Transcript Understanding the Rubric

Transitioning from FIRST To The
Systemic FFT Implementation
The Office of Talent Development
Presenter: Rhonda Pitts
June 18, 2012
Outcomes




Participants will learn what is expected in the
transition from FIRST to the Systemic Roll-out
of FFT
Participants will share components of FIRST
that they would like to continue/discontinue
Participants will dig deeper in their
understanding of the language of the 8
component areas of the FFT rubric
Participants will define the language of the
rubric as it applies to teachers and students
levels of performance
Transitioning from FIRST
Systemic
FIRST
No Platform
Platform
8 Essential Components
12 Components (Choose 8)
Goal Setting Conferences/
Self Assessments
Goal Setting Conference/
Self Assessments
Pre-Conference/Post Conference
Pre-Conference/Post Conference
FFT Observations (On-cycle)
FFT Observations (Voluntary)
OTD/FFT Facilitator/School Based FFT
Facilitators
FIRST Teacher Liaisons
Emolument/Leadership Opportunities
Leadership Projects
Systemic Professional Development
FIRST Professional Development
(Program implementation/Danielson)
Hard to Staff (No stipend)
Hard to Staff (Stipend)
Mid/Year and End of Year Evaluations
Mid/Year and End of Year Evaluations
No Financial Awards
Financial Awards
Warm-up Activity- Keepers and
Leavers
Think about the FIRST Program and all of
its components
List all of the components that you would
like to keep/refine and or build upon in
the coming year
How will you unite your staff under the
Systemic Umbrella of FFT?
Talk with your teams. Share
What is a Rubric?
Read “The Advantages of a Rubric” article,
individually
In your reading, find the following:
 One sentence
 One phrase
 One word
that speaks to you about rubrics.
Let’s share.
Analyzing the Expectations
Each table has been assigned a component:
 Read the performance levels for your assigned
component.
 Using Hand-out # 1, record your understanding of
the performance of the teacher and student based on
the level (Unsat, Basic, Proficient and Distinguished)
 Share your notes with your tablemates.
 Chart your responses for each level of performance
at the component level.
 Be prepared to share out.
Think Abouts
As we begin the next school year, what is important for
teachers and administrators to communicate in
regards to understanding the transition from a FIRST
School to a Systemic Framework for Teaching School
How do we communicate to administrators and
teachers the language and differences of the
Framework for Teaching Rubrics/Performance Levels
so that everyone understands the expectations to
reach the proficient and distinguished levels?
How do we ensure that teachers achieve at the highest
levels of performance consistently?
Closing Thought
What role will the Framework for
Teaching Play in uniting your school in
a common mission?
What can your team do to help get them
there?
Thank you !!!!!