NEW BEGINNINGS
2014
Understanding TEAM & Deliberate
Practice
Andrea Guogas, Manager of Evaluation and Compensation
Melissa Ohel, Program Specialist
August 6 & 7, 2014 - Leesburg High School
BELL RINGER
• What do you already know about the Lake County
Evaluation Model?
• Make a list of all you know
Common Board Configuration
Date: August 6th & 7th
Bell Ringer: Discuss at your table what you
Common Language: TEAM, Deliberate
Practice, Element
already know about the Evaluation Model
Learning Goals: Participants will
understand the Lake County Evaluation
Model.
Benchmarks:
Marzano Domains 1 – 4
Deliberate Practice
Objective: Participants will be able to
explain the three parts of the Evaluation
model.
Essential Question: How can the
Evaluation model help me improve my
practice?
Agenda: Gradual Release
• I DO – Describe all components of
the Evaluation Model
• WE DO – Practice using a Protocol
• YOU DO – Follow up with selecting
your Deliberate Practice in the fall
Summarizing Activity: Talk at your table
about the three parts to Lake County’s
Evaluation Model
Next Steps: Consider taking either a
Marzano Introduction or Marzano
Seminar Course
LAKE COUNTY SCHOOLS
Vision Statement
• A dynamic, progressive and collaborative learning community
embracing change and diversity where every student will graduate
with the skills needed to succeed in postsecondary education and the
workplace.
Mission Statement
• The mission of the Lake County Schools is to provide every student with
individual opportunities to excel.
• Lake County Schools is committed to excellence in all curricular
opportunities and instructional best practices. This focus area
addresses closing the achievement gap, increased graduation rate,
decreased dropout rate, increase in Level 3 and above scores on the
FCAT, achieving an increase in the number of students enrolled in
advanced placement and dual enrollment opportunities and
implementing the best practices in instructional methodology.
Lake County Schools
College and Career Readiness
Instructional Framework
Key Performance
Indicators
School Improvement
Plan
Florida
Standards
Professional
Learning
Community
FCIM
MTSS
LESSON
STUDY
Personalized
Learning
Desired Student
Outcomes
Statement of
Work
Content
Cultural
Behavior
Process
Interventions
Capacity
Building
Autonomy of
Learning
The School Improvement
Plan (SIP) is the written
plan of how we will reach
our goals each year. The
critical elements include:
Organize:
Stakeholders plan and
assess needs based on
data.
Plan:
Stakeholders set goals and
objectives, identify
strategies and measures of
success.
Implement:
Implement activities and
monitor progress.
Sustain:
Identify success of current
plan, evaluate and adjust
to sustain growth.
Florida Standards are a
set of high-quality
academic standards in
mathematics and
English language
arts/literacy (ELA).
These standards outline
what a student should
know and be able to do
at the end of each grade.
6 Key Elements for
Instruction:
1. Knowledge and Use
of Florida Standards
2. Common and
Collaborative Planning
Time
3. Interdisciplinary
Content Integration
4. Frequency of ProjectBased Learning
5. Student Collaboration
6. Integrated
Technology
The guiding
principles of
Professional
Learning
Communities (PLC)
govern the behavior
of our school
professionals. The
big ideas are:
Multi-Tiered System
of Supports is a
problem solving model
that represents the
integration of MTSS for
academics and MTSS
for behavior into a
unified model of
service. The basic
problem-solving
components include:
1. Problem
Identification
2. Problem Analysis
3. Intervention Design
4. Response to
Instruction/ Intervention
Lesson Study provides
a structure for teachers
to collaboratively plan
lessons share, observe,
record and analyze
data to improve
instruction.
The key concepts are:
1. Collaborative
Planning
2. Lesson Observation
by Teachers
3. Data Collection and
Analysis Guided by
Student Thinking,
Learning, Engagement
and Behavior
4. Reflection,
Refinement and Reteaching as Necessary
Personalized
Learning (PL) is a
system that cultivates
independence and
self-governance of
learning expectations
through the
expansion of choice
and inclusion of
voice in a flexible
learning
environment.
PL Key Elements:
1. Student-directed
Learning
2.Learner Profiles
and Paths
3. Competency-based
Learning
4. Flexible Learning
Environments
5. Structures of
Accountability,
Continuous
Improvement and
Innovation
1.Increase proficiency rates
on FLKRS/ECHOES &
FAIR (PreK - 2nd grade)
2.Increase proficiency rates
on ELA and Math FL
Standards Assessment
3.Increase proficiency rates
on FCAT 2.0 Science
4. Increase proficiency rates
on EOC’s Algebra 1,
Geometry, Biology, Civics
and US History
5. Increase participation and
performance in rigorous
course work (Honors,
Advanced Placement, Dual
Enrollment and Industry
Certification)
6. Increase participation
and performance on PERT,
SAT and ACT
7. Increase AMO
percentages for all
subgroups (Achievement
Gap)
8. Increase the graduation
rate
9. Increase attendance rate
10. Decrease disciplinary
infractions
The Florida’s
Continuous
Improvement Model
(FCIM) is a systematic
process for planning,
teaching, assessing and
re-evaluating results. It
is the road map that
directs our actions.

Plan

Do
Check
Focus on Learning: 
Act
All students can learn 
and we are
PDCA Instructional Cycle
responsible to ensure
PLAN
DO
learning occurs.
Focus on
Collaborative
ACT
CHECK
Culture:
Time is specifically
reserved for
collaboration on
teaching and learning.
Focus on Results:
Effectiveness is
measured by results,
not intent.
• Data Disaggregation
• Calendar Development
• Direct Instructional
Focus
• Tutorials
• Assessment
• Enrichment
• Maintenance
• Monitoring
New Beginnings 2013
MARZANO/TEAM FRAMEWORK










Communicating Learning Goals and Feedback
Establishing Rules and Procedures
Helping Students Interact with New Knowledge
Helping Students Practice/Deepen Knowledge
Helping Students Generate/Test Hypotheses
Engaging Students
Planning/Preparing for Lessons and Units
Planning/Preparing for Resources & Technology
Planning/Preparing for Special Student Needs
Developing/Monitoring a Professional Growth Plan
New Beginnings 2013
21ST CENTURY SKILLS
TONY WAGNER, THE GLOBAL ACHIEVEMENT GAP
1. Critical Thinking and Problem Solving
2. Collaboration and Leadership
3. Agility and Adaptability
4. Initiative and Entrepreneurialism
5. Effective Oral and Written Communication
6. Accessing and Analyzing Information
7. Curiosity and Imagination
New Beginnings 2013
The Goal of Teacher
T
Evaluation: An expectation
that all teachers can increase
their expertise from year to
year which produces gains in
student achievement from
year to year with a powerful
cumulative effect
9
OUR TEAM:
JOINT DISTRICT-LCEA COMMITTEE
•
Committee Co-Chair S. Klatte- LCEA President
•
Committee Co-Chair Carolyn Samuel - Director, Human Resources
•
Randy Campbell– Principal, Umatilla High School
•
Pam Chateauneuf - Principal, Mount Dora High School
•
Amy Cockroft -Principal, Windy Hill Middle School
•
Melissa DeJarlais – Principal, Fruitland Park Elementary School
•
Andrea Guogas– Project Manager, Evaluation & Compensation
•
Nancy Hunter – Teacher, Leesburg High School
•
Laurie Marshall - Executive Director, HR/ER
•
Trella Mott – Principal, Tavares Middle School
•
Gail Rager –LCEA Vice President
•
Stacey Roberts – Director, Professional Development
•
Diane Revels - CRT, Minneola Charter Elementary
•
Maggie Teachout – Director, Career-Technical, Adult and Community Ed.
•
Jan Tobias – Director, Student Services
•
April Von Maxey – Teacher, Tavares Elementary
•
Stephanie Dunlap – Teacher, Lake Minneola High School
•
Lori Westphal – ESE Teacher, Astatula Elementary School
•
Kathy Smith – Teacher, Carver Middle School
•
Rhoda Williams – Teacher, Eustis Middle School
•
Kristine Hawkins – Administrative Coordinator, Student Services
10
TEAM Observation Requirements for Instructional Staff
2014-2015
TEAM Plan
Informal Observation
Formal Observation
Artifact Conference
Total
4
2 first semester (by Jan.
30)
2 second semester
(by May 1)
2
1 first semester
(by Jan. 30)
1 second
Semester
(by May 1)
0
6
1 yearly
2
1 first semester (by Jan.
30)
1 second semester
(by May 1)
0
3
2
(1 per semester)
2
(1 per semester)
2
(1 per semester)
6
Non-Classroom Based
Category 1B (1-3 Years)
Category 2 (4+ Years)
1
1
1
3
SSPEM
Category 1A (1st Year)
0
2
(1 per semester)
2
(1 per semester)
4
SSPEM
Category 1B (1-3 Years)
Category 2 (4+ Years)
0
1
1
2
Classroom-Based
Category 1A (1st Year)
Classroom-Based
Category 1B (1-3 Years)
Category 2 (4+ Years)
Non-Classroom Based
Category 1A (1st Year)
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Now….
Let’s Take a
Look
TEAM EVALUATION
MEASURES
• Observations - Based on Marzano’s
“Art and Science of Teaching”
Framework
• Deliberate Practice Plan
• Student Growth/Achievement
Measures
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DOMAIN 1: 41 ELEMENTS
14
Planning and Preparing
DOMAIN 2:
8 ELEMENTS
Planning and Preparing for
Lessons and Units
42.Effective Scaffolding of
Information with Lessons
43. Lessons within Units
44. Attention to Established Content
Standards
Planning and Preparing for
Use of Resources and Technology
45. Use of Available Traditional Resources
46. Use of Available Technology
Planning and Preparing for the Needs of
English Language Learners
47. Needs of English Language Learners
Planning and Preparing for the Needs of
Students Receiving Special Education
48. Needs of Students Receiving Special
Education
Planning and Preparing for the Needs of
Students Who Lack Support for Schooling
49. Needs of Students Who Lack Support for
Schooling
15
Reflecting on Teaching
DOMAIN 3:
5 ELEMENTS
Evaluating Personal Performance
50. Identifying Areas of Pedagogical
Strength and Weakness
51. Evaluating the Effectiveness of
Individual Lessons and Units
52. Evaluating the Effectiveness of
Specific Pedagogical Strategies
and Behaviors
Developing and Implementing a
Professional Growth Plan
53. Developing a Written Growth and
Development Plan
54. Monitoring Progress Relative to the
Professional Growth and
Development Plan
16
DOMAIN 4:
6 ELEMENTS
Collegiality and
Professionalism
Promoting a Positive Environment
55. Promoting Positive Interactions with
Colleagues
56. Promoting Positive Interactions about
Students and Parents
Promoting Exchange of
Ideas and Strategies
57. Seeking Mentorship for Areas of Need or
Interest
58. Mentoring Other Teachers and Sharing
Ideas and Strategies
Promoting District and School Development
59. Adhering to District and School Rule and
Procedures
60. Participating in District and School
Initiatives
17
HOW DO WE MEASURE TEACHER’S
EFFECTIVENESS AND SUPPORT GROWTH?
Innovating (4)
Applying (3)
Developing (2) Beginning (1)
Not Using (0)
Refers to
professional
teaching that
innovatively
involves
students in the
learning
process.
Additional
strategies are
incorporated
which leads to
all students
reaching the
desired effect at
this level.
Refers to
successful,
professional
teaching that is
consistently at a
high level.
Students are
engaged and
the teacher
monitors the
extent to which
the desired
outcomes are
produced. The
majority of
students reach
the desired
effect of this
level.
Refers to
teaching that
has the
necessary
knowledge and
skills to be
effective.
Students are
engaged but
the monitoring
of outcomes is
inconsistent or
lacking.
Effective
strategies are
called for but
not exhibited
Effective
teaching
strategies are
used incorrectly
or with parts
missing
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19
Now Let’s
Try One!
HOW DO WE ARRIVE AT A FINAL RATING
FOR INSTRUCTIONAL PRACTICES?
Elements from Domain
1,2,3,4
Frequency
at Level 4
Frequency
at Level 3
Frequency
at Level 2
Frequency
at Level 1
Frequency
at Level 0
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21
How Do We Arrive at a Final Rating
For Instructional Practices?
Category 1 Teachers
Ca
t
Highly Effective
Effective
(3)
Developing (2)
At least
65% at
D2: 50% - 64% = 3.5
Level 3 or
D3: 65% and Higher = 4
higher
and
D4:
0% at Level 1 or 0
Less than 65% at
Level 3 or higher
and Less than
50% at Level 1, 0
(3.5 – 4)
1
D1: At level 4,
Unsatisfactory
(1)
Greater than or
equal to 50% at
Level 1, 0
22
MAKING THE CONNECTIONS
THROUGH DELIBERATE
PRACTICE
Deliberate
Practice
Teacher
Performance
Student
Achievement
23
Deliberate practice is a
way for teachers to grow
their expertise through a
series of planned action
steps, reflections, and
collaboration.
DELIBERATE PRACTICE PLAN
PROCESS
1.
• Self-Assessment
• Review Last Year’s Instructional Practice Data
2.
• Identify Focus Strategy
• Evaluator/Instructional Personnel
3.
4.
5.
• Create Measurable Goals
• Actions/Reflections: On-going
• Measure Growth to Determine Deliberate Practice Scoring
SCORING &
CALCULATION
40%
60%
Instructional
Practice (includes
DP and
observation data)
Student Growth
SUMMARIZING ACTIVITY
• Turn to your shoulder partner and list the three
components of the Lake County Evaluation Model
PARTICIPANT SCALE AND
REFLECTION
(PLEASE COMPLETE AND TURN IN)
4-Innovating
• In addition to
criteria of
Applying,
enhanced
understanding,
implementation,
monitoring, and
execution take
aways
3-Applying
• Consistent
understanding
and
implementation
steps taken away
along with
monitoring
componets for
effective
execution
2-Developing
1-Beginning
0-Not Using
• Moderate
understanding
and
implementation
steps taken
away
• Little
understanding
and inconsistent
implementation
steps taken
away
• No
understanding
or
implementatio
n steps taken
away
New Beginnings 2014
ADDITIONAL TRAINING…..
• New Beginnings – Overview of the
TEAM Process
• Monthly Orientations – New Teachers
• Marzano Introduction & Seminar
Series
• Refer to your notebook for details
• Contact Melissa Ohel at
ohelm@lake.k12.fl.us for more
information
FOR ADDITIONAL INFORMATION
VISIT:
http://moodle1.lake.k12.fl.us/
• Select District Courses
• Select Race to the Top/TEAM
• Log-on is the same as system log-on
(username= last name, first initial)
Please direct questions about the new
evaluation system to:
Andrea Guogas, Manager of Evaluation
and Compensation
guogasa@lake.k12.fl.us
or
253-6555
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