Are You a Master Teacher November 6 2014

Are You a Master Teacher? November 6, 2014 1

4 Corner Activity Record the following information on a corner of your index card 2

Learning Intentions for today: Gain an understanding of the advantages of the Master Teacher Designation 2. Gain an understanding of the process of becoming designated as a Master Teacher 1. 3

CH-UH Master Teacher Committee Karlene Sa’ad, Chair Paul Lombardo Joyce Bukovac Bridget Lambright Octavia Reid Lia Radke, Candidate Support 4

Master Teacher Defined “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/ODEDetail. as px? page=3&Topic. Relation. ID=1598&Content. ID=46544&Content=10 8845 5

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Master Teacher Portfolio Criteria Consistent Leadership Focused Collaboration Distinguished Teaching (2 parts) DT: Focus on Students and Environment DT: Focus on Content, Instruction and Assessment Continued Professional Growth 7

Advantages of being designated as a Master Teacher 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 8

Master Teacher Eligibility Professional license/certificate Taught 7 years (public or private school) Work a minimum of 120 days Work under a teaching contract 9

Master Teacher Application 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 10

Master Teacher Application 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. 11

Master Teacher Recommendation Form Two forms submitted with each application Recommendations from colleagues and/or supervisors familiar with your professional practice 12

The writing and evidence guidelines 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 13

Portfolio Assessment Writing Clear Concise Convincing 14

3 Types of Writing Descriptive Analytical Reflective 15

Descriptive Provide a retelling of the experiences that demonstrate distinguished teaching according to the criteria. Describing what happened in a classroom or professional situation. 16

Analytical 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. 17

Reflective 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. 18

Master Teacher Scoring Guide Standards-based rubric Minimum two people score each candidate’s submission Consider responses within the context of your district Blind Scoring process 19

Narrative 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? 20

Criterion B: demonstrate focused collaboration that has a direct impact on student learning. 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. 21

Criterion B: Focused Collaboration Rubric 22

Scoring 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. 24

Criterion D: demonstrate distinguished teaching focused on content, instruction and assessment that has a direct impact on student 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. 25

Scoring 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. 26

Candidate Responsibilities Letter of Intent – Dec 1 st Optional: Monthly support sessions (Dec-Apr) Application due May 4 th 2 recommendations Complete the checklist 1 narrative (12 pages) 10 pieces of evidence 27

Additional Information 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 28

“The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. ” -William Arthur Ward 29

Exit Slip On the back of your four corner card - please let us know how the Master Teacher Committee or support sessions can assist you. 30

Online Information Scoring guideline http: //education. ohio. gov/GD/Document. Management/Document. Download. aspx? Document. ID=83985 Ohio Standards for the Teaching Profession http: //esb. ode. state. oh. us/PDF/Rev_Teaching. Profession_aug 10. pdf 31

Standards for the Teaching Profession http: //esb. ode. state. oh. us/PDF/Rev_Teaching. Profession_aug 10. pdf 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 32

Consistent Leadership Criteria Direct impact on student learning Participating in decision-making Initiating innovations and improvements for school change Empower and influence others 33

Leadership Evidence Committees Task Force Strategic Planning Department Chair or Coordinator Published or Presented Oversee other buildings Community work Union position 34

Focused Collaboration Criteria Work with educators, students, families and communities Share knowledge, practice and responsibility Communicate effectively Support student learning Respond to needs of colleagues and students 35

Collaboration Evidence Lesson Plans Team Teaching Collaborative Units Quotes from Teachers Work with colleagues outside the district Peer observation and coaching 36

Distinguished Teaching- 2 parts 37

Students and Environment Criteria 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 38

Students and Environment Evidence 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 39

Content, Instruction and Assessment Criteria Understands academic content taught Uses multiple assessments Evaluates student learning Examines student outcomes Promotes high levels of learning 40

Content, Instruction and Assessment Evidence Deepen knowledge of content Integrate district curriculum priorities with state and national standards Use assessments (TRAILS, worksheets, quizzes, surveys) Analyze data to modify instruction Participate in district initiatives Focus on improving student performance 41

Professional Growth Criteria Engage in professional development Research best practices Evaluate activities for impact on student learning Analyze own strengths and weaknesses Develop an appropriate plan 42

Professional Growth Evidence Attend professional conferences Learn new technologies Participate in workshops Subscribe to listservs Present at conference Publish articles 43