Teacher Advancement Program

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Teacher Advancement Program
TAP Overview Bill Gibbs MnTAP coordinator Pau
l Hegre
Lead MnTAP mentor
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Part 1

• Introduction
• to the
• Teacher Advancement Program Foundation
• (TAPF)
• Video Link

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Milken Family Foundation

• Since our founding in the early 1980s, MFF has
  focused on improving education
  
• Milken Educator Awards program to recognize
  outstanding educators
  
• Focus on school reform, standards,
  accountability
  
• Several years working on issues of school
  technology
  

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Conclusion

• Without a talented teacher in the classroom, no
  piece of technology, no instructional tool, no
  curriculum will have a positive impact on
  improving student achievement.

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TAP/MPS/MFT MnTAP

• Brought to MPS by Louise Sundin, former MFT
  president.
  
• Framework Includes PDCs, PDPs, peer coaching,
  pro pay, professional standards, and mentors.
  

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Current MnTAP schools and years of participation

• Seward 4
• Andersen Open 4
• Elizabeth Hall 3
• Folwell 3
• Edison High School 3
• Andersen Elementary 3
• Hmong International Academy 2
• Whittier 2
• Sanford 2

• Cityview 1
• Green Central 1
• Jefferson 1
• Loring 1
• Nellie Stone Johnson 1
• Anne Sullivan 1
• Windom new 2008-2009
• 16 Sites
• Over 650 teachers

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What is the Teacher Advancement Program (TAP)?
The Teacher Advancement Program (TAP) is a
research-based school improvement model designed
to attract, retain and motivate the best talent
to the teaching profession.

• The comprehensive TAP system is built on four
  elements
  
• Multiple Career Paths
• Instructionally Focused Observations
• Ongoing Applied Professional Growth
• Professional based Compensation

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Multiple Career Paths
Traditional model Teacher position only. All te
achers essentially have the same qualifications,
responsibilities, authority and are assessed in
the same way. Principals are there to provide
support, impose discipline and assess teacher
effectiveness.

• TAP model
• Allows for advancement while allowing the teacher
  to remain in the classroom
  
• Career Teacher
• Instructional Coach Teacher
• Mentor Teacher
• Each step on the career path requires increased
  skills and knowledge and offers additional
  responsibility and compensation.
  
• Coach and mentor teachers become part of the TAP
  Leadership Team.
  
• See attached job descriptions.

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Instructionally-focused Accountability
Traditional Accountability Models
Use evaluation standards that are often unclear
or inadequate. Teacher evaluations are usually
infrequent and provide little follow-up help and
then only for problems, never for growth. Rarely
are rewards linked to how well a teacher does on
the evaluations.
TAP Instructionally-focused Accountability Model
Uses clear comprehensive teaching standards tha
t all teachers are trained to meet. The rubrics
mirror the Standards of Effective Instruction
in the teacher contract. Ongoing classroom
support and coaching is provided to all teachers
for improvement, not just for remediation. All
observations include coaching and assistance.
TAP observations ensure that all teachers have t
he opportunity to grow and become better
instructors so that their students will achieve
more.
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TAP Teaching Performance Standards Skills,
Knowledge Responsibilities
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Ongoing Applied Professional Growth
Traditional Professional Growth Model
Individual teachers go to selected training
sessions and try to implement new practices on
their own.
TAP Professional Growth Model
Provides time during the school day for teachers
to help one another to learn about and use
effective teaching practices in their classrooms.
PDCs with building mentors and coaches
The TAP model provides the structure to effectiv
ely implement curriculum - not an add on
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A K-5 School-wide Cluster Configuration

Kindergarten cluster
First grade cluster
Second grade cluster
Leadership Team
Special area cluster
Third grade cluster
Sixth grade cluster
Fourth grade cluster
Fifth grade cluster
Special education most often joins grade-level
cluster meetings, but may meet together at times.
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A Secondary School-wide Cluster Configuration

7-8 Language Arts cluster
7-8 Math cluster
7-8 Special Area cluster
Leadership Team
7-8 Science cluster
7-8 Social Studies cluster
Special education, ESL, Reading, etc often join
content area cluster membership and on occasion f
orm their own cluster meetings.
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STEPS for Effective Learning
Step 1
Step 2
Step 4
Step 5
Step 3
Identify problem or need.
Obtain new teacher learning aligned to student n
eed and formatted for classroom application.
Develop new teacher learning with support in the
classroom.
Apply new teacher learning to the classroom.
Evaluate the impact on student performance.
Evidence of need (using pre-test) is clear, sp
ecific, high quality, and measurable in studen
t outcomes
Evidenced through observation, peer coaching, an
d self- reflection applied to student work as a
formative assessment.
Development through demonstration,
modeling, practice, team- teaching, and
peer coaching with subsequent analysis of student
work.
Evidence includes student assess- ment (post-test
) aligned with data analysis and the new teaching
strategies.
Address student content learning with links
to teacher
strategies and the Rubric.
Using credible sources
Proven application showing student growth.
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Performance-based Compensation
Traditional model Compensation is based on year
s on the job and college credits and ignores
individual performance and effort and additional
professional responsibilities.
Teacher Advancement Program (TAP) model
Compensation is given for taking on increased
responsibility. Salary augmentations for master
and mentor positions. TAP salary enhancements a
re all over and above traditional
salary schedule
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TAP schoolCompensation

• ATPPS salary schedule
• Up to 15 PGCs for observations (SKR final score X
  3)
  
• Up to 5 PGCs for QPA
• 3 PGCs for IGP completion (usually part of
  cluster)
  
• 1 PGC for every 20 hours of cluster CEU
• Up to 3 PGCs for school-wide beating the odds
  math
  
• QPI indicator 5 (high school 10)
• Up to 3 PGCs for school-wide beating the odds
  reading-
  
• QPI indicator 6 (high school 11)

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TAP Participation Compensation

• MPS traditional Steps and Lanes
• One time TAP payment. The compensation categories
  from SKR and school gains (QPA and QPI
  indicators) will be converted to points and the
  teacher will receive compensation up to an amount
  of 2000.
• CEUs will be earned for relicensure.

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The MPS TAP Model
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TAP Foundation

• Information and Technical Support
• Training
• Research Evaluation

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Sponsoring Agencies

• Leadership and Commitment from MPS
• Funding -Bipartisan Legislation! 260/student
  Qcomp
  
• Broad grant
• MDE grants
• District Title dollars
• Support Services
• REA/OCR
• Cultivation of School and Community Support

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Partners Joint Contribution

• Program management and oversight
• TAP State Director/Coordinator Position
• Coaching of Cluster Group Activity
• Master and Mentor Training Support
• Guidance for Implementing the Teacher
  Performance-based Accountability system
  
• Liaison with All TAP Partners

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Other Early Considerations

• Site interview team
• Job Descriptions (licensure areas)
• School schedule/Cluster Times
• Cluster configurations
• Use of coaches and coach release time
• Possible co-funding of positions

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• Questions
• Website
• http//tap.mpls.k12.mn.us/