Targeted Training

Pioneer Career and Technology Pioneer Career and Technology Center, Shelby, OhioCenter, Shelby, Ohio

Targeted TrainingTargeted Training

For Master Teacher CriteriaFor Master Teacher Criteria


As you arrive…As you arrive… On your foldable, do some quick Collins Type 1 On your foldable, do some quick Collins Type 1

writings on each of these five prompts:writings on each of these five prompts:

– Describe a time when you had to take chargeDescribe a time when you had to take charge– Tell when you knew you needed help with a projectTell when you knew you needed help with a project– Describe how you made someone new feel includedDescribe how you made someone new feel included– Explain one time when you knew you’d reached a Explain one time when you knew you’d reached a

goalgoal– Describe a time that you achieved something that Describe a time that you achieved something that

you never thought you couldyou never thought you could– Tell about something that worked better when Tell about something that worked better when

people worked togetherpeople worked together


What is good teaching?What is good teaching?


Why are the criteria so Why are the criteria so important?important?

Top Ten Video


Criteria of the Criteria of the Master Teacher DesignationMaster Teacher Designation

Criterion A: Consistent LeadershipCriterion A: Consistent Leadership Criterion B: Focused CollaborationCriterion B: Focused Collaboration Criterion C: Focus on Students and Criterion C: Focus on Students and

the Environmentthe Environment Criterion D: Focus on Content, Criterion D: Focus on Content,

Instruction and AssessmentInstruction and Assessment Criterion E: Continued Professional Criterion E: Continued Professional

GrowthGrowth


Just the facts, ma’amJust the facts, ma’am


Criterion A: Consistent Criterion A: Consistent LeadershipLeadership

Participate in Participate in decision-makingdecision-making

Initiate innovations Initiate innovations and improvements and improvements for school changefor school change

Empower and Empower and influence othersinfluence others

Engage in Engage in leadership rolesleadership roles

Peform stewardshipPeform stewardship


Foldable Response Criterion Foldable Response Criterion AA


Evidence Criterion AEvidence Criterion A Committee work on Committee work on

teacher evaluationteacher evaluation Committee planning Committee planning

on PDon PD Serving on LPDCServing on LPDC Leadership position in Leadership position in

state professional state professional organizationorganization

Research on teacher Research on teacher quality issuesquality issues

Member of a district or Member of a district or building leadership building leadership teamteam

Member of district data Member of district data assessment teamassessment team

Member of a district Member of a district team development team development benchmark asessmentsbenchmark asessments

Member of state Member of state committee supporting committee supporting state achievement state achievement teststests

Member of a district Member of a district committee committee recommending grading recommending grading policiespolicies

Helping to establish Helping to establish school calendarsschool calendars


Your ideas:Your ideas:

Advisory CommitteesAdvisory Committees Leader of student Leader of student

organizationsorganizations Skills USA advisors per Skills USA advisors per

lablab MentorsMentors Big Brother/Big SisBig Brother/Big Sis Tech TuesdayTech Tuesday Voluntary In-serviceVoluntary In-service

Best PracticesBest Practices Testing and evaluating Testing and evaluating

products or equipmentproducts or equipment Department HeadsDepartment Heads Organize/attend Organize/attend

Community DayCommunity Day Snacks for Soldiers, Snacks for Soldiers,

etc.etc. Flood victimsFlood victims Union reps to state Union reps to state

union meetingunion meeting


Criterion B: Focused Criterion B: Focused CollaborationCollaboration

Work with educators, Work with educators, students, families and students, families and communities to create communities to create relationshipsrelationships

Share knowledge, Share knowledge, practice and practice and responsibilityresponsibility

Communicate Communicate effectively to support effectively to support student learningstudent learning

Respond to colleagues’ Respond to colleagues’ and student needs in and student needs in timely and competent timely and competent mannermanner


Foldable Response Criterion Foldable Response Criterion BB


Evidence Criterion BEvidence Criterion B Engages in Engages in

collaborative work with collaborative work with peers:peers:– Teacher mentorTeacher mentor– Participation in or Participation in or

member of small member of small learning communitieslearning communities

– Standing member of Standing member of building intervention building intervention teamteam

– Teacher leader at Teacher leader at building levelbuilding level

– Serve on building CIP or Serve on building CIP or HSTW teamHSTW team

Promotes positive Promotes positive environment for environment for student learning:student learning:– Parent volunteer Parent volunteer

programprogram– Member of building PTOMember of building PTO– Highly visible in Highly visible in

community eventscommunity events– Student award or Student award or

recognitionrecognition– After-school math clubAfter-school math club


Your ideas:Your ideas: FCCLA, Skills USA FCCLA, Skills USA

etc. regional etc. regional contestscontests

MentoringMentoring Renovation inputRenovation input LPDC assistance in LPDC assistance in

writing goalswriting goals Emails to and from Emails to and from

parentsparents ProgressBook ProgressBook

informationinformation

Collaboration with Collaboration with NCSC projectsNCSC projects

Collaboration with Collaboration with adult ed.adult ed.

Sharing resources Sharing resources with partner schoolswith partner schools

Presenting for or Presenting for or hosting other hosting other schoolsschools

Collaborating for Collaborating for student successstudent success


Criterion C: Focus on Students Criterion C: Focus on Students and the Environmentand the Environment

Analyze individual and Analyze individual and group student group student development to development to connect instruction to connect instruction to student needs, student needs, interests and prior interests and prior knowledgeknowledge

Strive to create Strive to create environment that environment that engages learners in engages learners in inquiry, promotes high inquiry, promotes high levels of learning for levels of learning for all students and all students and creates a culture of creates a culture of civility and successcivility and success


Foldable Response Criterion Foldable Response Criterion CC


Evidence Criterion CEvidence Criterion C Adapts learning to meet Adapts learning to meet

student needsstudent needs Develops long and short Develops long and short

range plans with range plans with differentiated activitiesdifferentiated activities

Creates environment that Creates environment that supports different abilities, supports different abilities, cultures, attitudescultures, attitudes

Involves students in setting Involves students in setting behavior expectationsbehavior expectations

Includes sample of student Includes sample of student work with anecdotal noteswork with anecdotal notes

Includes notes from teacher Includes notes from teacher evaluation to this endevaluation to this end

Shows evidence of academic Shows evidence of academic gains as a result of practicegains as a result of practice

Uses data analysis on Uses data analysis on student assessments with student assessments with intervention plan for next intervention plan for next stepssteps

Shows intervention data with Shows intervention data with charts or graphscharts or graphs

Uses student self-Uses student self-assessments of strengths or assessments of strengths or weaknessesweaknesses

Has behavior plans or Has behavior plans or contractscontracts

Notes on lesson or unit plans Notes on lesson or unit plans how they are adapted to how they are adapted to student needsstudent needs



Tutoring students Tutoring students from other classes, from other classes, labslabs

Behavior contractBehavior contract Senior projectsSenior projects Interest InventoryInterest Inventory Pre-testsPre-tests MAX TeachingMAX Teaching

IEPsIEPs Grouping kids in Grouping kids in

lab or classlab or class Lesson PlansLesson Plans Simmons PlanSimmons Plan Pre-post test dataPre-post test data Insert comments Insert comments

on student paperson student papers


Criterion D: Focus on Content, Criterion D: Focus on Content, Instruction and AssessmentInstruction and Assessment

Have deep and Have deep and reflective reflective understanding of the understanding of the academic contentacademic content

Use multiple Use multiple assessments to assessments to evaluate student evaluate student learning and inform learning and inform instructioninstruction

Reflect on student Reflect on student outcomes in promoting outcomes in promoting higher levels of learninghigher levels of learning


Dale’s Cone of LearningDale’s Cone of Learning


Foldable Response Criterion Foldable Response Criterion DD


Evidence Criterion DEvidence Criterion D Shows growth via:Shows growth via:

– Student work samples tied Student work samples tied to a specific learning to a specific learning activity with evidence of activity with evidence of differentiated instructiondifferentiated instruction

– Curriculum mapping Curriculum mapping identifying ACS and using identifying ACS and using diff. instructiondiff. instruction

– Teacher EvaluationTeacher Evaluation

How teacher uses How teacher uses assessments to plan:assessments to plan:– Benchmark analysis to Benchmark analysis to

determine needs then determine needs then documenting gainsdocumenting gains

– Baseline data, chart of Baseline data, chart of interventions, progress of interventions, progress of studentstudent

– Student work samples Student work samples showing implementation of showing implementation of new teaching strategiesnew teaching strategies

– Assessment plans (state, Assessment plans (state, other standardized, other standardized, diagnostic, short cycle, diagnostic, short cycle, formative, summative, formative, summative, teacher made, rubrics) teacher made, rubrics) including intervention plansincluding intervention plans



Video of yourself Video of yourself teachingteaching

Thinking of IEPsThinking of IEPs Classroom Classroom

assessmentsassessments Task analysis for Task analysis for

job and daily job and daily assessmentassessment

Employability pointsEmployability points


Criterion E: Criterion E: Continued Professional GrowthContinued Professional Growth

Engage in professional Engage in professional development and development and reflectionreflection

Use multiple resources Use multiple resources to shape focus of PDto shape focus of PD

Evaluate personal Evaluate personal growth, understanding growth, understanding and application and and application and develop an develop an appropriate planappropriate plan


Foldable Response Criterion EFoldable Response Criterion E


Evidence Criterion EEvidence Criterion E

How teacher uses professional How teacher uses professional development to enrich instructional development to enrich instructional opportunities to improve learning:opportunities to improve learning:– Describes a professional growth Describes a professional growth

opportunity that had an impact on opportunity that had an impact on classroom instruction and how it classroom instruction and how it improved student learningimproved student learning

– Creates a table/resume of professional Creates a table/resume of professional development opportunities and development opportunities and describes how it had an impact on describes how it had an impact on classroom and student learningclassroom and student learning



College classesCollege classes Professional Professional

developmentdevelopment HSTWHSTW Tech TuesdaysTech Tuesdays Voluntary In-Voluntary In-

serviceservice


Teachers Make a DifferenceTeachers Make a Difference

Targeted Training

Documents

Transcript of Targeted Training