Cognitive Engagement means student give sustained, engaged attention to a task requiring mental effort and that are within the zone of proximal development of the learners College Readiness means students have the knowledge, skills and attributes to succeed in college (Conley defines as: Key cognitive strategies, Key content, Academic behaviors, or Contextual skills and awareness.) 23 TCRP Priorities

24. TCRP Priorities across Levels of Performance 24 Cognitive Engagement –Level III = students must be cognitively engaged –Level IV = cognition, meta-cognition, and student ownership of their learning Constructivist Learning –Level III = practice has evidence of learning experiences designed to facilitate students’ construction of knowledge –Level IV = students assume responsibility for self-assessing and developing their own knowledge College-Ready Cognitive Strategies –Level III = practice includes evidence of objectives and activities that promote academic rigor and the key cognitive strategies –Level IV = students are learning in a college-like environment and spontaneously delving into rigorous depths of learning 24

25. Exit Ticket – Table Groups 25 3 Things I’ve learned 2 Questions I still have 1 Question no one in our group could answer