Whitman Elementary - Tulsa Public Schools

TLE Objectives and Progress Report – January 31, 2012
Support for ineffective teachers/leaders
• 136 teacher Personal Development Plans (PDP) issued in 2010-2011 (compared to 5 in
‘09-’10)
• 29 teachers placed in intensive mentoring program [QUEST: An intensive mentoring
program focused on teachers scoring 1’s and 2’s. Learning facilitators (master coaches)
spend at minimum 84 hours with a struggling teacher over an 8 week period providing
specific support and targeted professional development]
• 31 (35%) principals received PDPs in 2010-2011 (compared to 2 in ‘09-’10)
Exit of ineffective teachers/principals
• 57 teachers exited from District for performance in 2010-2011 (compared to 0 in ‘09-
’10)
• 12 principals exited from District for performance in 2010-2011 (compared to 0 in‘09-
’10)
• 7 principals removed (demoted) from principal positions in 2010-2011 (compared to 0 in
‘09-’10)
Performance-based RIF Policy
Garner full support and approval of a performance-based reduction-in-force policy, negotiated
and approved by 98% of the union membership (measures are currently in place and more
comprehensive language takes effect in July 2012).
Evaluation system state model
Tulsa’s experience as an early implementer influenced the State Commission for Teacher and
Leader Effectiveness to recommend Tulsa as the state default system. The State Board of
Education named Tulsa’s TLE evaluation system the presumptive default for the pilot
implementation year of 2012-2013. The Marzano and Danielson models (both national
commercial frameworks) were approved as acceptable models as well and districts will have a
choice to implement one of the three during the pilot year.
Teacher recruitment
The Urban Education Committee was formed with participation from Oklahoma State
University, Northeastern State University, University of Tulsa and Teach for America. Goals
include:
a.) Increase the recruitment of the highest quality candidates for teacher
preparation programs;
b.) Align current teacher effectiveness efforts with the curriculum and
preparation provided in the programs;
c.) Facilitate sharing of best practices among participants.
Initial data analysis of the evaluation data by teacher preparation program and by traditional vs.
alternative certification will be completed in the next few months. We expect to share the
results with our teacher preparation program partners and use them to evaluate and improve
the pipeline. In addition, TPS has developed a strong partnership with Teach for America for the
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