Transcript PowerPoint Overview

November 6, 2014
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Record the following information on a corner of
your index card
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1.
2.
Gain an understanding of the
advantages of the Master
Teacher Designation
Gain an understanding of the
process of becoming designated
as a Master Teacher
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 Karlene Sa’ad, Chair
 Paul Lombardo
 Joyce Bukovac
 Bridget Lambright
 Octavia Reid
 Lia Radke, Candidate Support
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“A Master Teacher demonstrates excellence
inside and outside of the classroom through
consistent leadership and focused
collaboration to maximize student learning.
A master teacher strives for distinguished
teaching and continued professional growth
as specified by Standards for Ohio
Educators.”
http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.as
px?page=3&TopicRelationID=1598&ContentID=46544&Content=10
8845
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 Consistent Leadership
 Focused Collaboration
Distinguished Teaching (2 parts)
 DT: Focus on Students and
Environment
 DT: Focus on Content, Instruction and
Assessment
 Continued Professional Growth
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A chance for tremendous personal and
professional growth
 Potential leadership opportunities
 Recognition
 Advanced level of licensure
 Lead Professional
 Senior Professional
 60 PDU’s to use for re-licensure
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 Professional
license/certificate
 Taught 7 years (public or
private school)
 Work a minimum of 120
days
 Work under a teaching
contract
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Four sections:
1. The candidate
information
2. The writing and evidence
guidelines
 12 pages of narrative
supporting the five criteria
 10 pieces for supporting
evidence
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3. The prompts for the
written narrative
-Reference Ohio’s teaching
and Professional
Development standards
-In line with OTES
4. Summary of the scoring
process
- Exemplary in four of the
five areas.
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Two forms submitted
with each application
Recommendations
from colleagues
and/or supervisors
familiar with your
professional practice
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Evidence is one piece of work or
document that supports the written
narrative (artifacts)
 A key component of this process will be
making choices about what to feature in
your written narratives
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Clear
Concise
Convincing
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Descriptive
Analytical
Reflective
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 Provide a retelling of the
experiences that demonstrate
distinguished teaching according to
the criteria.
 Describing what happened in a
classroom or professional situation.
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Examine and interpret why the experiences
described are the way they are. This type of
writing explores reasons and motives.
Analyzing the ‘how’, ‘why’ or ‘in what way’ a
particular lesson was or was not successful in
teaching students or how your professional
experience impacts student learning and your
teaching practice.
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Evidence that the teacher is thinking critically
about his or her own practice, in relation to
individual students and overall.
Reflecting on how you would handle this
same situation in the future, what impact it
had on student learning, and how you would
adjust your teaching practice in the future.
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Standards-based rubric
 Minimum two people
score each candidate’s
submission
 Consider responses
within the context of
your district
 Blind Scoring process
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 Limited to 12 pages
 Has to be within the last 5 years
 Refer to the “Ohio Standards for
the Teaching Profession”
 What do you want to highlight?
 What evidence can you include?
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One of the more enjoyable aspects of my job is the time I am
able to collaborate with my other grade level teacher. We
meet almost daily to plan for the upcoming lessons and to
reflect on lessons we have taught. My partner and I work
very well together and both benefit from each other’s
knowledge and experiences. We have been teaching
together for the past fifteen years and have similar styles
and discipline expectations. I work with my administrator
to make sure I am meeting the building level goals. I feel I
have a collegial relationship with the other teachers in the
building and we work together when the opportunity
presents itself.
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This sample would receive a 1 point because it
just talks about collaboration with other
teachers and or administrators/staff. It does
not speak to how the collaboration promotes
student achievement.
The teacher indicates they meet almost daily
to plan upcoming lessons. The teacher works
with her administrator and has a collegial
relationship with other staff members.
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As a middle school science teacher it is important that I am aware of
how my students are achieving towards the learning goals. I use our
district curriculum guide as a planning tool for instruction. My end of
the unit assessments are used to gauge if students are ready to
advance to the next topic/unit. If I need to re-teach a portion of the
unit, based on the assessment tool, I try to find some enrichment
activities for students who demonstrated their success so all students
have something to work on. During specific units that are long or
contain a great deal of content I provide weekly assessments for the
students so I can see how they are progressing. We have just
completed our unit on Characteristics and Structure of Life and
attached as evidence is a copy of a student’s assessment who met all
of the learning goals. (Evidence 7) As most of my class was successful
with this assessment we will be moving on to our next unit of Heredity.
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This sample would receive a 1 point because the
teacher uses some diagnostic, formative and
summative assessments and the teacher uses data
t monitor student progress and learning, and to
plan instruction.
The teacher uses the curriculum guide to determine
learning. The teacher uses end unit assessments.
The teacher uses statements such as some and
most as qualifiers to their statements.
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 Letter of Intent – Dec 1st
 Optional: Monthly support sessions (Dec-Apr)
 Application due May 4th
 2 recommendations
 Complete the checklist
 1 narrative (12 pages)
 10 pieces of evidence
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 CH-UH – About tab – Human
Resources – Master Teacher
 Embedded link to ODE
 Letter of Intent
 All forms are on the ODE website –
key work search ‘Master Teacher’
 Complete ODE ppt is available online
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-William Arthur Ward
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 On the back of your four
corner card - please let us
know how the Master Teacher
Committee or support
sessions can assist you.
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 Scoring guideline
http://education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=83985
 Ohio Standards for the Teaching
Profession
http://esb.ode.state.oh.us/PDF/Rev_TeachingProfession_aug10.pdf
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http://esb.ode.state.oh.us/PDF/Rev_TeachingProfession_aug10.pdf
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Use exact wording in Narrative, for example:
“ I use a number of segments from these
modules in my teaching, e.g., the interactive
syllabus.” Std. 6.3
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Direct impact on student learning
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Participating in decision-making
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Initiating innovations and improvements for
school change
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Empower and influence others
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Committees
Task Force
Strategic Planning
Department Chair or Coordinator
Published or Presented
Oversee other buildings
Community work
Union position
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Work with educators, students, families
and communities
Share knowledge, practice and
responsibility
Communicate effectively
Support student learning
Respond to needs of colleagues and
students
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Lesson Plans
Team Teaching
Collaborative Units
Quotes from Teachers
Work with colleagues outside the district
Peer observation and coaching
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Analyze individual and group student
development
Connect instruction to students’ needs
interests and prior knowledge
Engage learners in inquiry
Promote high levels of learning
Create a culture of civility and success
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Design instruction to meet learner needs
Meet the needs of students whose
performance is advanced or below level
Learner self-assessment and goal setting
Students take an active role
Differentiated learning
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Understands academic content taught
Uses multiple assessments
Evaluates student learning
Examines student outcomes
Promotes high levels of learning
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Deepen knowledge of content
Integrate district curriculum priorities with
state and national standards
Use assessments (TRAILS, worksheets,
quizzes, surveys)
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Analyze data to modify instruction
Participate in district initiatives
Focus on improving student performance
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Engage in professional development
Research best practices
Evaluate activities for impact on student
learning
Analyze own strengths and weaknesses
Develop an appropriate plan
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Attend professional conferences
Learn new technologies
Participate in workshops
Subscribe to listservs
Present at conference
Publish articles
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