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Resources

Instructional Leadership

This template follows the process that TLI uses for practice-based coaching.

This resource provides a set of coaching questions that can be utilized in coaching conversations.

•      Teacher action/Student action – Observer writes down the actions of both teachers and students using time stamps. Evidence collecting can adapt over time while a working theory is being formulated in the classroom.

•      Running record – Similar to teacher/student action, running record allows for observational evidence to be collected that does not rely on cause and effect analysis. Direct quotes, time stamps, number of hands, etc. can be included in a running record.

•      Interaction tracker – Observers track the interactions between teachers and students. This often comes in the form of pluses and minuses on a seating chart to reveal relationship dynamics, management challenges, and bias.

•      Student interview – In this method, observers ask direct questions to the students based upon the working theory about the classroom. For example, “too hard, too easy, or just right?” can reveal information about the rigor of the classroom. Or, “does your teacher care about you? Do students in this classroom behave the way the teacher expects?” can reveal information about the management approach and relationships.

•      Participation tracker – Observers track how many times students speak, work, or raise their hand. What the observer tracks is entirely dependent upon the working theory.

Novice Teacher Development

TLI is Oklahoma’s premiere leader in developing novice teachers with documented academic success. The following resources are available to any school districts to use. Feel free to get in touch with TLI staff for any details or explanation.

TLI has designed a coaching scope and sequence that is geared towards new teachers. The goal of this specific tool is to make it very transparent to new teachers what skills they need to master in order to be a highly effective teacher.

The Teacher Institute is a two week intensive training that provides an introduction to a lot of scope and sequence of development.

The initial pilot of teacher training has occurred over three years at Collegiate Hall Charter School. In Collegiate Hall’s first three years, 70% of teachers had no previous teaching experience before joining the school. Despite this, teacher averaged the following results:

‍2017-18

  • On a measure of college-readiness on the MAP test, Collegiate Hall seventh grade students finished first in the nation in reading (86% of students in the top quartile) and second in the nation in math (69% of students in the top quartiles) compared to other schools started with the Building Excellent Schools Fellowship.
  • The academic achievement for the 2017-18 academic year includes:
  • Students grew an average of 1.83 grade levels in math, putting Collegiate Hall in the top 1% of schools for growth nationally
  • Students grew an average of 1.89 grade levels in reading, putting Collegiate Hall in the top 1% of schools for growth nationally
  • Students grew an average of 2.36 grade levels in science, putting Collegiate Hall in the top 1% of schools for growth nationally

You can find out more information about the pilot here.

White Papers

The TLI White Papers synthesize research and provide specific guidance for schools on how to best meet the needs of Oklahoma educators.

“Certify, blink, hire” (Rutledge, 2008). Does this sound like our systems? In this White Paper, understand the continuum of hiring practices for teachers and how to find the right candidate for the job.

Across the United States, schools and districts are experiencing a greening of the teaching workforce. In 1988, the most common amount of time a teacher had been in the classroom was 15 years. In 2016, it was just 1-3 years (Ingersoll, 2018). With numbers of emergency teaching certifications growing exponentially, Oklahoma schools have no guarantee of prior preparation for new teachers (OKSDE 2018). With so many new teachers, some districts are turning towards strategic novice teacher development plans to combat attrition, avoid extra hiring costs, and improve student achievement.

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