Best Instructional Practices (Obama-R2TT) Empower 97J Board Goals - Strengthening New Teaching & Evaluation Document & Achievement of Board Goals – Enhancing Vitality of The 97J School System & The Enlightenment Of Our Patrons = Desired

Option Passage Matt Henry

Analysis of Teaching & Learning - Winter 2012 EDLD 655, Dr. Kathleen Scalise

4 Domains and 22 Standards = Best Instruction Approach

** Each Instructional and Professional Growth Plan shall have as a Primary Purpose and Focus Improved Student Achievement through the improvement of measurable skills :

** Focusing on National, State and District Standards

** Achievement of CIP and all Student Achievement Goals

** Apply Leading and Research-Tested Based Practices

** Heighten Learning for Diverse student populations

** Pursue Professional Excellence by Self-Assessments

“ If I had eight hours to chop down a tree, I would spend six hours sharpening my axe!” A. Lincoln

References and Sources –

Wikipedia , R2T.org; the free encyclopedia

Marzano, Robert J., School Leadership That Works. ASCD, 2005.

Rotherham, Andrew J ( ED Leadership; Sept 2009 Vol.67.1). “ 21st Century Skills: The Challenges Ahead”

Fry, Sarah & Dewitt, Kim (Dec/Jan 2010-11, Vol.68.4). “Once A Struggling Student…”

97J District Professional Growth and Evaluation Plan, 2011.

Donaldson, Morgean L. ( ED Leadership;May2010 Vol. 67.8) “No More Valentines.”

Moore, Renee. (ED Leadership; May 2010 Vol. 67.8) “The Teachers of 2030.”

Introduction and Discernable Benefits for Improvement R2TT Best Instructional Practices & Informing the Locals

97J SCHOOLS SIUSLAW VIKINGS

Demographics of 97J/SHS We are a district of approximately 1434 students , with a HS population of around 450 students. We have a emerging , cutting edge alternative school, Siuslaw West, with an online focused curriculum (E2020, and Aventa ); that is also used throughout the system in our modified, 7 period block schedule. Our free and reduced population is 62%. We are currently a five day school week; but I am leading/hopeful we move toward a 4.5 day week for 2013-14, to better remediate with struggling students and facilitate multiple best instructional practices that are not possible to pursue with any capacity in the limited time we currently have for professional development.We are a district located in a once typical Oregon, coastal town community, 65 miles west of Eugene, that had (in past) a natural resourced based economy of fishing and timber cutting which sustained the local community. Since the mid-nineties and the dot com/real estate bubble many, many retirees have settled here (currently 65%) and the economy has shifted to a tourism, entertainment based focus with various restaurants, the Peace Health Hospital system, an LCC branch campus, an Old Town, Three Rivers Tribal Casino and Resort, an event center (FEC) and two golf courses and a major hotel as well as the Nationally recognized dunes and recreational resources and a small ORV industry surrounding it. My Career and Technical Education (CTE) program in auto/culinary/health occupations; is poised to grow dramatically through mentorships and business partnerships in the near future. My goal : develop and sustain a local educational skill set for the economic base and core community needs; and the college bound in the Florence, and surrounding area and region.

** The 97J Board of Directors set the following overriding Mission Statement in 2009-10 school year- “ To motivate and prepare ALL students to reach there greatest potential.” **

My responsibility as I see it, is to use the mission statement as a PRISM through which we illuminate all that we do! Regarding math, reading and writing goals the Board set the following numerical goals for Oaks Assessments by 2014:1.Math – 80% to meet grade level 2.Reading – 90% to meet grade level3.Writing – 80% to meet grade level These goals mirror the numbers in connection to the NCLB Education Act of 2002.Further goals are stated as follows: “ We advice administration to explore efficiencies in the education system to address predicted budget deficiencies and to explore additional funding opportunities.”“ We hold our administrators and instructional staff accountable for student achievement and direct administrators to provide ongoing support and supervision in their evaluations of teacher performance.” ** “ What will it take to make teacher evaluation a useful tool for improving teaching and learning?”

“Education is the kindling of a flame, not the filling of a vessel.” Socrates“ Knowing is not enough; we must apply. Willing is not enough; we must do.” Goethe

The level of comprehension of the USDE’s involvement (R2T) in local educational decisions and resource utilization is minimal for most patrons – yet 4.35 billion is up for grabs by the USDE for K-12, to motivate and induce innovation and reforms. The weighted (500 points) selection criteria:•Great Teachers and Leaders = 138 pointsImproving performance by providing effective support and incentives to pursue clear pathways of preparation and ongoing professional development.•State Success Factors = 125 pointsClearly articulated reforms and LED’s cooperation, sustained pathways of capacity focused on raising student achievement.•Standards and Assessments = 70 pointsAdoption of Common Core Standards Initiative, and the development and implementation of common high-quality assessments.General Selection Criteria = 55 pointsInsuring conditions for charters and innovative schools, making funding a priority, and demonstrating significant reforms.•Turning Around the Lowest-Achieving Schools = 50 pointsImplementing significant reforms with the cooperation and input of LEAs.•Data Systems to Support Instruction = 47 pointsFully implemented statewide data systems, data driven decisions to guide instructional practices, accessing and using State data.•To this 485 criteria based point total = 15 points were added to : A STEM (Science, Technology, Engineering and Math) educational focus in applications** This Reform Effort Must Be Accelerated With Observable Expertise!

Invaluable Outcomes For Viking Students & Community!

Four Traits – Exceptional Educators

K-12 –Exceptional Educators Common Qualities – ALL students can learn! Despite

circumstances, learning issues, conditions…

Practice Desired Effect

1. Relationship Builders

Do not lose track daily - of conveying and imparting a caring and welcoming learning

environment !

Advisories and one to one efforts to insure students know you care about them first, as well as your

subject(s)!

Trust is built and healthy interactions occur that may not

experience anywhere else!

Equaling academic and social confidence and competence!

PBIS !

2. High Standards - High Support

Caring does not mean lowering standards! Support is provided and

multiple opportunities to find success is a part of the daily routine!

Standard Based Assessments, Scaffolding, Extended time and options,

Tutorial remediation, IA’s, etc.

They are not consigned to a failure mentality because of

earlier struggles =

Academic success and mastery of skills and content knowledge

needed!

3. Relevant Curriculum & Assessments

Applicable curriculum and topics that connect to the student’s world and the community around them! Skills that are foundational for lifelong

learning!

Education and its' value must be communicated with relevance, knowledge and

passion!

The connection and application of knowledge and skills leads to post HS career pathways and

advanced learning opportunities!

4. Rigorous Professional Development

They are committed to ongoing Professional Development to

continually improve their skills pertinent to being an exceptional

educator!

They stay current on Best Educational Research and

Practice!

Allowing them to continuously analyze how they teach and scrutinize the practices that they use to allow for change or

modifications based on feedback. Benefitting - SHS

Students!

97J & SHS EVALUATION & TEACHING DOCUMENT

Designed around Five Domains That Encompass 22 Standards around Effective Instruction:

I. Planning and Preparation

II .Classroom Environment

III. Instruction

IV. Professional Responsibilities

V. Specialists

I. Knowledge of Students, Goals, Curriculum,&

Assessments

II. Climate, Procedures, Student Behaviors

III. Lesson Delivery, Feedback, Assessments

IV. Professional Development/Growth, Communication

V. All Title, IDEA, PEP’s

*Outstanding and ever improving 97J Student Achievement

Performance and Accomplishments !

*Impacting and providing skills to the local economy and beyond

!

*Insuring the credibility of the school system in the context of 97J Board and

Strategic Goals and sustaining educational partnerships!

***Local Option passed successfully in two years!***

Desired Outcomes Long-Term:

** Oaks Test Scores Steadily Increase Across All Content Areas

** Workplace Skill Sets are Enhanced through a Strong Educational Core

** Students are Placed in Work Place/Partnerships/Mentorships = Local Jobs and a connected community through to LCC and Universities, CTE

*** Two Years from now Local Option passes again – overwhelmingly!