The Tulsa Model
TLE Observation and Evaluation System / Process
E VA L U ATO R T R A I N I N G – 2 0 1 2 – S e g m e n t 4
©Copyright
2012, Tulsa
PublicPublic
Schools
© Tulsa
Schools 2011 C o n f e r e n c e s , P u s h P i n s a n d P D P s
Importance of Each and Every Slide…
Each slide
represents an
EQUALLY
important
component of the
Tulsa Model
system and
process.
One missing
component can
derail the process.
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Tulsa Model Evaluation System
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Review and Next Steps
Rubric
Observation Process
Evaluation Form
NEXT
STEPS
Conferences
Follow every observation and evaluation.
Customized Feedback and Support
Focusing the most intensive supports for
1 (“Ineffective”) and 2 (“Needs Improvement”).
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The Tulsa Model does not lend itself to
“catch-up”
Tulsa Model scheduling
requires INTENSE and FOCUSED
Time Management.
Use Outlook, an electronic
scheduler, a whiteboard or a
calendar… BUT, begin planning
your year by the 1st week in
August.
Aug
Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
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Probationary Educators
Frequency and Schedule
Probationary Educator
OBSERVATIONS
Twice prior to Nov 1 (building the 1st evaluation)
Twice prior to Feb 1 (building the 2nd evaluation)
Additional, as needed, at a time period that provides
for appropriate growth opportunity
EVALUATIONS
1st prior to Nov. 15
2nd prior to Feb. 10
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Career Educators
Frequency and Schedule
Career Educator
OBSERVATIONS
First prior to Nov. 14
Second prior to Jan 14
Additional, as needed, at a time period that provides for
appropriate growth opportunity
EVALUATIONS
Any time deemed to be warranted by the evaluator
At least once prior to April 30
(If a Personal Development Plan(s) is the result of the 1st
Observation there must be an Evaluation prior to Feb 1st)
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The Conference Process
a) Observation Conference must be held within five (5)
Instructional Days of the Observation.
b) A copy of the Conference Form is given to the Teacher
during the session with a full and complete review of all
salient points. Signatures / initials and date are inserted.
c) There must be at least 10 Instructional Days between an
Observation and the last Observation Conference.
Observation
Conference
At Least
10 Days
Next
Observation
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Career
Educators
EVALUATION
CONFERENCE
EVALUATION
School Year
Overall Performance
OBSERVATION
CONFERENCE
1
OBSERVATION 1
OBSERVATION
CONFERENCE
2
OBSERVATION 2
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Probationary
x2
Educators
EVALUATION
CONFERENCE
EVALUATION
School Year
Overall Performance
OBSERVATION
CONFERENCE
1
OBSERVATION 1
OBSERVATION
CONFERENCE
2
OBSERVATION 2
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The Conference Process
Observations shall NOT be conducted on the
day immediately following any extended break
in the instructional calendar (whether scheduled or
unexpected).
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Artifact File or Portfolio
On a voluntary basis, an Educator may wish to
provide additional evidence of effectiveness in the
form of a portfolio or artifact file / binder for
purposes of INFORMING the Evaluator of
additional involvements, contributions and
activities in support of improving student
performance and achievement.
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Exercise in Time Management
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Observations, Conferences and Evaluation
for 5 Probationary Teachers…
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Switching Gears
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Feedback and Support-Focused
• Rubrics are detailed roadmaps for
improvement for all teachers.
• Observation conferences are a status check
prior to formal evaluation.
• Requires customized teacher training
and responses w/re to teachers ranked in
bottom two tiers.
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Feedback and Support-Focused
Language from SB 2033…
“Annual evaluations that provide feedback to
improve student learning and outcomes;
Comprehensive remediation plans and
instructional coaching for all teachers rated as
needs improvement or ineffective;”
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Customized Feedback and Supports
for Teacher Improvement
1.
“Push Pins” (less formal, yet
documented) approaches to remedy
area(s) of ineffectiveness or needing
improvement
2. Personal Development Plans (PDPs)
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Customized Feedback and Supports for
Teacher Improvement, continued
3. Professional Development aligned with
evaluation findings (optional outside of TPS)
4. PDP Support: address issues identified in
PDPs (optional outside of TPS)
5. Quality Experiences Supporting Teachers
(QUEST) (optional outside of TPS)
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Feedback / Support – Push Pin Approach
“Push Pins” (less formal, yet documented)
approaches to remedy area(s) of ineffectiveness or
needing improvement.
Approaches could include:
• In passing, a brief conversation in hallway,
classroom, etc.
• Requested brief conversation in office.
• Written note in mailbox.
• Email to staff member.
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Feedback / Support – Push Pin Approach
It is a professional “judgment” call whether to
use a “Push Pin” or a PDP.
Example 1: A 60 second verbal tirade to a fellow staff member (in a closed
door faculty room) regarding the loss of a planning period because of
actions of that staff member. Push Pin or PDP?
Example 2: Outdated bulletin boards. Push Pin or PDP?
Example 3: Leaving a class of AP students unsupervised for 15 minutes while
talking on a cell phone in the hallway. Or, special needs students. Push Pin
or PDP?
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Feedback and Support - PDPs
A Personal Development Plan…
1. Cite / Summarize the situation and/or
Observation / Evaluation details
(referencing Indicator(s))
2. Provide a List of Expectations
3. Provide an Action Plan using a SMART format
(Specific, Measurable, Attainable, Resources attached, Timeline included)
4. Provide a Follow-Up Progress Reporting
(within a maximum of a two month window)
NOTE: ALL PDPs require a CONFERENCE that could be part of the
Observation Conference and/or the Evaluation Conference.
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Feedback and Support - PDPs
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Example of “Cite and Summarize” for a
PDP
Mr. Smith has been late to work and morning
supervision. He failed to follow proper
procedure when absent. It is imperative that Mr.
Smith arrives to work and morning supervision
on time. Mr. Smith was absent on April 3, 4, 5,
and 6, 2012 and he failed to follow established
procedures for reporting an absence. Indicator
18…. Attendance and punctuality.
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Example of “List of Expectations” for a
PDP
Tulsa Public School District requires all teachers to follow the Domain
and Dimensions outlined in the Teacher Leader Effectiveness (TLE)
Process. This letter is to serve as an official document to notify Mr.
Smith of the need to improve in the following areas:
Professional Growth and Continued Improvement
• Indicator 18: Exhibits behaviors and efficiencies associated
with professionalism.
Exhibits inconsistent reliability-based behavior patterns as evidence by
flawed punctuality and dependability; not adhering to prescribed
arrival and departure times; not following notification and reporting
procedures for absences; not complying with reporting timelines and
other time sensitive info./compliance requests.
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Example of “Action Plan” for a PDP
•
Mr. Smith must report to work at 7:30 a.m. Mr. Smith will report to morning
supervision in the gym at 7:40 a.m. per XXX Staff Handbook page 1. Due to a shortage
of substitutes, it is important that teachers attend work every day.
•
In case of illness, report your absence to SubFinder (xxx-xxxx) before 6:00 a.m.
Absences can be reported 24 hours a day. Then call the principal. If you become ill
during the night, call Subfinder. Should you feel better, the absence can be canceled.
•
Contact the principal before 6:45 a.m. The cell number is (xxx) xxx-xxxx. Next, contact
XXX at xxx-xxxx. If you are unable to reach her, please leave a message.
•
On the day you are absent, call school by 12:00 p.m. indicating whether you plan to
return the following day. Should you fail to notify the principal and both you and the
substitute report the following day for assignment, you are subject to the loss of onehalf (1/2) day of substitute deduct pay. If you are not returning, the absence must be
reported in SubFinder again.
•
You must arrange with the principal for absences that may be set up in advance.
These should be reported to SubFinder as far in advance as possible.
•
This PDP will be reviewed within 20 instructional days of this conference.
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Example of Template for “Follow-Up
Progress Reporting” for a PDP
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Example of “Cite and Summarize” for a
PDP
During my observations on xxx and xxx 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’ offtask behaviors were due to the lack of consistency /
follow through when dealing with student behavior.
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Example of “List of Expectations” for a
PDP
Tulsa Public School District requires all teachers to
follow the Domain and Dimensions outlined in the
Teacher Leader Effectiveness (TLE) Process. This
letter is to serve as an official document to notify
Mr. Jones the need to improve in the following
areas:
Classroom Management
• Indicator 2: The Teacher clearly defines expected
behavior.
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Example of “Action Plan” for a PDP
• Mr. Jones will identify and effectively and consistently enforce 3 classroom
expectations. He will develop posters, charts and signage that display these
clearly defined student expectations. These will be previewed and approved
by the Principal before posting.
• Standards of conduct and classroom routines will be established with
consistent implementation. All students will be aware of behavioral
expectations and adhere to them. Following any school break period,
including weekends, the expectations MUST be reviewed in a manner that
will address the multiple learning styles of the students. This reinforcement
will set the tone and expectation for the week.
• Mr. Jones will consistently and effectively be aware of and stop inappropriate
behavior promptly.
• When or if students do not follow your expectations, verbalize and draw their
attention to the visualizations of the desired expectation, letting them
know that you will wait until expected behavior is achieved.
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A PDP Writing Exercise…
Write an Action Plan to address this Observation and
identify the Indicators prompting the PDP.
OBSERVATION: Ms. White does not connect student
knowledge and experience with objectives that need to
be learned. Students would have benefited from
differentiated instruction, smart board interactive
activities and/or small group activities. Ms. White
evaluated the understanding of teaching concepts
through verbal feedback but did not adjust instructional
plans to engage more students. She did not differentiate
her instruction to meet the needs of her students. Some
students were not participating in the learning activities.
Ms. White did not provide effective instruction for 8th
grade students.
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Feedback and Support - PDPs
A Personal Development Plan…
• MAY be created based upon any Observation that results in a
1 – Ineffective or 2 – Needs Improvement determination
• MUST be created based upon an Evaluation that results in a
1 – Ineffective or 2 – Needs Improvement ranking
• OR, could be generated as a Stand-Alone document that
illustrates behavior(s) at Levels 1 or 2
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What We Have Learned…
1. Time management is CRITICAL to the success of
the Tulsa Model Process.
2. The statutory requirement for “feedback and
support” can be achieved via Push Pin and
Personal Development Plan (PDP) approaches.
3. A PDP has a prescribed format with clear, focused,
descriptive narrative writing being a requirement.
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Questions and Next Segment…
The 5th Segment of Evaluator Information
File: PP5 Calibration and Videos
Topic: Getting the Rankings Right
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For more information: www.tulsaschools.org
Office of Teacher and Leader Effectiveness
918-746-6800
Tulsa Framework: http://sde.state.ok.us; left column: Teacher and
Leader Effectiveness; Scroll to Frameworks; Tulsa Framework
Talia Shaull – shaulta@tulsaschools.org
Jana Burk – burkja@tulsaschools.org
Katy Ackley – ackleka@tulsaschools.org
Gene S. Kleindienst - kleinge@tulsaschools.org
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