The Tulsa Model (TLE)

1. The Tulsa Model (TLE) “Answers… then provide Questions” Review Activity

2. Review Categories • History • The Process • By the Numbers • Caution – End in Sight

3. History SB 2033 (TLE)

4. History SB 2033 (TLE) Oklahoma Statute that enacted the Teacher & Leader Effectiveness Evaluation System for every school district within the State. Effective July 1, 2010, with subsequent “trigger” dates, e.g., Dec 15, ‘11.

5. History Teacher: • Organizational and classroom management skills • Ability to provide effective instruction • Focus on continuous improvement and professional growth • Interpersonal skills • Leadership skills

6. History Teacher: • Organizational and classroom management skills • Ability to provide effective instruction • Focus on continuous improvement and professional growth • Interpersonal skills • Leadership skills SB 2033 identified them as Effectiveness Measures. TPS identified them as Domains, subsequently divided into Dimensions and Indicators.

7. History Teacher’s Rating Defined (5 responses)

8. History Teacher’s Rating Defined (5 responses) • Ineffective • Needs Improvement • Effective • Highly Effective • Superior NO – Not Observed NA – Not Applicable

9. History “Feedback and Support”

10. History “Feedback and Support” SB 2033 mandates a systematic process of “feedback and support” as a documentation trail to assure that all efforts are provided to increase effectiveness.

11. History Evaluation Frequency

12. History Evaluation Frequency SB 2033 requires all educators be evaluated at least once each year, with Probationary educators evaluated at least two (2) times per school year.

13. The Process Rubric

14. The Process Rubric The FOUNDATION for defining EFFECTIVENESS. Each cell contains definitional expectations for effectiveness.

15. The Process Observation Form

16. The Process Observation Form The TOOL used to operationalize the Rubric. It requires a “quantification” of rankings.

17. The Process “Push Pins”

18. The Process “Push Pins” A “pre -” Personal Development Plan approach that brings issues of effectiveness to the staff member’s attention in a less formal, yet documented manner.

19. The Process PDP

20. The Process PDP Personal Development Plans. (feedback / support) May result from Observations; must result from 1’s or 2’s on Evaluation; may be Stand-Alone

21. The Process Artifact File or Portfolio

22. The Process 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 his or her evaluation.

23. By the Numbers 30% 50% 10% 5% 5%

24. By the Numbers 30% 50% 10% 5% 5% CLASSROOM MANAGEMENT – 6 / 30% INSTRUCTIONAL EFFECTIVENESS – 10 / 50% PROFESSIONAL GROWTH and CONTINUOUSIMPROVEMENT – 2 / 10% INTERPERSONALSKILLS – 1 / 5% LEADERSHIP – 1 / 5% Teachers

25. By the Numbers 5 days 10 days

26. By the Numbers 5 days 10 days • 5 – maximum number of instructional days between an Observation and the follow-up Conference. • 10 – minimum number of instructional days between 1st Observation Conference and 2nd Observation.

27. Caution Achilles Heel

28. Caution Achilles Heel Failure to Follow the PROCESS.

29. Questions, Concerns