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The System for Teacher and Student Advancement
F I F T H
E D I T I O N
F E B R U A R Y / M A R C H
Inside TAP
District 11
TAP Schools
Hunt
Lincoln
Monroe
Queen Palmer
Twain
Wilson
Galileo
Swigert
Mitchell
Wasson
As I spend time in the
embedded professional
learning communities, also
known as clusters, I
“experience” the delivery
of teacher learning from
your colleagues. I am impressed and proud to be in
your company.
When I attend the clusters, my main focus is on
the TAP Rubric and what
that looks like, feels like,
and sounds like in the
classroom as a complete
lesson with what is being
taught for that cluster.
“The TAP Teaching
Skills, Knowledge and Responsibilities Performance Standards (Rubric)
are the backbone of
TAP’s Instructionally
Focused Accountability
2 0 1 2
by Phoebe Bailey
TAP Project Director
element. These standards
were developed based on
education psychology research focusing on learning
and instruction.” (NIET,
2010)
The TAP Rubric is not
nineteen separate indicators
when a lesson is being delivered. All nineteen indicators
create a complete lesson for
the students in our classrooms. It guides and directs
how we plan our lessons to
ensure the achievement of
the students sitting in our
classrooms on a daily basis.
Recently, I attended an
embedded professional learning community session and
could not have been more
impressed with connection of
the gradual release model of
instruction to the TAP Rubric. TAP is not anything
“new,” but it has provided
the framework in which to
conduct our business of educating the representatives
(our students) of our future!
Mark your calendars
NIET Visit by Susan Couch
April 2-6, 2012
VALED 360 Survey Week
Certified Staff
April 2-6, 2012
NIET Review
April 23-27, 2012
Master and Mentor
Teacher Training
June 11, 2012
Tesla
TAP Summer Institute
Scottsdale, AZ
June 25-27, 2012
What is TAP?
TAP is a comprehensive, research-driven reform model that provides career advancement
opportunities (multiple career paths), continuous on-site professional development
(ongoing applied professional growth), a fair, transparent accountability system
(instructionally focused accountability), and a differentiated compensation system for
teachers based on student achievement and their performance in the classroom
(performance-based compensation).
PAGE
2
TAP Directory
Mission:
Every
student
prepared for a
world yet
to be
imagined.
Title
Dr. Mary Thurman
Deputy Superintendent
Personnel Support Services
719-520-2016
Mary.Thurman@d11.org
Project Director
719-520-2112
Phoebe.Bailey@d11.org
Administrative Specialist to
Project Director
719-520-2112
Kris.Seidel@d11.org
Christina Mooney
Elementary Program Specialist
719-520-2240
Christina.Mooney@d11.org
Leah Segura
Secondary Program Specialist
719-520-2261
Leah.Segura@d11.org
Principal
Hunt Elementary School
719-328-2900
George.Ewing@d11.org
Shirley Stevens
Principal
Lincoln Elementary School
719-328-4400
Shirley.Stevens@d11.org
Marlys Berg
Principal
Monroe Elementary School
719-328-7400
Marlys.Berg@d11.org
Julie Fahey
Principal
Queen Palmer Elementary School
719-328-3200
Julie.Fahey@d11.org
Sue Osburn
Principal
Twain Elementary School
719-328-7700
Susan.Osburn@d11.org
Carlos Perez
Principal
Wilson Elementary School
719-328-7800
Carlos.Perez@d11.org
Robyn Colbert
Principal
Galileo School of Math & Science
719-328-2200
Robyn.Colbert@d11.org
Larry Bartel
Principal
Jack Swigert Aerospace Academy
719-328-6900
Larry.Bartel@d11.org
Rusty Moomey
Principal
Mitchell High School
719-328-6600
Rusty.Moomey@d11.org
Dr. Darryl Bonds
Principal
Wasson High School
719-328-2000
Darryl.Bonds@d11.org
Phoebe Bailey
Kris Seidel
George Ewing, Jr.
Vision:
Provide
excellent,
distinctive
educational
experiences
that equip
students for
success today
and in the
future.
Phone
Number
Name
Email
PAGE
3
Vanderbilt Assessment of Leadership in Education (VAL-ED)
April 2-6, 2012
Purpose of the Assessment:
The Vanderbilt Assessment of Leadership in Education or VAL-ED is designed to provide a summary of effectiveness of a principal’s learning-centered leadership behaviors during the current school year. A comprehensive picture of the principal has emerged
and is reported with input from teachers, the principal’s supervisor and his or her own self-report. VAL-ED focuses on leadership
behaviors defined by six core components and six key processes known to influence student achievement:
Core Components
High Standards for Student Learning
Rigorous Curriculum
Quality Instruction
Culture of Learning and Professional Behavior
Connections to External Communities
Performance Accountability
Key Processes
Planning
Implementing
Supporting
Advocating
Communicating
Monitoring
Respondents to the VAL-ED were asked: How effective the principal is at ensuring the school carries out specific actions that affect
core components of learning-centered leadership. The effectiveness ratings, based on evidence, range from 1 (ineffective) to 5
(outstandingly effective) for each of 72 leadership behaviors.
This VAL-ED report addresses the questions of:
(1) Who responded?
(2) What evidence was used to evaluate the principal?
(3) What do the results say about the principal’s current leadership behaviors?
The results are interpreted against both norm-referenced and standards-referenced criteria that highlight areas of strength and possible areas for improvement. A leadership development plan can be developed based on these results. The VAL-ED provides technically sound scores when used as designed; however, it is recommended that it be used along with other information when making
important evaluative decisions.
The Four Elements of
TAP
Many reforms apply a singular focus rather than
using a comprehensive approach to improve
education. TAP: The System for Teacher and
Student Advancement stands apart from other
school reform models by applying four interrelated
elements that restructure schools to support teacher
effectiveness.
Multiple Career Paths
Opportunities for new roles and responsibilities with
commensurate pay
Ongoing Applied Professional Growth
Job-embedded professional development focused on teacher
and student needs
Instructionally Focused Accountability
Meaningful observations based on clearly defined
research-based standards
Performance-Based Compensation
Salaries and bonuses tied to teacher roles, responsibilities,
instructional performance, and student learning gains.
TAP Talking Points
PAGE
4
In the district, the following TAP sites are sharing their deliberate engagement with their staff and students:
Galileo
Master teachers at Galileo are planning for field testing.
They created and presented to students a pre-test to evaluate
student knowledge of assessment works and answering to a
prompt. The data was gathered from the students, and now
the adult learners will examine the results of the vocabulary
identification and its application by students across content
levels; identifying the critical attributes; and as a team,
score/dialogue/have peer conversations across content.
Swigert
Objective of the Swigert EPLC was for the adult learners
have the knowledge and tools to begin to develop tiered
vocabulary instruction utilized by students with content
words.
Follow-up will be completed by mentor teachers to solidify
the learning with the adult learners in the development of
their Designing and Planning of Instruction.
Mitchell
The objective of the Mitchell EPLCs—action that elicits a
variety of thinking and promotes problem solving using the
OPTIC strategy, and CODE data discussion.
The TAP Leadership Team had a data collection debrief;
and conclusions clarified and verified by the data analysis
to create a working hypothesis of defined need. The needs
are inclusive of, but not limited to reading comprehension
components (Key 3 Routine), instructional chunking, processing information, and note taking.
The EPLC consisted of a focus on Thinking and ProblemSolving utilizing the strategy of Visual Thinking Strategy
which is a teacher led strategy that prepares the students for
the student led OPTIC strategy.
The adult learning was delivered by the mentor teachers
with the master teachers “stepping in and out” connecting
the rubric descriptors under the indicators of Thinking and
Problem-Solving. Connections and applications were made
to the various content levels.
Wasson
Wasson master teachers focused on Standards and Objectives in EPLC as a result of cycle 1 & 2 CODE data.
The Wasson TAP Leadership Team objective was to refine
by classrooms the Standard and Objectives rubric, model in
cluster what happens in the classroom, and a suggestion of
providing research to support “buy-in” so adult learners are
proactive/reflective on next lesson.
The objective of the EPLC was by the end of the cluster
meeting all teachers would be able to develop a vocabulary
presentation using ELL strategies to differentiate for their
students, applying descriptors from the Teacher Knowledge
of Students indicator.
Hunt
The Hunt EPLC is focusing on how the various indicators
are scored according to the evidence based on the TAP Rubric.
Reviewed and practiced the “I Do” portion of modeling
during a lesson.
Hunt EPLC reviewed the Instructional Rubric indicators
Academic Feedback, Presenting Instructional Content,
Thinking and Problem Solving and discussed how to implement the various descriptors.
Lincoln
Academic coaches will learn the effective steps of delivering Background Knowledge and cluster members will develop plans for building Background Knowledge in their
content area and find areas of refinement that they would
like to make.
Lesson #1 of the field tested inference strategy was debriefed—“It Says, I Say, and So.”
The cluster agenda was developed for EPLC.
TAP Talking Points
PAGE
5
Continued…..
Monroe
Primary EPLC focus was on Vocabulary using the Total
Physical Response Strategy (TPR).
Intermediate EPLC discussed the characteristics of high,
medium, and low students.
The TAP Leadership Team focused on planning for the
quarter and looking at Winter MAP data. Discussion was
also on CODE data and Instructional Rubric support to interventionists under Presenting Instructional Content and
Activities and Materials.
Queen Palmer
The focus at EPLC was to practice the visualizing piece of
the inferring strategy and to be proficient in the “I DO” portion of the visualizing portion. Another EPLC focus was to
have the teachers develop questions based on Bloom’s to
use during their ST (Spatial Temporal) math class instruction in order to guide students to their own questions.
The TAP Leadership Team reviewed the data on Text Features and the next chunk on inferencing.
Master and mentor teachers reported out the post assessment “THEY DO” data.
MAP testing data was analyzed specifically for Text Features to determine the needs of the school.
A pre-test was developed for the text features chunk on the
data analysis.
Twain
The outcome for the intermediate EPLC was that teachers
will apply elements of different performance levels to student work (high, middle, low) and explain the use of high
quality student feedback in a field tested lesson.
Time was spent in EPLC learning how to write a measurable objective and to ensure which objectives are intended
for mastery.
The TAP Leadership Team meeting focus was on summary
writing—chunks for field testing and formative assessments
for pre and post.
Wilson
The “It Says, I Say, and So” strategies and graphic organizers have helped the field test groups improve.
The EPLC meeting focus was on What will I learn?
The Wilson TAP Leadership Team have a clarification on
how to properly write and word the Reinforcement and Refinement areas. They discussed informal observations
within the Thinking and Problem Solving Indicators and
will follow-up with Questioning and Academic Feedback,
MAP data, and SCR data.
PAGE
D-11 TAP Guiding Principles
6
TAP Acronyms
Thanks to all of you for your input on branding TAP and making it our own! Because
of your input, we now have adjectives that describe---Innovative, Accountable, and
Professional, the individuals that are working with deliberate engagement to ensure the
achievement of our students. Not only do we have adjectives to describe who you are,
we have guiding principles that direct how we do our business.
1.
AF
Academic Feedback
AM
Activities and Materials
AS
Assessment
CODE
Comprehensive Online Data Entry
DICE
Data, IGP, Cluster, Evaluation
EN
Environment
EX
Expectations
IGP
Individual Growth Plan
IP
Instructional Plans
GS
Grouping Students
LSP
Lesson Structure and Pacing
MOIP
Multiple Career Paths
On-going Professional Development
Instructionally Focused Accountability
Performance Based Compensation
MS
Motivating Students
MSB
Managing Student Behavior
NIET
National Institute for Excellence in
Teaching
PIC
Presenting Instructional Content
PS
Problem Solving
QU
Questioning
RC
Respectful Culture
SKRR
Skills, Knowledge, Responsibilities Rubric
SO
Standards and Objectives
SW
Student Work
TAP
Teacher Advancement Program
TCK
Teacher Content Knowledge
TH
Thinking
TKS
Teacher Knowledge of Students
TLT
TAP Leadership Team
TTP
TAP Training Portal
2.
3.
4.
5.
6.
7.
8.
“Quality Instruction Leads to Enhanced Student Achievement” - Increasing
student achievement is the bottom line goal of the D-11 TAP System. Team members who embrace the TAP approach to learn better instructional techniques and
enable better classroom performance will impact every student within their reach.
“Open To New Insights” - The D-11 TAP team members welcome feedback as a
critical part of the TAP model and leverage the insights of their peers to improve
their skills in the classroom.
“Contribute to Our Craft” - The D-11 TAP team members have innovative
ideas and share them with the school community as a way to contribute to overall
improvement of instruction and student achievement.
“Be Deliberate—Plan the Work—Work the Plan” - The D-11 TAP team members trust the TAP system to deliver results and they deliberately follow TAP with
focus, fidelity, and follow-through.
“Whatever it Takes” - The TAP team recognizes those who contribute to the
success of D-11 TAP by going above and beyond the agreed-upon expectation.
“Communicate 3” - One of the most important success factors for D-11 TAP is
effective ongoing communication at all levels. Team members who demonstrate
effective communication enable everyone to succeed.
“Make a Difference” - The D-11 TAP system will rely on deliberate execution of
a proven model. Team members who demonstrate a willingness to fully embrace
the model and adopt the mentoring/learning spirit of the program will be a key to
maintaining our strong positive momentum.
“Celebrate Success” - The TAP Team recognizes commitment and dedication of
staff and students in their efforts.
The TAP Performance-Based Compensation
(TAP Element Four)
Performance-based compensation is determined using a formula set forth
by the TAP system.
Elementary Teacher: (Career and Mentor)
50% Skills, Knowledge, and Responsibilities (SKR)
- 4 Observations averaged to one score
For a Career Teacher: must be at least a 2.5 average for payout
For Mentor Teacher: must be at least a 3.5 average for payout
30% Classroom achievement gains (Fall to Spring MAP)
20% School achievement gains (Colorado Growth Model)
Secondary Teacher: (Career and Mentor)
50% Skills, Knowledge, and Responsibilities (SKR)
- 4 Observations averaged to one score
For a Career Teacher: must be at least a 2.5 average for payout
For Mentor Teacher: must be at least a 3.5 average for payout
50% School achievement gains (Colorado Growth Model)
Master Teacher:
50% Skills, Knowledge, and Responsibilities (SKR)
- 4 Observations averaged to one score
(Classroom, Embedded Professional Learning Communities)
Must be at least a 4 average for a payout
50% School achievement gains (Colorado Growth Model)
Assistant Principal:
50% School Growth
50% TAP Leadership Rubric (TAP NIET Review)
Principal:
50% School Growth
25% VAL-ED
25% TAP Leadership Rubric (TAP NIET Review)
PAGE
ADDENDUM TO THE TEACHER”S PERFORMANCE-BASED COMPENSATION SYSTEM
Observation Cycle Frequency and Weighting
1. Each teacher will be observed 4 times during a school year. For each of these observations,
teachers are also required to complete a self-observation.
2. For career and mentor teachers, the following observer type frequency is required:
» At least 1 time per year by a master teacher
» At least 1 time per year by a mentor teacher
» At least 1 time per year by an administrator (principal, assistant principal, or district personnel)
» The school leadership team should determine the type of observer for the remaining observations.
For master or lead teachers, the following observer type frequency is required:
» At least 1 time per year by an administrator (principal, assistant principal, or district personnel)
» At least 1 time per year by another master teacher or a mentor teacher
» The school leadership team should determine the type of observer for the remaining
observations.
3. Observations are weighted differently based on who is conducting the observation. These weights
are computed at the end of the year when final SKR scores are averaged. The chart below
illustrates TAP’s weightings by teacher type:
CAREER AND MENTOR TEACHERS
Observer Type
Mentor
Master
Weighting
MASTER TEACHERS
Observer Type
Weighting
20%
35%
Mentor or Master
Administrator
35%
55%
Administrator
35%
Self-Observation
10%
Self-Observation
10%
4. Additionally, teachers will receive a summative observation report each year. This report will
include the averaged ratings for performance in the Skills, Knowledge, and Responsibilities
criteria. The written report will be discussed with the individual being observed before the end
of the school year. The classroom value-added achievement and school achievement data will
be discussed when results are returned (timing contingent upon availability of state test results
and value-added analysis). Performance awards will be distributed after value-added results and
observation scores are calculated around the December time frame.
Teacher Performance Observation Domains
When a teacher is observed according to the Skills, Knowledge, and Responsibilities criteria, he or
she will be given an averaged performance rating for each observation based on the indicators in
each of the four domains:
1. Designing and Planning Instruction
2. The Learning Environment
3. Instruction
4. Responsibilities
In each domain, performance will be rated on a five-point scale, averaged, and assigned a single
score. Then, each domain will be assigned a weight on which performance awards are based within the CODE System.
Domain Weights for Career Mentor Master Teachers:
TAP Domains
Design and Plan Instruction
Learning Environment
Instruction
Responsibilities
Career
Mentor
Master
15%
15%
15%
5%
5%
5%
75%
60%
40%
5%
20%
40%
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