TAP TAP Basics (Preparing for Success in a TAP School) [PSTS]

TAPTAP Basics

(Preparing for Successin a TAP School)

[PSTS]

TAP Principles

Performance-based Accountability

Performance & Responsibility drive compensation

Multiple Career Paths

Ongoing Applied Professional Growth

The “GAP”

State Testing

School Labeling

District Goals

School Goals

School Goals

Steps for Effective LearningSteps for Effective Learning

School Plan

School Goal

Cluster Goal

Individual Growth

Plans

Cluster GroupsCluster Groups

Create long range plans

Group Meeting Record

Pretest data

STEPS

Posttest results

STEPS for Effective STEPS for Effective LearningLearning1. Identify problem or need

Evidence of need is clear, specific, high quality and measurable (using pretest)

Addresses content learning with links to teacher strategies and rubric

STEPS for Effective STEPS for Effective LearningLearning1. Identify problem or need

Using credible sources – proven applicationshowing student growth

2. Obtain new teacher learningaligned to student need

(formatted for classroom application)

STEPS for Effective STEPS for Effective LearningLearning1. Identify problem or need

2. Obtain new teacher learningaligned to student need

(formatted for classroom application)

3. Develop new teacher learningwith support in the classroom

Through demonstrations, modeling, practice,team teaching, and peer coaching

With subsequent analysis ofstudent work

STEPS for Effective STEPS for Effective LearningLearning1. Identify problem or need

2. Obtain new teacher learningaligned to student need

(formatted for classroom application)

3. Develop new teacher learningwith support in the classroom

Evidenced through observation, peer-coaching, self-reflection

4. Apply new teacher learning

STEPS for Effective STEPS for Effective LearningLearning1. Identify problem or need

2. Obtain new teacher learningaligned to student need

(formatted for classroom application)

3. Develop new teacher learningwith support in the classroom

4. Apply new teacher learning

5. Evaluate impact on studentperformance

Post-test aligned with data analysis & new teaching strategies

11

IdentifyIdentify the problemor need

22

ObtainObtain newlearning

33

Develop Develop thethenew learning

44

Apply Apply new skillsnew skillsin the classroomin the classroom

55

Evaluate Evaluate thetheimpact on impact on studentstudent

performanceperformance

TAPTAP Leadership Team

TAP Director

TAP Leadership TeamPrincipalAssistant PrincipalMaster TeachersMentor Teachers

TAPTAP Leadership Team

Responsibilities

Develop school plan for improving student achievement

Determine cluster goals and monitor movement to them

Monitor IGP goals and activities

Monitor inter-rater reliability and evaluation skills

TAPTAP Leadership Team

Processes

Maximize meetingsSet norms for meetingsDevelop norms for members

Documentation Leadership Team Meeting Log

TAPTAP Teacher Rubric

50%Teacher skills &

knowledge

25%NWEAresults

25%CSAPresults

50%Teacher skills &

knowledge

Determined by TAP Rubrics

and Responsibility

Survey

The RUBRIC:Planning InstructionImplementing InstructionLearning EnvironmentResponsibilities

Data-driven!

Led by master or mentor teachers

Meet 1-3 hours per week

Regular membership

Have plan focused on student learning goals

Members grouped by grade level, content, or shared students

Cluster Meeting Record

Cluster Long Range Plan

Cluster Meeting Cluster Meeting Record Rubric*Record Rubric*

Goal

Outcomes

Follow-up

Long Range Plans

(*EVALUATES CLUSTER MEETING RECORDS)

Cluster Meeting Cluster Meeting Record Rubric*Record Rubric*

Goals

Help focus work of cluster members

Demonstrate student gains as a result of cluster work

Cluster Meeting Cluster Meeting Record Rubric*Record Rubric*

Outcomes

Most should have no more than 2 items

Use Bloom’s taxonomy to help

Should include Steps 2 & 3 to allow for new learning (Obtain & Develop New Learning)

2 3

Cluster Meeting Cluster Meeting Record Rubric*Record Rubric*

Outcomes

1. Identify knowledge/topic/problem2. Segment into learning modules

3. Design an outcome using Bloom’s taxonomy

Cluster Meeting Cluster Meeting Record Rubric*Record Rubric*

Follow-up

Who?

What?

Activity due date

Expectations of next meeting

Cluster Meeting Cluster Meeting Record Rubric*Record Rubric*

Long Range Plans

Provide focus & directionSimpleDeveloped quarterly (as development of school plan)

Provides record of general topic & classroom follow-up

Classroom follow-up is clearly marked

Individual Growth PlanIndividual Growth Plan

©2005 Gary Burns, Eagle County Schools

elementswww.animationfactory.com