OBD at Hope Hiring Exercise

23
JORGE O. ELORZA Mayor SUSAN F. LUSI, PH.D Superintendent Providence Public School District Office of Innovation Zone 797 Westminster Street Providence, RI 02903-4045 tel. 401.278.2099 fax 401.456.9252 Opportunity by Design (OBD) High School housed at Hope HS Hiring Exercise APPLICATION REQUIREMENTS The first step in our process is to submit a completed application, along with your PATS profile. A completed application contains the following components: Resume Cover letter that includes acknowledgment of the candidate’s commitment to the conditions of the position and a detailed description of how the candidate meets the job qualifications Completed Hiring Exercise (see below) (To create a profile on PATS to apply, go to: http://www.providenceschools.org/pages/ProvidenceSchools/Teachers/ApplyForJobs) HIRING EXERCISE We feel that hiring exercises give candidates an opportunity to make a meaningful assessment of how a role will fit them and allow us to review a candidate’s skills in an in-depth manner. Please read the context below and complete the numbered tasks and submit your response along with your resume and cover letter. At the Opportunity by Design High School housed at Hope HS, students will move at their own pace through whole group teaching, computer-based exercises, 1:1 tutorials and small groups for targeted support. This asynchronous approach within each classroom means that students are doing different things at different times every day, based on their own personalized education plans. The digital content programs used at our school will be largely self- paced and include assessments to regulate students’ understanding and readiness to progress. Teachers will use these tools to identify knowledge gaps among students and tailor support to the students’ ability levels. The online software can supplement understanding, allow advanced students to push ahead, and identify students that need additional help. 1. Review the following pages of data related to climate, culture and academic achievement and the 10 Carnegie School Design Principles. 2. Please submit a written response (no more than 500 words) that outlines your plan for how you would design your classroom to meet the different social, emotional and academic needs of your students based on the data and design principles. Please state rationale for the priorities and components included in your plan. This exercise presents an opportunity to introduce new, out-of-the-box designs. We encourage you to propose your most creative options. 3. Save your file with your last name and upload into the PATS system as: “[last name]_Hiring Exercise”. Thank you for participating in our process!

description

Hiring exercise for OBD housed at Hope HS.

Transcript of OBD at Hope Hiring Exercise

JORGE O. ELORZA

Mayor

SUSAN F. LUSI, PH.D

Superintendent

Providence Public School District Office of Innovation Zone

797 Westminster Street Providence, RI 02903-4045

tel. 401.278.2099 fax 401.456.9252

Opportunity by Design (OBD) High School housed at Hope HS

Hiring Exercise

APPLICATION REQUIREMENTS The first step in our process is to submit a completed application, along with your PATS profile. A completed

application contains the following components:

Resume

Cover letter that includes acknowledgment of the candidate’s commitment to the conditions of the position

and a detailed description of how the candidate meets the job qualifications

Completed Hiring Exercise (see below)

(To create a profile on PATS to apply, go to:

http://www.providenceschools.org/pages/ProvidenceSchools/Teachers/ApplyForJobs)

HIRING EXERCISE We feel that hiring exercises give candidates an opportunity to make a meaningful assessment of how a role will fit

them and allow us to review a candidate’s skills in an in-depth manner. Please read the context below and

complete the numbered tasks and submit your response along with your resume and cover letter.

At the Opportunity by Design High School housed at Hope HS, students will move at their own pace through whole

group teaching, computer-based exercises, 1:1 tutorials and small groups for targeted support. This asynchronous

approach within each classroom means that students are doing different things at different times every day, based

on their own personalized education plans. The digital content programs used at our school will be largely self-

paced and include assessments to regulate students’ understanding and readiness to progress. Teachers will use

these tools to identify knowledge gaps among students and tailor support to the students’ ability levels. The online

software can supplement understanding, allow advanced students to push ahead, and identify students that need

additional help.

1. Review the following pages of data related to climate, culture and academic achievement and the 10

Carnegie School Design Principles.

2. Please submit a written response (no more than 500 words) that outlines your plan for how you would

design your classroom to meet the different social, emotional and academic needs of your students based

on the data and design principles. Please state rationale for the priorities and components included in your

plan. This exercise presents an opportunity to introduce new, out-of-the-box designs. We encourage you

to propose your most creative options.

3. Save your file with your last name and upload into the PATS system as: “[last name]_Hiring Exercise”.

Thank you for participating in our process!

An effective secondary school design incorporates 10 integrated principles to meet the demands of the Common Core.

A h i g h-p e r f o r m i n g s e c o n d A r y s c h o o l :

continuously improves its operations & model

Use of performance data and analytics to improve curriculum and instruction

Regular review and revision of school operations and model to increase effectiveness

Has a clear mission & coherent culture

Clearly defined purpose, goals, and school culture

Mission and culture embodied in all aspects of school design

Manages school operations efficiently & effectively

Purposeful use of time, people, and technology to optimize teachers’ ability to support student learning

All elements of school design organized to maximize efficient use of resources

Flexible, customizable scheduling

Clear operational performance goals and accountability mechanisms

Automation of basic tasks whenever possible

Develops & deploys collective strengths

Teacher teaming that strengthens instructional design and delivery and enables professional growth

Mechanisms that promote innovation and initiative among teachers and staff

Differentiated roles for adults (e.g., multiple “teacher” roles) that enable effective implementation of the school model

empowers & supports students through key transitions into & beyond high school

Explicit linkages between future academic and career pathways and current learning and activities

Transparency regarding student status and progress toward graduation for students and parents/guardians

Prioritizes mastery of rigorous standards aligned to college & career readiness

Curriculum that enables all students to meet rigorous standards

Multiple opportunities for students to show mastery through performance-based assessments

Student advancement based on demonstration of mastery of knowledge and skills

Maintains an effective human capital strategy aligned with school model & priorities

Consistent, high-quality systems for sourcing and selecting teachers and staff

Individualized professional development that cultivates teachers’ strengths and meets school needs and priorities, including use of blended learning

Fair and equitable teacher evaluation

Leadership development opportunities and a leadership pipeline

personalizes student learning to meet student needs

Instruction in a variety of learning modalities, linked to students’ strengths and learning goals

Data-driven, real-time feedback for students and teachers

Embedded, performance-based formative assessments

Effective use of technology for anytime, anywhere learning

Integrates positive youth development to optimize student engagement & effort

Caring, consistent student-adult relationships that communicate high expectations for student learning and behavior

Clear expectations for student competencies and standards of performance

Opportunities for students to contribute to the school environment and have a voice in decisions

Encouragement of student responsibility for meeting learning and personal goals

Openness to and encouragement of family participation

Integration of community participation, assets, and culture

These were developed through a scan of design principles used by New York City Department of Education, New Visions for Public

Schools, and other high-performing school networks, and refined with the feedback and contributions of experienced educators.

Remains porous & connected

Effective partnerships with organizations that enrich student learning and increase access to community resources and supports

Participation in a network of schools that share knowledge and assets

© 2014 Providence Public School District 1

Incoming Student Data

Opportunity by Design Schools

© 2014 Providence Public School District 2

Domains and Indicators of Success

• Student attendance

• Behavior

• Reading achievement

• Math achievement

• Graduation rates (HS)

• Course grades (MS and HS)

Domain #1: Culture and Climate

Domain #2: Academic Achievement

© 2014 Providence Public School District 3

• Domain #1: Culture and Climate

• Domain #2: Academic Achievement

© 2014 Providence Public School District 4

2012-13 and 2013-14 Yearly Student Attendance Averages

65%

70%

75%

80%

85%

90%

95%

100%2012-13 2013-14 YTD

90

80

70

60

50

40

30 MS 1 MS 2 MS 6 MS 3 MS 4 MS 5

© 2014 Providence Public School District 5

% of Students by Absenteeism Level 2010/2011 and 2011/2012

38.3%

47.0%

33.5% 36.6%

27.3% 34.7% 31.9%

39.5%

27.5%

21.5%

29.2% 25.5%

30.2%

23.9% 29.3%

23.5%

27.5% 21.9%

20.8% 23.5% 25.3% 20.1%

24.1% 21.6%

6.7% 9.6% 16.5% 14.4% 17.1%

21.2% 14.7% 15.5%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Gr. 610/11

Gr. 611/12

Gr. 710/11

Gr. 711/12

Gr. 810/11

Gr. 811/12

All10/11

All11/12

Low(< 5%)

Moderate (5 - < 10%)

Chronic(10 - < 20%)

Excessive (≥ 20%)

© 2014 Providence Public School District 6

Average Student Attendance by Month

80%

82%

84%

86%

88%

90%

92%

94%

96%

98%

100%

Sept. Oct. Nov. Dec.

80%

82%

84%

86%

88%

90%

92%

94%

96%

98%

100%

Sept. Oct. Nov. Dec.Feb. Mar. Apr. May Jun. Jan.

© 2014 Providence Public School District 7

Student Chronic Absenteeism (Absent > 10%)

28% 25%

35%

10%

29%

53%

82%

11%

18%

32%

16%

7%

21%

2%

10%

32%

23%

92%

4% 2%

0%

20%

40%

60%

80%

100%

Curiale Dunbar Milner DiLoreto HSC Cross** Briggs Stanton Walsh* Crosby* Windham

2012-13 2013-14 YTD

MS 1 MS 2 MS 3 MS 4 MS 5 MS 6

2012-13 state average: 11.5%

© 2014 Providence Public School District 8

Average Daily Staff Attendance Rate YTD

85%

90%

95%

100%

Curiale Dunbar Milner* DiLoreto HSC* Cross* Briggs Stanton Walsh Crosby Windham

90%

80%

70%

MS 1 MS 2 MS 3 MS 4 MS 5 MS 6

© 2014 Providence Public School District 9

Discipline Rate

0%

25%

50%

75%

Curiale Dunbar Milner DiLoreto HSC Cross* Briggs Stanton Walsh Crosby Windham

2012-13

2013-14 YTD

Students With 1+ Incident of ISS, OSS, or Expulsion as Percent of Enrolled Students

MS 1 MS 2 MS 3 MS 4 MS 5 MS 6

© 2014 Providence Public School District 10

• Domain #1: Culture and Climate

• Domain #2: Academic Achievement

© 2014 Providence Public School District 11

NECAP Reading: Overall % Proficient and Above

68% 70% 71% 71% 65%

74% 73% 72% 78%

0%

20%

40%

60%

80%

100%

Grade 6 Grade 7 Grade 8

State

2009

2010

2011

2010-11

2011-12

2012-13

42% 44% 47% 45%

32%

45% 49% 49%

56%

0%

20%

40%

60%

80%

100%

Grade 6 Grade 7 Grade 8

2009

2010

2011

2010-11

2011-12

2012-13

© 2014 Providence Public School District 12

NECAP Reading: Grade 6 by Proficiency Level

20 19

14

39 36

37

38 43

43

4 2

6

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Grade 6 Grade 6 Grade 6

2009 2010 2011

% Level 4

% Level 3

% Level 2

% Level 1

2010-11 2011-12 2012-13

© 2014 Providence Public School District 13

NECAP Reading: Grade 7 by Proficiency Level

24 23

16

33

46

36

43

31

49

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Grade 7 Grade 7 Grade 7

2009 2010 2011

% Level 4

% Level 3

% Level 2

% Level 1

2010-11 2011-12 2012-13

© 2014 Providence Public School District 14

NECAP Reading: Grade 8 by Proficiency Level

19

14 18

34 41

27

39

41

49

8 4

7

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Grade 8 Grade 8 Grade 8

2009 2010 2011

% Level 4

% Level 3

% Level 2

% Level 1

2010-11 2011-12 2012-13

© 2014 Providence Public School District 15

NECAP Reading: Sub-group Proficiency

(147) (423) (40) (82) (140) (132)(476 (161) (116)

50%

39%

44%

39% 39%

51% 52%

46%

57%

9% 9% 8%

13%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2009 2010 2011

African American

Hispanic

White

LEP

IEP

2010-11 2011-12 2012-13

© 2014 Providence Public School District 16

Percent of Students with Failing Grades (2013-14)

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

ELEC ENG FLNG MATH PHED SCI SOC Overall

% of Students with Failing GradeQuarter 1

% of Students with Failing GradeQuarter 2

% of Students with Failing GradeQuarter 3

% of Students with Failing GradeQuarter 4

MS 1 MS 2 MS 3 MS 4 MS 5 MS 6

© 2014 Providence Public School District 17

NECAP Math: Overall % Proficient and Above

68% 70% 71% 71% 65%

74% 73% 72% 78%

0%

20%

40%

60%

80%

100%

Grade 6 Grade 7 Grade 8

State

2009

2010

2011

2010-11

2011-12

2012-13

25%

17%

26% 32%

22% 20%

29%

49%

22%

0%

20%

40%

60%

80%

100%

Grade 6 Grade 7 Grade 8

2009

2010

2011

2010-11

2011-12

2012-13

© 2014 Providence Public School District 18

NECAP Math: Grade 6 by Proficiency Level

47

39

45

28

28

27

24

29 26

1 3 3

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Grade 6 Grade 6 Grade 6

2009 2010 2011

% Level 4

% Level 3

% Level 2

% Level 1

2010-11 2011-12 2012-13

© 2014 Providence Public School District 19

NECAP Math: Grade 7 by Proficiency Level

52 55

16

31 23

36

16

21

49

1 1

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Grade 7 Grade 7 Grade 7

2009 2010 2011

% Level 4

% Level 3

% Level 2

% Level 1

2010-11 2011-12 2012-13

© 2014 Providence Public School District 20

NECAP Math: Grade 8 by Proficiency Level

49

56 54

25

24 23

24

19 21

2 1 1

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Grade 8 Grade 8 Grade 8

2009 2010 2011

% Level 4

% Level 3

% Level 2

% Level 1

2010-11 2011-12 2012-13

© 2014 Providence Public School District 21

NECAP Math: Sub-group Proficiency

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2009 2010 2011

AfricanAmerican

Hispanic

White

LEP

IEP

2010-11 2011-12 2012-13