TCRP TEACHER TRAINING

Module 1: TCRP Overview

PART 1: TCRP OVERVIEW

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Agenda Objective By the end of the

session all teachers will be able to:

Session 1 Agenda and Objectives

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1. Presentation on The College Ready Promise (TCRP) Initiative

1. Describe the current status of TCRP work and understand the intended future steps

2. Small group discussion of TCRP Priorities

2. Identify and explain the TCRP priorities

3. Presentation on research findings and the levels of performance

3. Explain the relationship between teacher performance and student achievement

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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

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Clear Expectations: The College Ready Teaching Framework

3 Instruction

1 Data-Driven Planning

2 Learning Environment

4 ProfessionalResponsibilities

Instructional Practice Relationships & Responsibilities

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• 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 Support

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Evidence-Based Evaluation: Multiple Measures of Effectiveness

Observation of Teacher Prac-

tice; 40%

Parent and Family Feedback; 10%

Student Feedback ; 10%

Student Achievement Growth; 40%

How Does it All Connect?

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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

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• Visit: http://tcrpalliance.wordpress.com/

Want more Information?

PART 2: INTRODUCTION TO THE COLLEGE READY TEACHING FRAMEWORK

Defining Effective Teaching

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39 Indicators, 4 levels of

performance

CRT Framework – Key Vocabulary

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Domain 1: Data-Driven Planning and PreparationStandard 1.1 Establish standards-based learning objectives for instructional plans

IndicatorsA) Selection of objectivesB) Measurability of objectives

4 Domains

17 Standards

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Four Domains of Teacher Effectiveness

3 Instruction

1 Data-Driven Planning

2 Learning Environment

4 ProfessionalResponsibilities

Instructional Practice Relationships & Responsibilities

39 Indicators with 4 Levels of Performance

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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 performance.

Level III - Teaching shows evidence of thorough knowledge of expected teaching practices. A level 3 teacher is accomplished. "I can teach you something and you'll learn it" Students are engaged in learning and are achieving or exceeding expected gains.

Level IV – Classroom functions as a community of learners with student assumption of responsibility for learning and are true life-long learners. Teacher orientation toward "I'm going to create an experience where you are going to learn something and have it forever."

Levels of Performance

TCRP Priorities across Levels of Performance

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• 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

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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 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

gainshttp://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.

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Levels of Performance and Student Achievement

“A year’s worth of growth”

9th grade 10th grade

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Levels of Performance and Student Achievement

LEVEL III

LEVEL IV

LEVEL II

LEVEL I

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.

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Four Domains of Teacher Effectiveness

3 Instruction

1 Data-Driven Planning

2 Learning Environment

4 ProfessionalResponsibilities

Instructional Practice Relationships & Responsibilities

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.

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Constructivism

Cognitive Engagement

College-Ready Instruction

College Ready Teaching Framework Priorities

College Success

• In numbered groups, highlight and summarize key concepts defining your assigned priority

Group 1: ConstructivismExcerpts from: Donald G. Hackmann. 2004. “Constructivism and Block Scheduling. Making the Connection..

Group 2: Cognitive EngagementAn 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 ReadinessConley, D. (2007). Toward a more comprehensive conception of college readiness

• In “home” groups1. Record the definition of

each priority2. 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

Jigsaw: Three Priorities of the CRT Framework

• 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.)

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TCRP Priorities

Exit Ticket – Table Groups

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3 Things we’ve learned

2 Questions we could not answer

1 Suggestion