Category: Teacher Preparation Tpep

It’s TPEP time again, criterion # 3 revisited…

August 13, 2019 Published by: Lynn

The TPEP criterion #3 is recognizing individual student learning needs and developing strategies to address those needs. The overlap in the three frameworks is identifying and addressing the needs of students and establishing and achieving student growth goals for subgroups.

One way to show that you are actively seeking information about students is student interest surveys. I have gathered some on this pinterest page.

Take the survey to another level by trying Back to School Scoot! To do this, place a task card on each desk (or chair). Students start at any number. At your signal, have the students rotate around the desks until they have answered all of the questions. Give the students enough time to read the question and answer it before having them rotate (1-2 minutes). I find it works best in middle school to have them rotate in order, but I have tried it where I just yell “Scoot” (¡Muévanse!) and they scramble to any other seat to which they have not been and just fill in the answer to that question in the appropriate box. Scoot could be done in English at the novice level and there are sets available in French and Spanish for upper levels.

Another option is to tape the questions around the room or out in the hallway, you could also have the students work in pairs, and rotate at your signal. I use these types of activities throughout the year so this allows me to teach procedures and expectations while getting to know more about their individual preferences. Other variations for student interest surveys include creating an on-line Google form or back to school Jenga.

I also like the play dough idea for getting to know students from the book Teach Like a Pirate by Dave Burgess. When students walk in on the first day of school have a can of play dough on a paper plate of each desk. Tell the student to create something with the play dough that is in some way representative of themselves. Tell the students that they will not have to get up in front of the room and speak but they will have to say their name and a sentence or two about their creation. Then circulate around, show each creation, ask each student’s name and a question or 2 about the creation. At the end of the activity offer a prize for anyone who remembers everyone’s name. See my prior post for other ideas on making connections with students.

Criterion #3 also includes effective teacher use of formative assessment data. Teachers can establishing student growth goal(s) and document student growth and achievement of student growth goal(s) with free writes and video recordings at various stages throughout the year. My students have chromebooks and we use Wevideo and Flipgrid to record student growth as well as good old fashioned paper and pencils.

Here is a link to a previous post on Tpep #3.

Tpep Criterion #3: Recognizing individual student learning needs and developing strategies to address those needs.

Getting to know our students, using formative assessment data, scaffolding of information within lessons, differentiating instruction, and demonstrating flexibility and responsiveness are some of the strategies the distinguished teacher uses to address student needs. How do you support individual student learning needs?

Teacher Preparation Tpep

It’s Tpep time again criterion # 2 revisited…

August 9, 2019 Published by: Lynn

Path to Proficiency Teacher Preparation Tpep

It’s TPEP time again criterion #1… revisited

August 7, 2019 Published by: Lynn

This will be the seventh year of the Washington State Teacher/Principal Evaluation project or TPEP. Every public school teacher in the state of Washington is evaluated against eight criteria and graded on a scale from 1-4. A rating of four means distinguished, a rating of one means you are in trouble.

I had been teaching middle school for 30+ years and figured I was starting to get the hang of it. Until seven years ago, the evaluation process consisted of establishing some professional growth goals at the beginning of the year and then meeting with an administrator at the end of the year to discuss the achievement of the self-established goals. It was a piece of cake. Formal evaluations were for new teachers in their first three years of the profession. And then TPEP came along…

At first I was really nervous, lots of us were. I know teachers who left the profession because of fear of the process and the possible ramifications. I decided seven years ago that I wanted a four, or a rating of distinguished, and I was going to study the criteria and the rubrics for evaluation. So I did, and I know the rubrics better than most administrators.

I still get nervous, over plan, and can’t sleep the night before my formal evaluations each year, but I did score a four and realized the eight criteria are just good teaching.

I have been sharing my learning on TPEP for many years but I am continually changing and updating the workshop. I will be doing a free presentation Wednesday, August 14th at the University of Washington so I will be posting a series of blog posts to support the presentation.

Although everyone is evaluated on the same eight criteria, there are three different frameworks districts can choose from as an evaluation instrument. They are the Marzano Teacher Evaluation Model, the CEL5D+ Teacher Evaluation Rubric (commonly referred to as the UW model), and Danielson’s Framework for Teaching. I am focusing on the areas in which the three frameworks overlap.

Criterion #1 Centering instruction on high expectations for student achievement.

The overlap of the three frameworks for criterion number one is communicating learning targets to students and celebrating success.

I have been posting learning goals for some time, but the shift for me is constantly physically going back to the posted goals and checking in on where we are during and at the end of each class period.

I also explicitly teach the students about the path to proficiency and how to level up. Here is an example about Seafair, a hydroplane race extravaganza held the first weekend in August each year in Seattle. I explain Seafair to my students using the different proficiency levels.

Novice Low- Boats, airplanes, swimming, sun, fun, bathing suits, Lake Washington, food, music, drinks (At least two target language words related to the prompt, no cognates or brand names)

Novice Mid- Seafair wild many boats airplanes Blue Angels Swimming in lake, food, fun, music, drinks (At least one connection to a verb related to the prompt)

Novice High- I like Seafair. fun Lake Washington food races airplanes there is boats. People swim in the water. (At least two complete clauses with two different verbs related to the prompt)

Intermediate Low- Seafair is in Seattle each year. people boats. They watch races. There are airplanes. water fights I like Seafair and it is fun. Do you like Seafair? (3-4 simple sentences related to the prompt with at least 3 details)

Intermediate Mid- Seafair is in Seattle each year. There are lots of people in boats on lake Washington. They watch the boat races. There are also airplanes that fly, the Blue Angels. I like Seafair because it is fun to have water fights with other boats. Although it is really crowded and rough on the lake sometime, Seafair is a lot of fun. (At least two complex components with groupings of sentences)

Intermediate High- Ever since I was a little girl, my family has gone to the hydroplane races at Seafair which happens the first weekend of August in Seattle each year. First, we load up the boat with food, drinks, water balloons, and squirt guns. Then we put up our pirate flag, which means we are willing to participate in water fights. Then we look for other boats that want to have a water fight, and launch water balloons at them. I like Seafair because it is fun to have water fights with other boats. Even though it is really crowded and rough on the lake sometimes, Seafair is a lot of fun. (Evidence of at least 3-4 complex components and connectedness)

Then I have the students do a matching activity where there are descriptions of a circus by proficiency level and labels for the different proficiency levels and they have to race to match them up. Lastly, I have them describe school in groups according to the different proficiency levels and write their descriptions on butcher paper and we try to guess the proficiency level of each description.

I like to show my students how to level up with the resources at the Shelby County Schools World Language Website.

level_1_h_unit_3

And then we celebrate success! Here is a link to a former post.

Tpep Criterion #1: Centering instruction on high expectations for student achievement.

Path to Proficiency Teacher effectiveness Teacher Preparation Tpep

#TELLcollabseattle

January 21, 2017 Published by: Lynn

Today at TELLCollab in Seattle, Thomas Sauer reaffirmed my belief in the posting, copying, chanting, and choral reading of the learning targets with students.

The Washington State Teacher and Principal Evaluation Project (TPEP) has eight criterion. Public school districts in Washington State evaluate teachers on these eight criterion using one of three frameworks: Marzano, Danielson, or CEL5D+. There are differences between the frameworks but for criterion number one, all three models agree that teachers need to communicate clear learning targets to students. Below is how each of the frameworks addresses criterion number one and the commonalities.

Criterion 1: Centering instruction on high expectations for student achievement.

The Marzano Teacher Evaluation Model

1.1: Providing Clear Learning Goals and Scales (Rubrics)

1.2: Celebrating Success

1.3: Understanding Students’ Interests and Backgrounds

1.4: Demonstrating Value and Respect for Typically Underserved Students

CEL 5D+™ Teacher Evaluation Rubric

P1: Connection to standards, broader purpose and transferable skill

P4: Communication of learning target(s)

P5: Success and performance task(s)

SE3: Work of high cognitive demand

CEC3: Discussion, collaboration and accountability

Danielson’s Framework for Teaching

2b: Establishing a Culture for Learning

3a: Communicating with Students

3c: Engaging Students In Learning

Learning targets are best when they are consistently used and revisited during, and at the end of each class. Teachers can check for understanding during the lesson by having students ask each other how they are doing in relation to reaching the target for the day. Have students self-evaluate at the end of class on their progress toward the learning target. How do you communicate learning targets to students? Follow the conversation at #TELLcollabseattle.

Here is a comparison of the three frameworks used for Washington State Teacher Evaluation. commonalities among frameworks

Path to Proficiency Teacher effectiveness Teacher Preparation Tpep

Let’s Talk at TELLcollab Seattle!

December 3, 2016 Published by: Lynn

Give yourself the gift of professional rejuvenation! Reserve your spot now to join state and national leaders in world language education as we come together January 21st and 22nd, 2017 for TELLcollab Seattle! This “unconference” is a different type of professional learning experience where according to Thomas Sauer “whoever comes are the right people” and “there are no attendees only participants.”

Catherine Ousselin and I attended this unconference in Austin, Texas in June 2016 and we left inspired, invigorated, and we would like to personally invite you to join us for a weekend of collaboration. Check out my blog posts about the experience.

For more information go to the website and register here http://www.tellcollabseattle.org/. The cost is $99 + $6.44 processing fee for advanced registrations. At the door it will be $129 + $8.09. The Washington Association for Language Teachers (WAFLT) is providing free clock hours. Morning refreshments and lunches are included. There will be an optional evening activity on Saturday night to further network, make friends, and show off our beautiful city to the out-of-town participants.

Organizer Michele Aoki states “This is a unique opportunity for teachers. Not only will you have access to two of the strongest leaders in K-12 World Language education in the country from the TELL Project, Thomas Sauer and Alyssa Villarreal, but you’ll have their expert facilitation to help us get the most out of our own local expertise. In other words, it’s not just new information about language teaching and learning, it’s a new personal experience in learning. WE EDUCATORS need to continually refresh ourselves so that we feel inspired and ready to inspire our students.”

This is a great way to take a leadership role and bring a different kind of professional development experience to your building. So, please register, come, and help spread the word among your colleagues. Check out the flyer here tell_collab_uw_2017.

Teacher Preparation Tpep

Teacher/Principal Evaluation Project=Tpep

September 18, 2016 Published by: Lynn

Oh joy, it’s that time of year again, Tpep pre-evaluation conferences. This is the fourth year of the Washington State Teacher/Principal Evaluation Project and my year for Comprehensive, which means I get evaluated on all eight. There are eight criterion, and you are either on Focused or Comprehensive Evaluation. When you are on a Focused year, you choose two criterion to work on (or one + student growth goal). But everyone has to have a Comprehensive evaluation at least once every four years. Every public school teacher in the state of Washington is observed and evaluated twice a year. Then we get a score on a scale of 1-4: 1=Unsatisfactory 2=Basic 3=Proficient 4=Distinguished.

Although everyone is evaluated on the same eight criterion, there are three different frameworks districts can choose from as an evaluation instrument. They are the Marzano Teacher Evaluation Model, the CEL5D+ Teacher Evaluation Rubric (commonly referred to as the UW model), and Danielson’s Framework for Teaching. The Danielson framework is used most with 53% of the school districts, the CEL5D+ is used by 33% of school districts, and the Marzano model is used by 24% of school districts in Washington state.

Because I present workshops to teachers around the state on Tpep, I decided to compare the three frameworks and see where they are similar. Here is the document I created. criterion-cross-referenced

As I go through the Comprehensive Evaluation process, I am going to do a series of blog posts on each of the eight criterion. Please join me and share your ideas here! Until then check out my former posts on each of the Tpep criterion.

Teacher Preparation Tpep

Tpep Criterion #8: Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning.

January 30, 2016 Published by: Lynn

Criterion number eight is: Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning.

The teacher participates collaboratively in the educational community to improve instruction, advance the knowledge and practice of teaching as a profession, and ultimately impact student learning. Consider what you do at the school, district, state, and national levels. Write an article for WAFLT’s Forum, PNCFL’s Lingo, or the Language Educator for ACTFL. Topics could include a review of a conference, workshop, book or movie. Teaching tips are always welcome. Do action research and write about it!

Do presentations at state and regional conferences. Chair a committee or be a presider for a workshop for a state or regional conference. Become a board member. Join your AAT, AATF, AATSP, etc.

Start a book group! Try Teach Like a Pirate by Dave Burgess or Do I really have to teach reading? by Cris Tovani. Engaging Students with Poverty in Mind by Eric Jenson is what we are currently reading at my school. The Keys Series from ACTFL would also be good books to read, discuss, and share ideas.

To score a four on this criterion the teacher volunteers to participate in school events and district projects making a substantial contribution, and assuming a leadership role in at least one aspect of school or district life.

Work vertically with other colleagues in PLC’s to establish goals, to develop and implement common high quality measures, and to monitor growth and achievement during the year. Watch ACTFL webinars together and discuss.

Posters and cards to promote World Language Study from Amazon.com.

How do you exhibit collaborative and collegial practices focused on improving instructional practice and student learning? Share your ideas here!

Teacher Preparation Tpep

Tpep Criterion #7: Communicating and collaborating with parents and the school community

January 30, 2016 Published by: Lynn

Criterion number seven is: Communicating and collaborating with parents and the school community.

The teacher communicates and collaborates with students, families, and all educational stakeholders in an ethical and professional manner to promote student learning. Some teachers use weekly letters, e-mail, class calendars, websites, and on-line grade reporting systems to communicate with parents. Why not have students develop materials to inform their families of class activities with a newsletter they write?

In addition to keeping parents informed, I look for ways to promote world language in our school and our community. As an elective teacher, each spring I compete for students to take my class. I call this “sweeps week.” Students use their persuasive language skills to make posters called “Why Study a Foreign Language.” After several YouTube clips, a brainstorm session, and my power point, they are armed with reasons to cover the school with quality posters promoting world language study. We also cook this week so students are following recipes in the target language to create something delicious. You can smell this all over school and students poke their heads in and ask what class is this? It’s really not fair to the other elective teachers, but it helps to advertise our programs in our schools, feeder schools, and community. Here’s my presentation and some of the Youtube clips. Why learn a second language

Look for opportunities to have students perform in the school or community. My students sing, dance, and read poetry in talent shows at school and festivals at the Seattle Center. We perform fairy tales, complete with scenery, costumes, and props, the last week of school for other classes that want to come watch. Each year my students read picture books in French and Spanish in the children’s area of Barnes and Noble book store. This is a fundraiser that involves the community and raises funds for our school. How do you incorporate the communities standard and the Tpep requirement of involving families? Please share your ideas here!

Teacher Preparation Tpep

Tpep Criterion #6: Using multiple student data elements to modify instruction and improve student learning.

January 25, 2016 Published by: Lynn

Criterion number six is: Using multiple student data elements to modify instruction and improve student learning.

The teacher uses multiple data elements (both formative and summative) to plan, inform, and adjust instruction and evaluate student learning. The teacher uses multiple sources of growth or achievement data from at least two points in time to show evidence of high growth for all or nearly all students. Assessment is fully integrated into instruction though extensive use of formative assessment techniques.

Almost any assessment instrument can be used for formative or summative purposes, it is how the results are used that determines whether it is formative or summative. If there is still time for the student to take action and improve learning it is formative assessment. My favorite analogy is when a cook tastes the food it’s formative assessment and when the guests taste the food it’s summative assessment.

My Favorite No!

Pose a question, have students answer on index cards.

Sort the cards into yes and no piles.

Look at the ones that are wrong and pick out one one to analyze “Your Favorite No”.

Rewrite the problem so students can’t identify the handwriting or to whom the card belongs.

Start with having kids identify what is right about the problem, what do I like about it?

Then focus of what is incorrect and how to improve it.

According to John Dewey, “We do not learn from experience… we learn from reflecting on experience.” Students need opportunities for self-assessment and reflection. This can be down with practice tests, dictations, or other immediate feedback learning activities like the box game, white boards, sentence strips, search and lift or other manipulatives, and exit slips.

Students help develop rubrics with success criteria. Rubistar.com is a free site to develop rubrics. This can help students to monitor their own understanding. Encourage students to provide very specific descriptive feedback to each other. See this in action in the video Autin’s butterfly .

Learners can use Youtube to fill in the gaps in their own learning. There is boy who was trying to learn how to start a fire with a bow string. He knew he was doing it wrong so he posted his attempt on Youtube and asked for feed back. Ninty-six people responded, providing very specific feedback like he was using the wrong wood, his foot was on the wrong side, he needed to tighten the string. I used Youtube to teach myself how to build this blog. Step by step, every time I needed to know how to add the next element I would consult Youtube. This made me wonder…can my students bridge the gaps in their learning with Youtube on their own?

They can if they are taught how! Anything we can teach ourselves, we can teach someone else how to do. Student portfolios, digital lockers, or learning logs can help track student’s growth and what gaps need to be filled in. Distinguished teachers establish appropriate student growth goals in collaboration with students and parents and identify data to monitor, adjust, and evaluate achievement of goals.

Check out my post on Core Practice #6 for more feedback ideas and here is a list with descriptions.The Formative Assessment Techniques ensure 100. Here are some formative assessment resources from Amazon.com. How do you use student data to improve instruction? Please comment here!

Teacher Preparation Tpep

Tpep Criterion #5: Fostering and managing a safe, positive learning environment.

January 25, 2016 Published by: Lynn

Criterion number five is: Fostering and managing a safe, positive learning environment.

The teacher fosters and manages a safe and inclusive learning environment that takes into account: physical, emotional, and intellectual well-being.

This can best be done by examining your routines and procedures. Check out some of my ideas in this article Using Routines to Maximize Language Acquisition. Instructional time is maximized because of efficient classroom routines and procedures. To score a four, students should contribute to the management of instructional groups and transitions and the handling of materials and supplies. In addition, opening and closing routines are well understood and may be initiated by students.

Other routines to consider: turning in papers, getting make up work, what do you do when you are done?

I like this idea I found on Pinterest. Thinking about making this in French and Spanish.

Use several methods to form groups so that no student feels left out. Seating charts, partner maps, index cards or other randomization devices help mix it up and manage behavior. Change groups and partners often so that all students have an opportunity to work together and get to know each other. Check out the No Yell Bell at Amazon.com for easily regaining attention.

Discipline with dignity. Management of behavior is subtle and preventative. I like to carry a clipboard and note behavior and productivity on my seating charts. As soon as they see me pick up my clipboard and start walking around they become more engaged. Most the time I don’t even need to write anything down, I call this The Clipboard Stroll.

Check out assigning classroom jobs for students from Ben Slavic’s website. How do you foster and manage a safe learning environment? Add your ideas here please!