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Conceptual Model: School Profile |
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CONCEPTUAL MODEL: SCHOOL PROFILE
Improving Teacher Performance
Using a Job-embedded Approach in Real Time.
Determining What Works:
IMAGINE teachers being able to synthesize State
and District Assessment results and then to identify what instructional strategies
should be embraced to improve student performance!
School educators analyze their student assessment data to target the areas in need
of improvement. From those targeted student performance goals, the most effective,
research-based instruction (that will make the MOST difference in achievement) is
identified. (Synthesis System)
Teacher Aptitude:
IMAGINE being able to determine a teacher’s
capacity to deliver the instructional strategies that will make the most difference
on the targeted student performance goals!
Educators can assess their proficiency, and for the first time, administrators will
know the capacity of their teachers to deliver effective instruction to make a difference
on the targeted student performance goals. For the first time, they have the information
to make data driven decisions on where to target professional development that is
aligned to their student’s learning needs. (Strategy Assessment
System and NEW Teacher Basic Skills Assessment)
Building the Capacity:
IMAGINE teachers having access to all of the
strategies that work and an opportunity to develop their skills simultaneously!
Teachers will know the strategies that make the most difference in learning when
teaching to State Standards. They are provided an opportunity to learn how to deliver
effective strategies in the classroom, supported by both ONLINE and ONSITE Professional
Learning Communities, building capacity in the teaching force to improve academic
achievement. (Teacher Practices Guide and Professional
Development System)
Monitoring for Results:
IMAGINE being able to track the growth and
development of educators over time!
Administrators can monitor the changes in proficiency of teachers
over time on instructional practice aligned to their student performance goals.
They can track teacher learning progress during the learning experience, as well
as measure the depth of implementation in the classroom. They can
monitor the work of the Professional Learning Communities that support growth and
development of educators. (Strategy Assessment Composite
Reports, Administrative Reports, Progress Reports, McREL Strategies Survey, McREL
Context Variables Survey, Organizational Reports)
Equity and Systemic Change:
IMAGINE a system design that impacts all
levels of the organization, provides expert training and coaching support
so that the knowledge and skills to maintain the system are embedded into all levels
of the organization, and provides access to all members of the organization!
A scaffolding model is utilized to assure that all levels of the
organization have the competencies they need to support the changes necessary in
instructional practice. Providing training, materials, and coaching to develop a
highly skilled Trainer of Trainers Cadre means that States and Districts will own
the knowledge and skills needed to guide the capacity building of its teachers to
improve academic achievement through research-based instruction…the most powerful
predictor of learning that exists! (Implementation Training
and Coaching)
Click here for more information on System Components
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