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Transitioning from FIRST To The Systemic FFT Implementation

Transitioning from FIRST To The Systemic FFT Implementation. The Office of Talent Development Presenter: Rhonda Pitts June 18, 2012. Outcomes. Participants will learn what is expected in the transition from FIRST to the Systemic Roll-out of FFT

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Transitioning from FIRST To The Systemic FFT Implementation

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  1. Transitioning from FIRST To The Systemic FFT Implementation The Office of Talent Development Presenter: Rhonda Pitts June 18, 2012

  2. Outcomes • Participants will learn what is expected in the transition from FIRST to the Systemic Roll-out of FFT • Participants will share components of FIRST that they would like to continue/discontinue • Participants will dig deeper in their understanding of the language of the 8 component areas of the FFT rubric • Participants will define the language of the rubric as it applies to teachers and students levels of performance

  3. Transitioning from FIRST Systemic FIRST No Platform Platform 8 Essential Components 12 Components (Choose 8) Goal Setting Conferences/ Goal Setting Conference/ Self Assessments Self Assessments Pre-Conference/Post Conference Pre-Conference/Post Conference FFT Observations (On-cycle) FFT Observations (Voluntary) OTD/FFT Facilitator/School Based FFT FIRST Teacher Liaisons Facilitators Emolument/Leadership Opportunities Leadership Projects Systemic Professional Development FIRST Professional Development (Program implementation/Danielson) Hard to Staff (No stipend) Hard to Staff (Stipend) Mid/Year and End of Year Evaluations Mid/Year and End of Year Evaluations No Financial Awards Financial Awards

  4. Warm-up Activity- Keepers and Leavers Think about the FIRST Program and all of its components List all of the components that you would like to keep/refine and or build upon in the coming year How will you unite your staff under the Systemic Umbrella of FFT? Talk with your teams. Share

  5. What is a Rubric? Read “The Advantages of a Rubric” article, individually In your reading, find the following: • One sentence • One phrase • One word that speaks to you about rubrics. Let’s share.

  6. Analyzing the Expectations Each table has been assigned a component: • Read the performance levels for your assigned component. • Using Hand-out # 1, record your understanding of the performance of the teacher and student based on the level (Unsat, Basic, Proficient and Distinguished) • Share your notes with your tablemates. • Chart your responses for each level of performance at the component level. • Be prepared to share out.

  7. Think Abouts As we begin the next school year, what is important for teachers and administrators to communicate in regards to understanding the transition from a FIRST School to a Systemic Framework for Teaching School How do we communicate to administrators and teachers the language and differences of the Framework for Teaching Rubrics/Performance Levels so that everyone understands the expectations to reach the proficient and distinguished levels? How do we ensure that teachers achieve at the highest levels of performance consistently?

  8. Closing Thought What role will the Framework for Teaching Play in uniting your school in a common mission? What can your team do to help get them there? Thank you !!!!!

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