TTE Teacher Summer Support Manual

Memphis City Schools

Summer Support for Teachers 2012 Manual1

1 A complete and updated version of the Manual will be posted online.

Teacher Credo

Asking More of Our Students, and Ourselves

We have a big job ahead of us in Memphis. Our district has a long history of low student expectations and

low graduation rates. But we have started to turn things around. We are holding our students to higher

standards, and offering them the encouragement and support they need. And just as we knew they could,

our students are embracing the challenge and striving to meet new goals.

We are also asking more of our educators. Because just as the young people who walk our halls must

strive to meet new challenges, so must we. As we grow as educators, we are better positioned to lead our

students down the path of learning.

The work of effective teachers reverberates far outside of school walls. Their students develop a love of

learning and a belief in themselves that they carry with them throughout their lives. These students go on

to graduate from college and to build productive careers. They take the foundation they developed in

school—guided by their teachers—and build on it, improving their own lives and improving their

communities in the process.

All teachers—from the most accomplished to those new to the profession —are capable of improving, of

becoming more effective. We owe it to our young people to help every teacher be their best so that

students are able to achieve in the classroom and beyond.

Our Credo explains and celebrates the qualities that make teachers effective. By embracing this Credo,

and upholding its tenets during each and every class period, teachers are playing a pivotal part in

transforming our district and improving the future for our students.

We encourage teachers to sign the Credo at ITeachIAm.com to show the community the dedication and

enthusiasm that is given for our students in the classroom each day.

Teaching Effectiveness means:

1. Accepting no excuses for moving any student along the path of learning, and building the skills and confidence

required to do so.

2. Taking responsibility for student achievement advancing students one grade level or more per year.

3. Mastering pedagogy as well as content knowledge to ensure student engagement with the subject matter.

4. Continuously developing one’s own skills and professionalism in order to increase student achievement

through active self-assessment as well as the integration of principal, peer, and parental feedback.

5. Leading the classroom with purposeful planning, objective-driven lessons, and sound management techniques

providing encouragement, discipline, and praise as warranted.

6. Engaging students at all levels of ability rather than teaching to the middle, and readily identifying those levels

in students.

7. Building strong relationships with students that cultivate them socially as well as intellectually.

8. Working collaboratively with other teachers and administrators, to create a culture of excellence and active

encouragement - align lesson plans, fill gaps in student learning, and address issues that impede academic success.

9. Strengthening trust-based relationships with families to help bridge a student’s home and school life.

Putting Growth First

How does the Teacher Effectiveness Measure (TEM) support my professional growth?

The primary purpose of the TEM is to help you become more effective in your work. Our commitment to

continuous learning applies not only to our students, but to you as well.

The TEM supports your growth by:

Clarifying Expectations — TEM outlines clear performance expectations for all school-based

employees across multiple measures of teaching performance.

Providing Feedback — Quality feedback is a key element of the improvement process.

Feedback from classroom observations and data from other TEM components including student

test outcomes, student TRIPOD surveys and measures of teacher knowledge guides your growth

and development. (http://www.gatesfoundation.org/college-ready-education/Documents

/ensuring-accuracy-wp.pdf)

Facilitating Collaboration — By providing a common language and multiple measures to

discuss performance, the TEM helps support the collaborative process. This is essential, as we

know that communication and teamwork create the foundation for student success. Collaboration

is a key element to teacher effectiveness and school improvement (McClure, 2008).1

Driving Professional Development and Support Resources — The TEM Resource Guide

provides a complete list of all professional development and teacher support resources aligned to

the Teacher Evaluation Model (TEM) components. Both teachers and principals have the ability

to determine targeted support and growth opportunities based on individual TEM profiles.

What are the school district’s plans for Teacher Support?

The Department of Teacher Talent and Effectiveness (DTTE) was created in 2009 to further support

district strategies to improve teacher effectiveness. Since its inception the department has worked in

collaboration with multiple stakeholders such as the Professional Development (PD) Department,

Curriculum & Instruction, Memphis Education Association and multiple teacher working groups. We

recognize that a comprehensive approach is vital to teacher support and to our belief in continuous

improvement for children and adults. We recognize that the best schools are focused on both. This is why

we are working aggressively to provide you with outstanding teacher support.

Over the past three years, we have dramatically changed our professional development delivery mode in

innovative ways. We have also improved our professional development courses in order to correspond to

areas of desired enrichment and most recently to align with the Teacher Effectiveness Measure (TEM).

DTTE and PD worked together to create a TEM Resource Guide that was made available in hard copy

and electronically in the fall of 2011. Our current efforts include coordinating a teacher support audit with

Learning Forward to provide strategies that will improve teacher support across the district. In addition,

DTTE and PD are contracting an improved professional development management system to assist efforts

to provide innovative support in the next school year.

1 McClure, C. T. (2008). The Benefits of Teacher Collaboration. Retrieved from

http://www.districtadministration.com/article/benefits-teacher-collaboration

http://www.gatesfoundation.org/college-ready-education/Documents/ensuring-accuracy-wp.pdf

http://www.gatesfoundation.org/college-ready-education/Documents/ensuring-accuracy-wp.pdf

Additional online resources and in-person sessions allow teachers and administrators alike to gain a fluent

understanding of all TEM components and how they relate to individualized professional growth.

Moreover, we have provided opportunities for more innovative approaches to professional growth

through the Measures of Effective Teaching (MET) project. As a direct result of this project MCS teacher

will have increased opportunities to self-select participation in real-time coaching, video-enhanced self-

reflection, and video-enhanced real-time coaching.

By providing every school in the district with access to a Teachscape REFLECT camera, we have created

a platform on which fellow MCS teachers are able to capture video clips of exemplary practice, which can

be shared along with lesson plans and assessment tools. In addition, educators have the opportunity to use

these cameras to connect with one another to develop virtual professional learning communities. All of

these efforts are guided by the performance data captured in your TEM profile, ensuring that our teacher

support is targeted to your unique needs.

Currently, as we prepare for the TEM Summative Report release, our goal is to provide a structure for

differentiated support for every teacher. By participating in TEM-Aligned courses, coaching conferences,

video-enhanced rehearsals, and online experiences, our teachers will strengthen their pedagogy and

knowledge, as aligned to TEM components, to prepare for the coming school year. We do not want to

leave it to chance that a teacher will be unable to find a specific support, so we are providing a structure

that will enhance a teacher’s knowledge of TEM components and professional practice. We also

encourage teachers to supplement this plan with offerings from other departments, regions, or their

schools that will inspire professional growth over the summer months.

Summer Support Plan

Overview

As teachers strive to differentiate instruction for students, we are working to differentiate support for

teachers. The purpose of having multiple measures of effectiveness is so that teachers and administrators

can use that data to drive individual growth efforts. Specific data from the TEM Summative Report

guides a teacher to the area in which he/she needs more support over the summer months so that effective

teaching begins on the first day of school. This map of interdepartmental summer support opportunities

provides an action plan for each teacher that will ensure a successful start to the next school year.

Implementation

Professional growth and development for teachers should continue over the summer months. Our goal is

to provide a variety of opportunities that meets the needs of every teacher in the district. Teachers should

envision a path that inspires innovation, encourages consistency, and strategically addresses specific areas

of growth as indicated by the TEM Summative Report. By participating in support activities over the

summer, teachers can practice teacher moves in a situation that is safe and non-evaluative. Teachers will

be able to collaborate with other teachers and receive individual coaching in a supportive environment.

The menu of offerings is broad and diverse, affording teachers the opportunity to choose courses that can

build upon prior knowledge to continue professional growth.

To effectively compose a comprehensive picture of support, every teacher should fill out a Personal

Growth Agenda. (See Appendix B.) Teachers should receive support on a Personal level, a General level,

and through an opportunity to Apply what has been learned in a professional development session. Just as

teachers strive to differentiate instruction for students, the Personal Growth Agenda (or PGA) endeavors

to differentiate support for teachers based on area of need. The teacher matches the course to the area of

need defined by the TEM Summative Report, which can mean a teacher selects multiple learning

experiences per TEM component on various rows. The goal is to identify a minimum of three activities

with at least one in each column, thereby choosing a “P,” a “G,” and an “A.‖ Within Appendix A, all of

our TEM-Aligned courses are coded by TEM measure and by type of support.

Among the summer offerings, teachers can find out more about the updated TEM 2.0 and receive

personalized assistance understanding TEM Summative ratings. There are offerings that explicitly define

expectations in the new domains of the MCS Framework, Plan and Reflect/Adjust, providing a

foundation for teachers on which to prepare for the coming school year. Courses have been created to

assist with understanding The 7 C’s, upon which our TRIPOD student perception survey is based. Online

and in-person trainings on classroom management provide teachers with skills to improve the Classroom

Learning Environment (CLE.) Of course, there are also content-based sessions to enhance teacher content

knowledge, deepen understanding of the Common Core State Standards, and explore teaching strategies

that improve student achievement. All of the possible summer courses are listed in AVATAR.

Teacher reviews TEM Summative

Report.

Teacher identifies areas for growth,

as indicated by the TEM Summative

Report.

Teacher chooses the professional growth pathway

designed to strategically

address areas of need.

Teacher chooses a few courses to

supplement pathway based on personal interest.

While all programs are available for all teachers, for your convenience, we provide prescribed pathways

for those who desire a more structured and systematic approach to learning. We have created a learning

approach system that is based on research and successful national coaching models that support teachers

as they progress to a higher phase of effectiveness. In an effort to include every teacher who needs and

desires support, summer programs have been scheduled carefully so that classes do not overlap or require

a teacher to choose one offering over another.

The following information provides details about certain support programs that are available for teachers

this summer. After the program descriptions are the prescriptive pathways that explain the strategies and

courses in which teachers should enroll based on their TEM scores and areas of need.

Teachers will receive TEM Summative Profiles during the week of May 14, 2012. Before attending the

summative meeting with your principal, review the material included in this manual in order to begin

planning your Personal Growth Agenda for summer support. All teachers should share their learning

goals and possibly the draft of their PGA during their TEM summative conference.

Teachers who would like assistance creating their PGA may call the TEM Hotline (416-0135) beginning

May 14th from 7:30AM – 5:00 PM each working day. Teachers must have their TEM Summative Profile

with them when they call so that our support people are able to walk through each multiple measure.

Teachers who wish to meet in person to discuss their PGA should sign up for a TEM Summative Support

Conference (AVATAR Code 12251.14485) by calling Jennifer Chandler at 416-7968. These conferences

will be held at the DTTE Office from May 23 – May 25 from 8:00 AM – 5:00 PM each day.

No-Nonsense Nurturer Training and Real-Time Coaching Support

Overview

To achieve high levels on the Teacher Effectiveness Measurement (TEM) Rubric, teachers must be able

to deliver content in an engaging way, which requires effective management of student behavior. Many

teachers have deep content knowledge but are unable to execute instructional strategies because of student

disruptions. Effective classroom management is an essential skill for a teacher that is going to positively

affect student achievement. According to research by Lee Canter, a nationally recognized classroom

management expert, the most important difference between an effective teacher and an ineffective teacher

is his/her ability to manage the learning environment. The No-Nonsense Nurturer approach to classroom

management increases the students’ time on task during instruction and allows teachers to deliver content

to all students.

No-Nonsense Nurturer (NNN)

Establishing a no-nonsense persona while delivering instruction in the classroom and building

relationships with students are the key components of NNN training. In the NNN training teachers learn

how to overcome cultural roadblocks and how to implement the Lee Canter three-step model to quickly

motivate students and keep them on task. Teachers learn how to nurture trusting relationships with

students and how to nurture trusting relationships with families.

In December 2011, the Unified Board approved a contract with the Center for Transformative Teacher

Training to provide an online course for NNN training. The goal is to train all 7,000 teachers in the

district on this management model. Teachers on certain pathways will benefit from the in-person course

kick-off with the district’s Lead Real-Time Coach, Jennifer Chandler, who will provide an overview of

Collect Baseline Data

Pre-Conference

•20 minutes

RTC Session

•20 minutes

Post-Conference

•20 minutes

the content and instruction on how to proceed through the online learning modules. Teachers who

complete this coursework during summer months will be prepared to develop a culture of achievement in

their own classrooms starting day one of the next school year.

Real-Time Coaching (RTC)

Every teacher that completes NNN Training is eligible to receive RTC support. Teachers on certain

pathways will receive RTC during summer institutes, while other teachers will be encouraged to request

RTC support at the beginning of the new school year.

In a real-time coaching scenario, during instruction, the teacher wears an earpiece and is able to receive

direction from a support-giver who is either in the room or observing remotely via district-approved

technology. Prior to the session, the support-giver and teacher identify the focus area(s) and develop a

short list of ―prompts‖ that the support-giver will use during the session. After the session, the teacher

and coach meet to celebrate successful moments, to discuss challenging moments during the lesson, and

to agree upon action items for the teacher to complete before the next session. Between RTC sessions, the

teacher implements the agreed-upon strategies to prepare for the next consultation.

Video Rehearsal Protocol

Overview

Planning, rehearsing with a camera, analyzing video, and re-rehearsing can be a powerful strategy to

improve a teacher’s practice. This is effective both when a teacher is trying something new and working

to improve something they already do. Additionally, if a teacher is specifically working to improve

clarity of direct instruction for a particular lesson or concept, the video rehearsal process is essential. This

cycle is comprised of lesson study activities that support a rehearsal, then reflection that supports the

successful delivery of the lesson to students. (http://news.harvard.edu/gazette/story/2012/04/teaching-nfl-

style/)

Plan

Video tape rehearsal

Watch Video

Step 1: Plan

In the planning stage, teachers embed their new strategy into their existing lesson plan. Planning to

execute strategies will ensure that the teacher is being purposeful in their approach and understands the

purpose and appropriate use of the new strategy. At this point, a support-giver (coach, Instructional

Facilitator, principal, assistant principal, or content specialist) can review the plan and help the teacher

improve their intended use of the strategy.

Step 2: Videotape Rehearsal

In this stage, teachers attempt the strategy while being videotaped. The teacher should act as though they

are in a classroom with actual students. Teachers should avoid talking through what they are going to do

and instead should actually go through the motions. The more authentically a teacher can rehearse, the

more likely they will be able to execute the same strategy in their classroom. All teacher moves should be

executed during rehearsal to ensure a thoughtful planning process.

Step 3: Watch Video

In this stage the teacher and support-giver (coach, Instructional Facilitator, principal, assistant principal,

or content specialist) should watch the video together to determine the success of the intended strategies.

The support-giver (coach, Instructional Facilitator, principal, assistant principal, or content specialist)

should follow the best practices for co-viewing including these tips.

Helpful Hints for Reviewing Video Captures

Be comfortable stopping the video or rewinding and re-watching: Take time to celebrate

successful teaching moments. If there is a point in the video that is an especially challenging

moment, stop the video and reflect upon the outcome of the moment. What was the outcome in

the video? Now that you have some distance from the moment, would you do anything

differently? If your solution was effective, what can you do to ensure you handle similar

situations successfully in the future? Consider re-watching the particular clip to further clarify

your point of view. If you are unable to identify solutions to some challenging moments, try

sharing your clip with a trusted colleague or coach. Maybe they have ideas or strategies to try.

Explicitly reflect upon the degree to which the strategy is successfully implemented: It’s

likely that, throughout the video, there are examples of successful, semi-successful, and

unsuccessful teaching strategies. Be clear on each example, especially with moments of success.

This will motivate you to improve and build your belief that success is attainable. If you are able

to identify unsuccessful strategies, research alternatives online or ask a colleague for a

suggestion. There are videos online (Example: www.teachingchannel.org) to help you find

alternative teaching methods, and seeing another teacher making the correct moves can be a

powerful visual to help you with successful implementation.

Stay focused: All lasting change is made one step at a time. If you want to improve a specific

management strategy or instructional strategy, focus on just that moment in time. Consider

watching the video in its entirety once or twice before watching to analyze specific moves. Once

you are ready to focus on the specific strategy, go step by step through what worked and what

did not. This will help you effectively identify your barrier to success or the element that

supported the great teaching moment.

Step 4: Start Over

Once you watch your first attempt, begin the cycle again. Directly after you observe the lesson attempt is

the best time to try again and make adjustments to improve. This repetition builds teacher ―muscle

memory.‖ According to Malcolm Gladwell in his book Outliers: The Story of Success, success in any

field depends upon the practice of a specific skill or task for at least 10,000 hours.2 Repetition of effective

moves will ensure effective implementation while delivering instruction to students, and repetition over

time will ensure success.

Video Self-Reflection

Overview

Taking the time for self-reflection is an essential task of an effective teacher. To begin supporting

teachers in this effort, MCS has ensured camera access at every school. Teachers are able to upload

videos to a protected site where a copy of the Teacher Effectiveness Measure observation rubric is

located. This enables teachers to review videos of themselves teaching while comparing what is evident in

their classrooms to the standards of the TEM rubric. Comparing practice to the rubric triggers a high level

of review on the part of teachers and prepares them for the current rigorous evaluation system.

Using a video camera to capture an entire lesson or a portion of a lesson allows a teacher to gain a very

different perspective on her instruction and resulting student actions. This support strategy is especially

useful if a teacher has been attempting to integrate a particular strategy and wants to self assess and

monitor improvement. It is also useful if a teacher needs to improve her ability to monitor the classroom

or become aware of their students’ actions. A teacher may video tape herself and then watch the video

independently or alongside a support-giver (coach, Instructional Facilitator, principal, assistant principal,

or content specialist). Another option is to use the Teachscape online platform to share this video with a

support giver for specific feedback that is shared via time-stamped comments placed within the capture.

Independent viewing

When provided with guidance and structure, a teacher can gain insights by independently watching a

video of himself or herself teaching a lesson. This strategy is most useful for a teacher to identify

2 Gladwell, M. (2008). Outliers: The story of success. New York: Little, Brown and Company.

Self Video Reflection

Independent Viewing

Coach/Teacher Co-viewing

patterns, observe the degree of improvement in a focus area, or determine teacher action/student outcome

causal alignment.

Implementation

There are several best practices to keep in mind when reviewing video captures.

Compare your own video to that of a colleague’s video. Observe another teacher’s video and then

watch a video of yourself executing the same structure (i.e. Do Now, Closure, Differentiated

Instruction). Ask your colleague to do the same, then meet to compare notes. Be sure to concretely

reflect and document the differences you want to illuminate (i.e. exact language used, body language

and voice tone, questioning, etc.) In most cases, both participants will learn something from this

experience.

Utilize an observation form to gather data: When you are watching yourself, it is easy to get

caught up in some irrelevant components of teaching, such as the pitch of your voice or one student

who is constantly off task. It’s important to decide upon a clear focus of how to watch the video and

to what end before pushing ―play.‖ Teachers should set up a self-reflection in the Teachscape

platform by submitting an observation to their own account. This will provide a TEM observation

form on the same screen as the video to assist teachers in identifying teacher moves that match TEM

indicators. Teachers are able to use the platform to script events in the video that match indicators by

typing comments that are time-stamped. This is most effective for gathering data that is particularly

aligned to the teacher’s area for improvement. Be sure to focus only those indicators, not the

entire rubric.

Utilize guiding questions for reflection: Once a teacher has gathered data from their video, guiding

questions should be used to best interpret the video. Some general questions should always be posed

for reflecting including:

o Did I implement the intended strategy? When?

o Did the strategy have the intended results? What is my evidence?

o How could I implement the strategy more effectively?

o When should I have implemented the strategy and did not? Why?

o What will I do differently in my next lesson?

Support-Giver and Teacher Co-Viewing

It’s also useful for the support-giver (coach, Instructional Facilitator, principal, assistant principal, or

content specialist) and teacher to watch a teacher’s video together. This is especially effective to show a

teacher specific evidence of the areas in which he or she needs to improve.

Implementation

Have a clear transparent focus for the co-viewing: This is most effective if both support-giver and

teacher are clear on the focus of the video. For example, if the focus is on increasing teacher

frequency of narrating the positive, both participants should point out when it would be appropriate

to do so, whether the teacher executed the strategy, and to what degree of success.

In that exact moment, the teacher and support –giver should avoid discussing other elements of the

captured lesson. Too much scattered feedback can be distracting. This feedback should be shared at

the end of the meeting if the support-giver (coach, Instructional Facilitator, principal, assistant

principal, or content specialist) feels it is essential to be addressed immediately.

Be comfortable stopping the video or rewinding and re-watching: Take time to celebrate

successful teaching moments. If there is a point in the video that is an especially challenging moment,

stop the video and reflect upon the outcome of the moment. What was the outcome in the video? Now

that you have some distance from the moment, would you do anything differently? If your solution

was effective, what can you do to ensure you handle similar situations successfully in the future?

Consider re-watching the particular clip to further clarify your point of view. If you are unable to

identify solutions to some challenging moments, try sharing your clip with a trusted colleague or

coach. Maybe they have ideas or strategies to try.

Explicitly discuss the degree to which the strategy is successfully implemented: Sometimes the

video can show examples of the teacher successfully, semi-successfully and unsuccessfully

executing the focus strategy. Try to identify each example, especially when you are having a degree

of success. This will provide a strong visual to encourage continued improvement by reinforcing an

effective way to execute the strategy of focus.

Specific Pathways for TEM-Aligned Summer Support

Overview

At any point, any teacher may choose the path that best fits his or her area of need. All teachers are

encouraged to be proactive and to choose offerings that support growth. Teachers who need or desire a

more structured level of assistance can be placed upon a path that provides intensive summer support to

ensure a successful start to the school year.

According to the board policy on Teacher Evaluation (5.108), ―teachers who receive a composite score of

two (2) or lower on the TEM or an individual score of two (2) or lower on any component of the TEM

shall be required to participate in targeted (based on a teacher’s evaluation results) professional

development in accordance with policy 5.8034 Professional Development and may seek additional

available teacher support through district and other resources.‖

As the instructional support leader in each school, principals should assist teachers in determining the

pathway that is appropriate for each individual situation. Through a collaborative conference, the

principal and teacher can choose a specific pathway, certain parts of a pathway, or activities that satisfy

the PGA.

Area of Need: Observation of TEM Indicators

To ensure a high level of quality support, all steps in this process should be taken by the teacher during

the summer months.

Details of Each Step

1. Teacher enrolls in the No-Nonsense Nurturer Program Kick-Off (12250.14484) and attends on

May 22, May 23, May 24, or May 25. The online course should be completed before May 28.

1. No-Nonsense Nurturer

Program Kick-Off

2. Understanding Your TEM Score - Observation of

Practice

3. TEM Deep Dive – Observation of

Practice

4. Great Teaching, Great

Feedback Project

5. Planning Conference with

RTC

6. Video Rehearsal

7. Pre-Conference with

RTC

8. Recorded lesson executed

with RTC

9. Post-Conference with RTC - Next steps are determined.

10. TEM 2.0 - New Domains, Revised Indicators, and More!

2. Teacher enrolls in Understanding Your TEM Score - Observation of Practice (12246.14480) and

attends the session on June 5 or June 26.

3. Teacher enrolls in TEM Deep Dive – Observation of Practice (12253.14487) and attends the

session on June 12.

4. Teacher enrolls and participates in the Great Teaching, Great Feedback Project (12263.14497).

5. Teacher plans lesson to teach at a summer school site as part of a pre-conference with a Real-

Time Coach. This activity serves as a model of effective strategies to meet requirements outlined

in the domain of Plan, which will be added to the teacher evaluation in the next school year.

6. Teacher practices lesson on camera (Video Rehearsal) and shares the capture with the Real-Time

Coach for feedback.

7. Teacher meets with Real-Time Coach for a pre-conference and implements the lesson at a

summer school site.

8. During this lesson, the teacher practices the TEM teacher moves and receives real-time coaching

on the NNN management model. This teaching lesson is captured on video.

9. Teacher and Real-Time Coach participate in a post-conference to discuss teacher moves in the

recorded lesson next steps for improvement. This activity serves as a model of effective strategies

to meet requirements outlined in the domain of Reflect & Adjust, which will be added to the

teacher evaluation in the next school year.

10. Teacher enrolls in TEM 2.0 - New Domains, Revised Indicators, and More! (12256.14490) and

attends the three-hour session on July 10, July 11, July 12, July 17, July 18, July 19, July 24, or

July 25.

Area of Need: TVAAS Growth or Achievement


the summer months.

1. No-Nonsense Nurturer

Program Kick-Off

2. Understanding Your TEM Score -

TVAAS Data

3. TEM Deep Dive – TVAAS Data

4. Great Teaching, Great

Feedback Project

5. Planning Conference with

RTC

6. Video Rehearsal

7. Pre-Conference with

RTC

8. Recorded lesson executed

with RTC

9. Post-Conference with RTC - Next steps are determined.

10. TEM 2.0 - New Domains, Revised

Indicators, and More!



May 22, May 23, May 24, or May 25. The online course should be completed before May 28.

2. Teacher enrolls in Understanding Your TEM Score – TVAAS Data (12246.14479) and attends the

session on June 4 or June 25.

3. Teacher enrolls in TEM Deep Dive – TVAAS Data (12252.14486) and attends the session on

June 11.

4. Teacher enrolls and participates in the Great Teaching, Great Feedback Project (12263.14497).

5. Teacher plans lesson to teach at a summer school site as part of a pre-conference with a Real-

Time Coach. This activity serves as a model of effective strategies to meet requirements outlined

in the domain of Plan, which will be added to the teacher evaluation in the next school

year.Teacher practices lesson on camera (Video Rehearsal) and shares the capture with the Real-

Time Coach for feedback.

6. Teacher meets with Real-Time Coach for a pre-conference and implements the lesson at a

summer school site.

7. During this lesson, the teacher practices the TEM teacher moves and receives real-time coaching

on the NNN management model. This teaching lesson is captured on video.

8. Teacher and Real-Time Coach participate in a post-conference to discuss teacher moves in the

recorded lesson next steps for improvement. This activity serves as a model of effective strategies

to meet requirements outlined in the domain of Reflect & Adjust, which will be added to the

teacher evaluation in the next school year.



July 25.

Area of Need: Student Perception Survey (TRIPOD)


the summer months.

1. No-Nonsense Nurturer Program Kick-

Off

2. TEM Deep Dive - Student Perception

Survey

3. Understanding Your TEM Score - TRIPOD

Data

4. ORP: The Reflective Practitioner





May 22, May 23, May 24, or May 25. The online course should be completed before July 30.

2. Teacher enrolls in TEM Deep Dive – Student Perception Survey (12254.14488) and attends the

session on May 23.

3. Teacher enrolls in Understanding Your TEM Score – TRIPOD Data (12247.14481) and attends

the session on June 6 or June 27.

4. Teacher enrolls in ORP: The Reflective Practitioner (12266.14500) and attends the two-hour

session on May 23, June 7, July 10, or July 24.



July 25.

Area of Need: Teacher Content Knowledge


the summer months.


1. Teacher enrolls in TEM Deep Dive – Teacher Content Knowledge (12255.14489) and attends the

session on June 22.

2. Teacher enrolls in Understanding Your TEM Score – Teacher Knowledge (12248.14482) and

attends the session on June 7 or June 28.

3. Teacher enrolls in ORP: The Reflective Practitioner (12266.14500) and attends the two-hour

session on May 23, June 7, July 10, or July 24.

1. TEM Deep Dive - Teacher Content

Knowledge

2. Understanding Your TEM Score - Teacher

Knowledge

3. ORP: The Reflective Practitioner



5. Teacher will participate in content-related courses about the Common Core State Standards as

appropriate.



July 25.

5. Teacher will consult the AVATAR system for sessions on Common Core State Standards related

to his/her teaching position for the 2012-2013 school year.

APPENDIX A - TEM Summer Support Courses

LEGEND

Personal Support for the Teacher

General Support for the Teacher

Application of Support for the Teacher

TEM Component: Teaching and Learning Framework Observations

Type of

Support

Course Description AVATAR

Code

Date Time

TEM Deep Dive – Observation of Practice

Would you like to learn ways to increase your TEM

score? Participants will receive an overview of the MCS

Framework to understand how TEM Observation levels

are calculated. Specific strategies to improve scores will

be shared by MCS Level 5 Teachers.

12253.14487 June 12 3:00 –

4PM

Understanding Your TEM Score – Observation of

Practice

Participants will receive an overview of TEACH and

CLE data to understand how TEM levels are calculated.

Teachers will be able to ask specific questions about data

on the individualized TEM Summative report. Specific

strategies to improve scores will be shared.

12246.14480 June 5

June 26

3:30 –

4:30

PM

3:30 –

4:30

PM

Summer Intensive Support

Teachers will be invited to participate in this ground-

breaking cycle of support to absolutely prepare for a new

school year that is destined to be filled with effective

teaching and learning. Within this cycle, teachers will

receive No-Nonsense Nurturer classroom management

training, assistance with planning an effective lesson that

meets all TEM expectations, a video-recorded teaching

experience that will be used for reflection and a feedback

session with partners from The New Teacher Project.

After completing one cycle, teachers may be given

suggestions for more support activities based on the

individual's level of success.

12262.14496 Cycle 1

starts

June

11.

Cycle 2

starts

June

25.

Cycle 3

starts

July 9.

TBD

Great Teaching, Great Feedback Project Participants will use the Teachscape REFLECT cameras

to capture authentic teaching. After the video is uploaded,

participants will share with a mentor from The New

Teacher Project who will provide individualized feedback

based on the video. Teachers will review the feedback

and implement suggestions to adjust professional

practice.

12263.14497 N/A N/A

TEM 2.0 – New Domains, Revised Indicators, and

More!

Participants will discuss revised indicators for domains

that were scored in the 2011-2012 school year. Staff

members from DTTE will explore indicators in the MCS

Framework for new domains (Plan / Reflect & Adjust)

that will be scored in the 2012-2013 school year.

Participants will also explore TEM 2.0 Summative

reporting. Teachers and administrators are encouraged to

attend.

12256.14490 July 10

July 11

July 12

July 17

July 18

July 19

July 24

July 25

Two

sessions

each

day

9AM-

12PM

1PM –

4PM

TEM Component: Student Perception (TRIPOD) Results

Type of

Support


Code

Date Time

TEM Deep Dive – Student Perception Survey

Would you like to learn ways to increase your TEM score?

Participants will receive an overview of The Seven C's and

TRIPOD data to understand how TEM levels are

calculated. Specific strategies to improve scores will be

shared by MCS Level 5 Teachers.

12254.14488 May 23 3:00 –

4PM

Understanding Your TEM Score – TRIPOD Data Each year, MCS will administer the TRIPOD survey to

students in order to gather insights about their classroom

experiences. Questions focus on specific observable

teaching practices to limit the impact of any subjective

student opinions.

Participants in this session will receive an overview of the

TRIPOD survey to understand how TEM levels are

calculated. Teachers will be able to ask specific questions

about data on the individualized TEM Summative report.

Specific strategies to improve scores will be shared.

12247.14481 June 6

June 27

3:30 –

4:30

PM

3:30 –

4:30

PM





12263.14497 N/A N/A

based on the video. Teachers will review the feedback and

implement suggestions to adjust professional practice.

TEM Component: Teacher Content Knowledge

Type of

Support


Code

Date Time

TEM Deep Dive – Teacher Content Knowledge Would you like to learn ways to increase your TEM score?

Participants will receive an overview of Teacher Content

Knowledge measurements and how TEM levels are

calculated. Specific strategies to improve scores will be

shared by MCS Level 5 Teachers.

12255.14489 June 22 3 –

4PM

Understanding Your TEM Score – Teacher Knowledge

Teacher knowledge is measured according to one of

several possible assessments or activities. Each teacher

selects a measure from a menu of options recommended

by the Teacher Evaluation Working Group.

Participants will receive an overview of Teacher

Knowledge data to understand how TEM levels are

calculated. Teachers will be able to ask specific questions

about data on the individualized TEM Summative report.

Specific strategies to improve scores will be shared.

12248.14482 June 7

June 28

3:30 –

4:30

PM

3:30 –

4:30

PM







12263.14497 N/A N/A

TEM Component: Student Growth and Achievement (TVAAS)

Type of

Support


Code

Date Time

TEM Deep Dive – TVAAS Data

Would you like to learn ways to increase your TEM

score? Participants will receive an overview of TVAAS

growth data and TVAAS achievement data to understand

how TEM levels are calculated. Specific strategies to

improve scores will be shared by MCS Level 5 Teachers.

12252.14486 June 11 3 –

4PM

Understanding Your TEM Score – TVAAS Data

Participants will receive an overview of TVAAS growth

data and TVAAS achievement data to understand how

TEM levels are calculated. Teachers will be able to ask

specific questions about data on the individualized TEM

Summative report. Specific strategies to improve scores

will be shared.

1224.14479 June 4

June 25

3:30 –

4:30

PM

3:30 –

4:30

PM







12263.14497 N/A N/A

Summer Intensive Support

Teachers will be invited to participate in this ground-

breaking cycle of support to absolutely prepare for a new

school year that is destined to be filled with effective

teaching and learning. Within this cycle, teachers will

receive No-Nonsense Nurturer classroom management

training, assistance with planning an effective lesson that

meets all TEM expectations, a video-recorded teaching

experience that will be used for reflection and a feedback

session with partners from The New Teacher Project.

After completing one cycle, teachers may be given

suggestions for more support activities based on the

individual's level of success.

12262.14496 Cycle 1

starts

June

11.

Cycle 2

starts

June

25.

Cycle 3

starts

July 9.

TBD

General Support for All Teachers

Type of

Support


Code

Date Time

TEM 2.0 – New Domains, Revised Indicators, and

More!

Participants will discuss revised indicators for domains

that were scored in the 2011-2012 school year. Staff

members from the Department of Teacher Talent and

Effectiveness will explore indicators in the MCS

Framework for new domains (Plan / Reflect & Adjust)

that will be scored in the 2012-2013 school year.

Participants will also explore TEM 2.0 Summative

reporting. Teachers and administrators are encouraged to

attend.

12256.14490 July 10

July 11

July 12

July 17

July 18

July 19

July 24

July 25

Two

sessions

each

day

9AM-

12PM

1PM –

4PM

TEM Summative Support Conference

Participants will need to bring their copy of the TEM

Summative Report to the meeting to share with a coach

who is knowledgeable about the TEM Components. This

coach will assist with understanding the data that is

measured in the report. The coach will suggest

opportunities over the summer that will positively impact

the TEM for the next school year. The teacher and coach

will collaborate on next steps for support.

*Please note: This support is available for all teachers,

regardless of experience, level, position, or school.

Coaches will be available from 9:00 AM until 12:00 PM

on each of the three days. This support is BY

APPOINTMENT ONLY. Please call 416-7968 to

schedule an appointment.

12251.14485 May

23

May

24

May

25

9AM –

12PM

No-Nonsense Nurturer Program Kick-Off

The No-Nonsense Nurturer classroom management model

was researched and created by Lee Canter. Through a pilot

program that began in the spring of 2011, Memphis City

Schools teachers and coaches were able to determine that

this method is effective in Memphis classrooms. Now,

teachers are able to complete the course online to read the

research and view videos that will empower them to

develop a culture of achievement in their own classrooms.

At this session, teachers will learn about the pilot

program, the basic steps of the model, and how to progress

through the online course. All teachers who complete this

program will be eligible for real-time coaching support

from district coaches. The process for participating in

coaching will be explained at this meeting.

12250.14484 May

22

May

23

May

24

May

25

3 – 4PM

1 – 2PM

1 – 2PM

1 – 2PM

Reflective Practice Support

Type of

Support Course Description AVATAR

Code

Date Time

Reflective Practice – Mentor Support

Collaboration enhances teaching. When teachers discuss

teacher moves and strategies, understanding is enhanced, and

teachers feel better-supported. Teachers are encouraged to

work collaboratively to reflect on lessons that have been taught

in order to improve future re-teaching.

To earn credit for this activity, teachers who meet together

must use the Teachscape REFLECT camera or other camera to

record collaboration session. The video should be uploaded and

12259.144

93

N/A N/A

shared with Jennifer Chandler ([email protected]) to

ensure that proper credit is given. Make sure that your video

captures specific discussion that reflects on teaching and

learning and adjustments that will be made in future lessons.

As a guide, it is suggested that participants refer to the TEM

Framework in the domain "Reflect and Adjust."

Reflective Practice – Video Review

Reflective practice is enhanced when participants use concrete

evidence as the basis of discussion. Colleagues who share

video, add comments, and adjust strategies of teaching should

email Jennifer Chandler at [email protected] for one

hour of professional development credit. Participants may be

asked to share video evidence with Jennifer Chandler to

confirm participation.

12258.144

92

N/A N/A

ORP: Reflective Practice and Your PLC

Are you interested in receiving on-demand, differentiated

teacher support? Why not work with your close team of

colleagues to examine instruction via video capture, student

work samples, student assessment data, or other pieces of

concrete evidence! If you work with your colleagues to reflect

and adjust your practice during a PLC, email Jennifer Chandler

at [email protected]. Be sure to describe your discussion

with details, your process for reflection, and your next steps

based on your discussion with coaches and/or colleagues.

Teachers who choose to capture the reflective practice using

the Teachscape REFLECT camera and share the video with

Jennifer Chandler will receive two hours of PD credit.

12265.144

99

N/A N/A

ORP: The Reflective Practitioner

What is reflective practice? What steps should a teacher take to

ensure effective implementation of reflective practice? Who

should be involved in reflective practice? What does reflective

practice look like in a PLC? Why should I bother to reflect and

adjust my practice? How does participating in reflective

practice affect the elements of my TEM? These questions and

more will be answered and explored.

12266.145

00

May

23

June

7

July

10

July

24

9-11

AM

9-11

AM

9-11

AM

9-11

AM

Reflective Practice Teacher Advisory Panel Meeting

Teachers meet monthly with TTE Staff to develop plans that

align with TEI strategies.

12264.

14498

May

15

June

14

July

19

3-7

PM

12-4

PM

8AM-

12PM

TTE Teacher Summer Support Manual

Documents

Transcript of TTE Teacher Summer Support Manual