FA ll 2020 | bet ter sch ools
To Zoom or Not To Zoom: TLE Training During a Pandemic
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Dr. Jeanene Barnett, CCOSA Education Policy & Research Analyst
Research consistently identifies that the teacher is the most important factor in the classroom that impacts student achievement. Esteemed researcher John Hattie (2012) reveals in Visible Learning for Teachers, empirical research demonstrates that evaluation and two-way feedback are, “among the most powerful influences on student achievement” (p. 182). Oklahoma recognized this fact almost a decade ago and responded by legislating requirements through the Teacher Leader Effectiveness (TLE) Evaluation System [70 O.S. § 6-101.16 (OSCN 2020) and OAC: 210:20-41-1(c)]. At the center of teacher evaluations are ways to guide improvement of teaching skills and recognize and reinforce teaching excellence CCOSA and Barlow Education, in collaboration with the Oklahoma State Department of Education (OSDE), continue to offer recertification and new administrator training that helps Oklahoma administrators develop and enhance the skills needed to implement the Tulsa Model Evaluation instrument successfully. This year, the TLE Tulsa Model training focused on connections across the evaluation rubric that would help guide conversations about improving teaching skills. The rubric, by defining common expectations for effective teaching, provides the basis for rich data-driven conversations and focuses on professional growth and learning. Making connections across the Tulsa Model evaluation Rubric Indicators helps to save valuable principal/evaluator time. The TLE Tulsa Model Recertification this year comes with a 25-page video toolkit organized by indicator. The first 11 pages provide access to multiple videos that can be used to help teachers with Classroom Management, focusing on Relationships, Procedures and Processes, Positive Behavior Intervention and Supports, etc.
This last comment reflects our current reality: Zoom. In response to the circumstances surrounding COVID-19 and the community, state, and national guidelines regarding social distancing and group gatherings, CCOSA pivoted all of their TLE: Tulsa Model and McREL Training from face-to-face meetings to online live via Zoom with resounding success based on the survey results from attendees. Some participant comments included: “I thought the training was very good! I had some reservations about doing an online training such as this, but I was pleasantly surprised…The trainers were fantastic.” “This may be crazy to hear but I actually wish it would’ve lasted a little longer.” “Not having to be on the road half a day to get to and from training and then sit through training made today’s [sic] training much more effective. I wasn’t exhausted or dreading the long drive home!” In the past, “On the road again” could have served as the soundtrack of our lives during summer training time. That is one positive consequence that has come out of this pandemic. It has caused us to pivot, and we have found value in virtual training. We still have much to learn to maximize the use of the technology, but the survey results emphasized that good training is good training regardless of the medium: • knowledgeable and experienced teachers, • opportunities to collaborate and learn from others (relationships), and • resources that participants can apply in the “real world,” or practical application of theory in practice.
T L E T u l sa M o d e l N e w A d m i n i s t r ato r Training
The CCOSA TLE Training survey results reveal how helpful participants found the training and support materials this year. Some responses indicated: “I REALLY love all of the new videos and resources in the toolkit, and I’ll be able to share those with teachers.” “One of the better Zoom trainings I’ve had.”
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York: Routledge.
