Division of Curriculum and Instruction th Avenue San Francisco, CA 94121

Transcription

1 Division of Curriculum and Instruction th Avenue San Francisco, CA QTEA Master Teacher Program The Master Teacher Program, created by the Quality Teacher and Education Act (Prop A), is recruiting classroom teachers DISTRICT WIDE to serve as Master Teachers for the San Francisco Unified School District. Vision The Master Teacher program contributes to the equitable academic, social, and emotional development and success of every student in SFUSD by creating and sustaining a pathway that invites, involves, and supports continuous learning and development for classroom teachers. Values and Beliefs Educators are eager to learn and change when their judgment and intellect are put to use, supported, and respected. A continuous cycle of action research, organized and directed by teachers, is central to the improvement of curriculum and instruction. Program focus on the instructional core enhances teaching practices, when the connections between teacher, student, and content are tightly coupled. Theory of Action Students learning improves when teachers Embrace authentic learning as the primary focus of the school experience Make their classroom practice public, working collaboratively, reflecting and refining their teaching, to help all students learn Use frequent, timely formative assessments to inform professional practice, and to drive continuous improvement Acknowledge their ability to impact student achievement and accept! responsibility for creating such schools As teachers mature and desire to contribute beyond their classroom, this program provides a formal pathway to further develop and exercise professional leadership. Teachers who apply must: have a demonstrated history of success and evidence of consistently increasing student achievement for all students, especially English learners, African-American, Latino, Pacific Islander and Special Education students; demonstrate excellent subject matter knowledge and classroom management practices as well as effective relationships with students and families; use culturally and linguistically responsive pedagogy; and are enthusiastic about supporting the professional learning of other educators. Page 1 of 9 April 12, 2014

2 April 15, 2014 May 29, 2014 May 22-June 3, 2014 September 2-24, 2014 September 29, 2014 October 1, 2014 Timeline and Process Outreach and Recruitment, Applications mailed to school sites Application Deadline First round of paper screening: review of application and recommendations from administration and professional peer/colleague. Each round will be scored using a locally developed rubric. Second round, consisting of a classroom observation and a short interview. All applicants will be notified of their status; successful candidates will be invited to become Master Teachers. Master Teacher Induction Dinner, 4-7:00 pm. Mark your calendar. All NEW Master Teachers are expected to attend. SELECTION COMMITTEE Committee members will conduct paper screening, classroom observations, and final identification of Master Teachers. Committee will have cross-departmental representation: Division of Curriculum and Instruction (Program Supervisor and TSA) Zone and Area Team Reps UESF (minimum of one elementary and one secondary) MINIMUM QUALIFICATIONS Current classroom teacher Hold a valid clear teaching credential in the appropriate subject matter/level; be highly qualified under NCLB regulations Have consistent Highly Satisfactory or Outstanding evaluations Have five full years classroom teaching experience in SFUSD or other urban settings within the past seven years DESIRED QUALIFICATIONS Growth mindset and eagerness to learn and grow as an instructional leader Prior experience in a mentor/coach/support role for teachers Familiarity with the new California Standards for the Teaching Profession (CSTP) Familiarity with Common Core State Standards and SFUSD s Core Curriculum Page 2 of 9 April 12, 2014

3 RESPONSIBILITIES AND AGREEMENTS 1. Agree to have an open door policy in order to share best practices across the district 2. Recruit teachers from your site to join your Lesson Study PLC 3. Lead your Lesson Study PLC through a cycle of continuous improvement and action research, which includes: goal setting, co-planning, teaching research lesson, and on-going reflection and refinement. 4. Establish a structure for ongoing communication with your principal and staff about goals, activities and connections between the Master Teacher Program and school s PD Plan. For example: Communicating progress through staff meetings, newsletters, etc. 5. Assist your site in implementing QTEA Professional Development, in collaboration with Master Teacher Program Supervisor and Site Administrator 6. Participate in Master Teacher professional development for a minimum of 28 hours during the school year. Master Teacher PDs are mandatory and usually scheduled from 4-7pm on Wednesdays. Dinner is always provided. 7. Share/Present end of year project at the QTEA Exhibition scheduled for May 13, MANAGING THE ROLE Start with a grade level or content area, a small group of 3-5 colleagues. Get approval from site principal for any release days and/or common planning time needed. Maintain an electronic log to document extended hours and activities. MT is responsible for managing the allotted amount of resources, subs, and extended hours. Maintain evidence of agendas and sign-in sheets for reimbursement. Lead Research Lesson memorializing process with support from MTP coach. Gather evidence of Lesson Study PLC work, e.g., notes from student observations, anecdotal notes, student work samples, formative assessments, and on-going reflections to be used for end of year project that will be due May 10. RESOURCES Master Teachers will have access to resources including: substitute days, extended calendar hours, and materials based on the needs of their team. All resources are to be used for both Master Teachers and the teachers with whom they work. PROFESSIONAL DEVELOPMENT Master Teachers will participate in monthly professional development afterschool sessions between 4-7pm. Topics will include establishing, refining, and implementing an action plan; supporting colleagues through co-planning, co-teaching, observing, facilitating, and active listening. Individual learning goals will be developed through one-on-one coaching. COMPENSATION Each Master Teacher will receive a stipend of $2,500 from the Quality Teacher and Education Act (Prop A) upon completion of the year long commitment. Additional hours outside class time will be compensated at the extended hourly rate. Page 3 of 9 April 12, 2014

4 Master Teacher Application Name Date Address School site Grade(s)/Subject(s) Taught Current assignment City Phone Zip Code Credential(s) Number of years teaching Years teaching in SFUSD BTSA Mentor: Y/N Dates Served: SFTR Demonstration Teacher: Y/N NBCT Coach: Y/N Department/Grade Level Chair: Y/N Dates Served: Dates Served: Dates Served: Coaching / Leadership experience: Other relevant experience: Awards or Recognition: List two references, one current administrator and one current colleague. Please supply their contact information for follow up. Administrator Phone Colleague Phone Page 4 of 9 April 12, 2014

5 PEER RECOMMENDATION for Master Teacher Program In order for the application to be complete, we must receive this form from your reference by May 29, 2014 Please have reference return this form by school mail or to: Stephanie Ervin, QTEA/Prop A Professional Development Division of Curriculum and Instruction th Avenue, San Francisco, CA APPLICANT S Name: Please put an X in the column that best represents your opinion of this teacher s knowledge, skills, and work: Unknown Needs Improvement Satisfactory Strong Knowledge of subject matter and the current field (CSTP 3.1) Works well as part of an instructional team, Cooperation and ability to work with others (CSTP 6.5, 6.2, 6.3) Instructional organization and planning (CSTP 3.2 & 4.1) Provides support and assistance when needed to students (CSTP 1.3 & 6.3) Uses a variety of instructional methods (CSTP 1.2 & 3.4) Communicates information effectively with students (CSTP 6.6, 1.1 & 2.2) Realistic goals for students (CSTP 5.1) Demonstrates good judgment (CSTP 6.6) Handles discipline matters in a fair and consistent manner (CSTP 2.4) Communicates information effectively with parents (CSTP 6.6 & 5.5) Communicates information effectively with colleagues around professional issues (CSTP 6.6) Is receptive to new ideas and change (CSTP 6.1) Innovative/abreast of current trends (CSTP 6.5) Accepts constructive criticism (CSTP 6.1) Enthusiasm for teaching Has taken leadership roles/responsibilities Page 5 of 9 April 12, 2014

6 In the spaces below, please provide responses to each question. If you need more space, please attach additional pages. How does this candidate demonstrate effective interpersonal communication skills with his/her colleagues? How many years have you worked with the applicant? How have you seen this individual develop/grow over the course of that time? How have you seen this educator take leadership for equity? Share an example that led to increased student achievement. Do you believe this candidate will be an effective Teacher Leader? Why or why not? What additional information can you provide about this applicant? Indicate specific traits, which might detract from, or add to, the applicant's effectiveness. Signature Date Print Name Title, School Page 6 of 9 April 12, 2014

7 PRINCIPAL RECOMMENDATION for Master Teacher Program In order for the application to be complete, we must receive this form from your reference by May 29, 2014 Please have reference return this form by school mail or to: Stephanie Ervin, QTEA/Prop A Professional Development Division of Curriculum and Instruction th Avenue 2 nd Floor, San Francisco, CA Applicant s Name: Please put an X in the column that best represents your opinion of this teacher s knowledge, skills, and work. Unknown Needs Improvement Satisfactory Strong Knowledge of subject matter and the current field (CSTP 3.1) Works well as part of an instructional team, Cooperation and ability to work with others (CSTP 6.5, 6.2, 6.3) Instructional organization and planning (CSTP 3.2 & 4.1) Provides support and assistance when needed to students (CSTP 1.3 & 6.3) Uses a variety of instructional methods (CSTP 1.2 & 3.4) Communicates information effectively with students (CSTP 6.6, 1.1 & 2.2) Realistic goals for students (CSTP 5.1) Demonstrates good judgment (CSTP 6.6) Handles discipline matters in a fair and consistent manner (CSTP 2.4) Communicates information effectively with parents (CSTP 6.6 & 5.5) Communicates information effectively with colleagues (CSTP 6.6) Is receptive to new ideas and change (CSTP 6.1) Innovative/abreast of current trends (CSTP 6.5) Accepts constructive criticism (CSTP 6.1) Enthusiasm for teaching Has taken leadership roles/responsibilities Page 7 of 9 April 12, 2014

8 In the spaces below, please provide responses to each question. If you need more space, please attach additional pages. How does this candidate demonstrate effective interpersonal communication skills with his/her colleagues? How many years have you worked with the applicant? How have you seen this individual develop/grow over the course of that time? How have you seen this educator take leadership for equity? Share an example that led to increased student achievement. Do you believe this candidate will be an effective Teacher Leader? Why or why not? What additional information can you provide about this applicant? Indicate specific traits, which might detract from, or add to, the applicant's effectiveness. Signature Date Print Name Title, School Page 8 of 9 April 12, 2014

9 Short Answer Questions Respond to the following questions on separate paper. Please limit your total responses to two pages. 1. What do you hope to accomplish as a Master Teacher for yourself, your students, and/or your site? 2. What are some ways in which you have been a resource to other teachers? Think outside of the box and beyond formal roles. 3. If selected as Master Teacher, what would you choose to focus on for your Lesson Study PLC? Who would you recruit to be on your team and why? (Describe the benefits of choosing this research focus and the implications for instructional improvement). 4. How do you plan to measure your progress/success? How will you know that you have reached your goals? 5. What does equity mean to you? 6. How do you take leadership for educational equity in your class, at your site, and/or in your interactions with your colleagues? Application Deadline is May 29, Please remind your references to send their forms before the application deadline for your application to be considered Complete. Return COMPLETE application by school mail to: Stephanie Ervin, QTEA Professional Development Division of Curriculum and Instruction th Avenue San Francisco, CA Note: Incomplete applications will not be accepted. Call or Lupe Marquez at (415) Marquezl@sfusd.edu to confirm your application has been received. Page 9 of 9 April 12, 2014