CLASS (Creative Leadership Achieves Student Success) is an innovative education initiative that focuses on four components of effective teaching to raise student achievement: Expanded Career Paths, Effective Performance Evaluation, Relevant Professional Development, New Compensation Models. Learn more by visiting: http://www.chalkboardproject.org/what-we-do/class.php

1. Inspiring Oregonians…
to do what it takes to make our
schools among the nation’s best.
2008

2. What Do Oregonians SAY------
• 86% agree that attracting and
retaining highly qualified teachers is
the key to accelerated learning and
teaching.
• 90% of Oregonians believe teachers
should receive ongoing professional
development.
• 82% believe lack of stable and
adequate funding is an obstacle to
student success.
An Initiative of Foundations for a Better Oregon

3. And Oregonians SAY----
• 77% believe too many students
are “falling through the cracks”
of Oregon schools.
• 75% agree that increases in
teacher salaries is important
and should be based on new
roles, responsibilities, and
professional practice.
An Initiative of Foundations for a Better Oregon

4. Educator Quality
Research identifies a strong link between a teacher’s
professional practice and student achievement.
 Student outcomes can
outpace national averages
as much as 30%.
 Research clearly
identifies the effectiveness
of the teacher as the single
most influential factor for
increasing student
achievement
An Initiative of Foundations for a Better Oregon

5. CLASS Project
Creative Leadership Achieves Student Success
The CLASS Project creates expanded career
opportunities and career paths with new roles,
responsibilities, and compensation models for
teachers and staff.
“A school culture of collaboration, innovation, creativity,
and accountability is required to provide our students
21st century skills. The CLASS Project is the
cornerstone to our shift towards these higher
standards.”
-Eric Beasley, Sherwood Teacher
An Initiative of Foundations for a Better Oregon

6. CLASS Project
Four Components:
• New and expanded career paths
• Comprehensive and fair
performance evaluations
• Expanded professional
development opportunities
• Enhanced compensation system
An Initiative of Foundations for a Better Oregon

7. Extended Learning Leader
• Athletic Coaching • Evening Institute
• Enrichment Clubs • Other student
leadership outside of job
Years and Education • Music/Theatre Advisor
description
BA BA24 BA45/MA MA MA24 MA45
H O All Levels
1 C Professional Advancement
2
E I • Certifications and Endorsements
3 C
4
• Professional Growth Opportunities
5
6
7
Mentor Coach 1 Mentor Coach 2
8 • Peer Mentor • Cohort Leader
9
10
11 Teaching and Learning Teaching and Learning
12 Coach 1 Coach 2
13
• Dept.Chair/Team Leader • Administrative/SPED TOSA
14
15 • Instructional Leader • Instructional TOSA (Tech)
• Curriculum TOSA (Literacy)
• Curriculum Leader
Career Level 1 Career Level 2 Career Level 3
• Meets initial TSPC competencies • Proficient professional practice • Individual professional developmental goals
aligned with student growth
• 0-3 years in the profession • Individual professional developmental goals
aligned with student growth
• Individual professional developmental • Proficient to distinguished professional
goals aligned with student growth • Leadership and professional practice practice as determined by the Evidence
development Confirmation Committee
• Successful Evaluations (Danielson)
• Active participant in Mentor Program

9. Professional Development Focus
 Staff understanding of rubric standards and
training in the development of professional
Professional Prac-ce and development plans.
Performance Evalua-on  Administra9ve training in the understanding
and implementa9on of the evalua9on process.
System  Content area knowledge, instruc9onal
strategies, and classroom management.
 Training in how to develop “train the
Collabora-ve Learning Teams trainer” model of professional development.
Training in how to coach peers and provide
(CLTs) & Coaching
meaningful feedback.
Forma-ve and summa-ve  Staff understanding of forma9ve and
summa9ve assessments. Training in the use of
assessment of student tools and how to analyze data to inform
learning teaching and learning.

10. Level Three
• Individual professional developmental goals
Survive Proba
9on Level Two aligned with student growth
• Proficient professional practice
Level One • Individual professional developmental
• Proficient to distinguished professional practice
as determined by the Evidence Confirmation
goals aligned with student growth Committee
• Meets initial TSPC competencies
• 1-3 years in the profession • Leadership and professional practice
development
• Individual professional developmental
goals aligned with student growth
• Successful Evaluations (Danielson)
• Active participant in Mentor Program
Evidence confirmed
The above reflects current practice
 Department/Team Leadership  Community Leadership
 Curriculum development  Endorsements
 Coopera<ng teacher  Na<onal &State commi@ees
 Coaching/ac<vi<es  Na<onal membership
 Mentoring  Union leadership Submit Evidence
 Individual/student successes  Evidence of student gains
 District Commi@ee Involvement  Ac<on Research
 Peer Observa<on Data  District Ini<a<ve Leadership
 Student Leadership  Other

11. TRADITIONAL MODEL
New teacher with no previous experience starts with at BA Step 0, BA Lane ($33,528).
Moves to BA+24 Lane at Step 2, moves to BA+45 lane at Step 5, and MA/BA +75 Lane at
Step 7.
16th
year
11

12. SKIP STEP MODEL
Same as Traditional Model, but the teacher fast tracks by promoting from Career Level 1
to Career Level 2 after 3 years at Level 1 and promotes from career Level 2 to Career
Level 3 after five years at Level 2.
14th
year

13. If a teacher chooses to fast track they can improve career earnings:
Career Earnings Impact: $55,320 over 16 years C://Marc J. Wallace, Ltd./
Client/Chalkboard/{phase 1
Design/Blueprint Handbook/
13
CLASS Blueprint #4,
Compensation Rev 4 for
Sherwood Sep 6, 2007.ppt

15. This is what CLASS is all about!