1. Program Director assigns staff to teach the following Optima PDCP courses:
   • Course 1: Curriculum Instruction (Customized)
   • Course 2: Student Safety
   • Course 3: Instruction for Exceptional Students
   • Course 4: Effective Lesson Planning
   • Course 5: Data Driven Instruction
   • Course 6: Technology in the Classical Classroom
   • Course 7: Understanding Florida Standards Assessments
   • Course 8: Instructional Strategies for ESOL Students
   • Course 9: Curriculum Instruction (Customized)
   • Course 10: Philosophy of Education
   • Course 11: Classroom Management
   • Course 12: Engaging Rigor in the Classroom
2. Program Director sets up Optima course on mentoring and feedback described in Step 11.
3. School Leader will study and become an expert at implementing the Optima Professional Development Certificate Program.
4. School Leader assigns staff to the Program Leader position at their school.
5. Program Director recommends Mentor Teachers.
6. School Leader assigns Mentor Teachers to the Mentor Teachers in Training (MTT) Program.

• Mentor Teacher (MT) – a trained master teacher with demonstrated achievement results who is paired with program candidates to observe, provide guidance and support, establish individualized goals and professional development plans, and track the candidates’ progress throughout the program.
• Mentor Teachers in Training (MTT) – a teacher who has been selected for and is enrolled in the Mentor Teacher Training Program.
• Program Candidate – an individual who has been admitted to and is currently enrolled in, but has not completed a teacher preparation program (in this case, the Optima PDCP) that prepares instructional personnel to meet the qualifications for a Florida Professional Educator’s Certificate. (Rule 6A-5.066)
• Program Director – the individual at The Optima Foundation responsible for overseeing the entire Optima PDCP and the Program Leaders at each school. The program director will be the liaison with the Florida Department of Education and will make changes to the program as legislative changes require.
• Program Leader – the individual on the school campus responsible for implementation of the Optima PDCP. The Program Leader oversees the Mentor Teachers and the Mentor Teacher Training Program. The Program Leader may or may not be the School Leader.
• Provider – a Florida postsecondary institution, private provider, school district, charter school or charter management organization (Rule 6A-5.066). Provider in this document will mean Optima.
• School Leader – the principal, headmaster, or head of school responsible for the academic success of the school. The School Leader may appoint a Program Leader to administer the Optima PDCP.
• PDCP Course Instructor – an individual responsible for instructing the PDCP course.
• HR – Human Resources Services.

Program candidates seeking admission to the PDCP must possess his or her state-issued temporary certificate and must be employed in an instructional position within one of Optima’s charter schools. The program candidate’s temporary certificate will be verified through the Florida Department of Education (FLDOE). The School Leader will determine if the candidate may participate in Optima’s PDCP. There are no additional admission requirements imposed by the program.

1. School Leader requests that HR verify that the candidate has a temporary certificate through FLDOE. (He/she can use the monthly Certification Report provided by HR.) 
2. HR verifies that the candidate has a temporary certificate through FLDOE. 

Admitted Candidates

1. HR will collect and document the following during the hiring process in Paychex:
   • FLDOE Certification Report
   • Background Check Results
   • Employment Contract
   • Initial Candidate Evaluation
2. HR will collect and document after the hiring process in the Certification Tracker (Appendix F):
   • School District ID
   • PDCP (Professional development certification program) 
   • Skill Code
   • Certification Type (Current certification type (temporary))
   • General Knowledge Exam (all three sections) (GKE)
   • Professional Educator’s Exam (Prof. E. Exam)
   • Subject Area (Subject Area Exam)
   • Certification Summary
   • Application for Certification to FLDOE
   • Is Certified
   • DOE #
   • Passed FTCE K-6 Test
   • SOE
   • Elementary Education K-6
   • Secondary Certifications
   • In Process Notes
   • ESOL Waiver
   • Gifted Waiver
   • Expiration
   • Teaching Assignment
   • Fingerprint Completion Date
3. Mentor Teachers will schedule biweekly meetings with each candidate to review progress through each step and to ensure that he or she is on track to complete on time. 
4. Mentor Teacher will evaluate the candidate during the first two weeks of school, on a rating scale of 1 to 4 using the Get Better Faster Scope & Sequence (GBFSS) (Appendix B):
   • 1 = Unsatisfactory
   • 2 = Needs Improvement/Development
   • 3 = Effective
   • 4 = Highly Effective

Enrolled Candidates

1. Mentor Teacher and Program Leader will work together to develop an individualized professional development plan after the initial evaluation.
2. Mentor Teacher will ensure that any technique scored at a 1 or 2 will become part of the candidate’s individualized PD plan and will be worked on in phases.
3. Mentor Teacher will support the development of teachers through the phases of the GBFSS with the goal that teachers are proficient in all GBFSS action steps by the end of their first school year in the program.
4. PDCP Course Instructor will collect assignments on a weekly basis and perform assessments periodically depending on the course.

Program Completers

1. Program Leader will collect data on program completers on an annual basis.
2. Program Leader will assign the iReady manager to collect iReady benchmark data at the beginning, middle, and end of each school year to evaluate student learning impact. 
3. School Leader will perform at least one evaluation annually using the GBFSS and the OTTER Evaluation tool to confirm mastery of the UCC.
4. Optima PDCP Coordinator will complete an analysis of iReady and other sourced data.

Admitted Candidates

1. School Leader will pair Admitted candidates with a Mentor Teacher (MT) who will lead the development of the candidate’s teaching practices, primarily through a weekly observation cycle. 
2. Mentor Teacher schedules, conducts, and documents weekly classroom observations in the Observation Tracker (Appendix A).
3. Mentor Teacher schedules, conducts and documents weekly feedback meetings. 
   • The meeting includes both positive and constructive feedback as well as planning and practicing implementation.
   • The focus of the constructive feedback will be called the weekly action step, which are bite-sized, measurable through observation and highest leverage.

Enrolled Candidates

1. School Leader will pair Admitted candidates with a Mentor Teacher (MT) who will lead the development of the candidate’s teaching practices, primarily through a weekly observation cycle. 
2. Mentor Teacher schedules and conducts and documents weekly classroom observations in the Observation Tracker (Appendix A).
3. Mentor Teacher schedules, conducts and documents weekly feedback meetings. 
   • The meeting includes both positive and constructive feedback as well as planning and practicing implementation.
   • The focus of the constructive feedback will be called the weekly action step, which are bite-sized, measurable through observation and highest leverage.
4. Mentor Teachers, upon Enrolled Candidate completion of Study.comcourse and practice exam:
   • Record Study.com course progress and pre-test results

Program Completers

1. Program Leader will collect data on program completers on an monthly basis which tracks information for each candidate, cohort, and for the program as a whole. 
2. Program Leader will assign the iReady manager to collect iReady benchmark data at the beginning, middle, and end of each school year to evaluate student learning impact. 
3. School Leader will perform at least one evaluation annually using the GBFSS and the OTTER Evaluation tool to confirm mastery of the UCC.
4. Optima PDCP Director will obtain School Grade from FLDOE
5. Optima PDCP Director will complete an analysis of FLDOE data, iReady, evaluation scores and other sourced data.

Admitted Candidates

1. Mentor Teacher will report the following content of the Observation Tracker (Appendix A) to the Program Leader weekly.
   • date of observation
   • type of interaction;
   • time/class observed
   • action step
   • evidence of change from previous observation
   • summary of observation notes.

Enrolled Candidates

1. Mentor Teacher will report the following content of the Observation Tracker (Appendix A) to the Program Leader weekly.
   • date of observation
   • type of interaction;
   • time/class observed
   • action step
   • evidence of change from previous observation
   • summary of observation notes.
2. Mentor Teacher will report to the Program Leader no less than monthly regarding the progress of their mentees in the program using the Observation Tracker. This reporting shall include a summary of the weekly observations, action steps, improvements made and areas for improvement remaining.
3. Mentor Teacher will report the candidate’s progress on the FTCE pre-test, professional exam and/or study.com coursework, using the Study.com progress report.

Program Completers

1. Optima Data Analyst will perform the first analysis of the following data for the Program Leader annually:
   • iReady scores
   • Evaluation Rubrics
2. Program Leader will aggregate the following data data for Program Completers and provide a narrative to the School Leader, Program Director, and Mentor Teachers annually.
   • iReady scores
   • Evaluation Rubrics
3. School Leader, Program Director, and Mentor Teachers will use this data to explain the program completers progress on key benchmarks of student learning impact and mastery of the UCC annually.

Any technique scored at a 1 or 2 will become part of the candidate’s individualized PD plan and will be worked on in phases. Mentors will support the development of teachers through the phases of the GBFSS with the goal that teachers are proficient in all GBFSS action steps by the end of their first school year in the program.

1. Program Leader review and approve the individualized professional development plan.
2. Mentor Teacher evaluate candidates during summer professional development using the following rating scale of 1 to 4 using the Get Better Faster Scope & Sequence (GBFSS) (Appendix B):
   • 1 = Unsatisfactory
   • 2 = Needs Improvement/Development
   • 3 = Effective
   • 4 = Highly Effective
3. Mentor Teacher evaluate candidates during the first two weeks of school using the following rating scale of 1 to 4 using the Get Better Faster Scope & Sequence (GBFSS) (Appendix B):
   • 1 = Unsatisfactory
   • 2 = Needs Improvement/Development
   • 3 = Effective
   • 4 = Highly Effective
4. Mentor Teacher develops an individualized professional development plan based on the candidate’s initial evaluation.
   • Any technique scored at a 1 or 2 will become part of the candidate’s individualized PD plan and will be worked on in phases.
5. Program Leader will review and approve the individualized professional development plan. 
6. Mentor Teacher provides support for the development of teachers through the phases of the GBFSS with the goal that teachers are proficient in all GBFSS action steps by the end of their first school year in the program.

The Optima PDCP adheres to FLDOE Rule 6A-5.065 The Educator Accomplished Practices, which establishes six teaching principles as the competencies necessary for educators to achieve optimal student achievement. These principles, known as the Florida Educator Accomplished Practices (FEAPs) are:

1. Instructional Design and Lesson Planning
2. The Learning Environment
3. Instructional Delivery and Facilitation
4. Assessment
5. Continuous Professional Improvement
6. Professional Responsibility and Ethical Conduct

The FEAPs are core standards for effective educators and the foundation of Florida’s teacher preparation programs, certification requirements, and evaluation systems. The Optima PDCP is formulated around these standards to promote a common language and statewide understanding of expectations for quality instruction and professional responsibility.

Completion of the Reading Competencies 1 through 4 are offered through the state-approved reading endorsement program, Literacy Solutions. See Reading Matrix in attached Appendix J.

1. Competency 1: Foundations of Reading Instruction
2. Competency 2: Application of Research-Based Instructional Practices
3. Competency 3: Foundations of Assessment
4. Competency 4: Foundations & Application Of Differentiated Instruction

Completion of the Reading Competency 1 and 2 are offered through the state-approved district reading endorsement program. These courses may also be completed through an approved vendor or university.

1. Competency 1: Foundations of Reading Instruction
2. Competency 2: Application of Research-Based Instructional Practices

The Optima PDCP’s alignment with FEAPs is displayed in Table 1 and alignment with the Uniform Core Curricula in Table 2.

1. Mentor Teachers provide directions on how the candidate completes the Optima PDCP Courses:
   • Course 1: Curriculum Instruction (Customized)
   • Course 2: Student Safety
   • Course 3: Instruction for Exceptional Students
   • Course 4: Effective Lesson Planning
   • Course 5: Data Driven Instruction
   • Course 6: Technology in the Classical Classroom
   • Course 7: Understanding Florida Standards Assessments
   • Course 8: Instructional Strategies for ESOL Students
   • Course 9: Curriculum Instruction (Customized)
   • Course 10: Philosophy of Education
   • Course 11: Classroom Management
   • Course 12: Engaging Rigor in the Classroom
2. Candidates complete the 12 Optima PDCP courses.

1. Mentor Teacher provides each candidate a login to Study.com  and instructions on what courses to complete per the Curriculum in table 3 of the Optima PDCP.
   • 7. Knowledge of research-based practices appropriate for teaching English Language Learners (ELLs)
     • 7a. Relate the nature and role of culture, cultural groups, and individual cultural identities into learning experiences for all students.
     • 7b. Analyze student developmental characteristics in relation to first and second language literacy acquisition stages to design instruction for students.
     • 7c. Interpret the Consent Decree to integrate teaching approaches, methods, strategies, and communication with stakeholders in order to improve learning for ELLs.
     • 7d. Evaluate and differentiate standards-based curriculum, materials, resources, and technology for ELLs based on multicultural, multi-level learning environments.
     • 7e. Analyze assessment issues as they affect ELLs and determine appropriate accommodations according to ELLs' varying English proficiency levels and academic levels.
   • 8. Knowledge of effective literacy strategies that can be applied across the curriculum to impact student learning
     • 8a. Apply effective instructional practices to develop text reading skills in the appropriate content area.
     • 8b. Select instructional practices for developing and using content area vocabulary.
     • 8c. Determine instructional practices to facilitate students' reading comprehension through content areas.
     • 8d. Apply appropriate literacy strategies for developing higher-order critical thinking skills.
     • 8e. Select appropriate resources for the subject matter and students' literacy levels.
     • 8f. Differentiate instructional practices based on literacy data for all students.
2. Mentor Teachers provide directions on how the candidate completes the Optima PDCP Courses:
   • Course 1: Curriculum Instruction (Customized)
   • Course 2: Student Safety
   • Course 3: Instruction for Exceptional Students
   • Course 4: Effective Lesson Planning
   • Course 5: Data Driven Instruction
   • Course 6: Technology in the Classical Classroom
   • Course 7: Understanding Florida Standards Assessments
   • Course 8: Instructional Strategies for ESOL Students
   • Course 9: Curriculum Instruction (Customized)
   • Course 10: Philosophy of Education
   • Course 11: Classroom Management
   • Course 12: Engaging Rigor in the Classroom
3. Candidates complete the 12 Optima PDCP courses.
4. Candidate will take an FTCE pre-test on Study.com.
   • If the candidate achieves a passing score on the pre-test, they may sign up to take the state test or elect to undertake a test preparation program.
   • If the candidate’s score is below passing, then they must undertake a test preparation program through Study.com.
5. Mentor Teachers will, using the results of the pre-test, work with the candidate to craft an individualized study plan, pulling from the hundreds of lessons and modules available on Study.com (see Appendix K). 
6. Mentor Teachers will monitor the candidate’s progress on the study plan on the Study.com website, which shows lessons and modules completed by the candidate.
7. Mentor Teachers will assign periodic practice tests (see Appendix L) to monitor the candidate’s improvement.
8. Candidates in the same testing cohort will have the opportunity to participate in weekly study group sessions and receive additional tutoring support from the Mentor Teachers.

Candidates admitted to our program will be paired with Mentor Teachers (MTs), master teachers with demonstrated achievement results, who will lead the ongoing professional development targeted to each teacher’s needs. The primary vehicle for this development is the weekly observation cycle. Each weekly cycle is composed of at least one observation in the classroom and a one-on-one feedback meeting. The meeting content includes both positive and constructive feedback as well as time to plan and practice the implementation. The focus of the constructive feedback for each weekly cycle will be called the action step. Action steps are bite-sized, measurable through observation and highest leverage, meaning the successful implementation will yield improved classroom results. The content of each feedback meeting will be tracked using a spreadsheet called the Observation Tracker (Appendix A). The tracker will include the following data: date of observation; type of interaction; time/class observed; action step; evidence of change from previous observation; and summary of observation notes.
To ensure effective teacher development, Mentor Teachers will consult with the Get Better Faster Scope & Sequence (GBFSS) (Appendix B) and sequence of action steps during observations and the planning of each one-on-one feedback meeting. The GBFSS, adapted slightly for the classical education model, splits the trajectory of teacher development into two tracks (management track and rigor track) and it sequences the school year into separate phases:

• Phase 1: Pre-teaching (August/Summer PD)
• Phase 2: Days 1-30
• Phase 3: Days 31-60
• Phase 4: Days 61-90
• Phase 5: Stretch it/Next steps

 
Additionally, MTs will use the accompanying Get Better Faster Instructional Coach’s Guide (Appendix C).
The management trajectory includes the following:

• develop essential routines and procedures;
• roll out and monitor procedures;
• engage every student; and
• set routines and discourse.

 
The rigor trajectory includes the following:

• write and internalize lesson plans;
• independent practice;
• respond to student learning needs;
• lead student discourse 101; and
• lead student discourse 201.

 
Candidates will engage and reflect on their own development through the one-on-one feedback meetings, observation of other teachers (as arranged by the MT) and tracking feedback they’ve received from their MT. During each feedback meeting with his/her MT, each candidate will be required to complete a Weekly Meeting Notes Page (Appendix D), which includes the following data: date; meeting type (feedback / data); strengths; action steps; timeline; notes for planning and practice; follow-up steps.

In preparation for each feedback meeting, the MT and candidate will coordinate the recording of video footage for each observed lesson. Prior to the feedback, candidates will review the footage of his/her lesson and will subsequently submit a Self-Reflection Video Observation Form (Appendix H) which will be reviewed during feedback meetings.

Mentoring Process
The mentoring program includes a trained Mentor Teacher that engages in weekly sessions with the mentee during common planning time following a deliberate and sequenced approach to creating an effective teacher, as measured by student learning gains. Mentors and mentees are matched at the discretion of the School Leader based on a variety of factors (matching a mentor’s strengths to a mentee’s weaknesses, aligning grade level experience, professional rapport, etc.) Candidates enter the program in July of the year in which they receive a temporary certificate, and they are immediately assigned a MT who will remain paired with the candidate until professional certification is achieved. The Program Leader (which may or may not be the School Leader) is directly responsible for oversight of the mentor/mentee program and relationships. The School Leader has the final say on assignment of mentee to mentor teachers.

The key purpose of the coaching process is not to evaluate the teachers, but to develop them. This is accomplished through routine and frequent observations each week that focus on changing one or two specific teacher behaviors through repeated planning, practice and follow up of desired skills. Mentees will also have opportunities to observe other teachers, co-teaching experiences and common planning time with their MT and other experienced teachers. The MT will work with the Program Leader to schedule and implement these opportunities in accordance with the individualized professional development plan or as recommended by the MT throughout the course of the program.
 
Key Forms

1. Appendix A – Observation Tracker
   • Provides monitoring tool for the MTs and teachers.
2. Appendix B – Optima / Get Better Faster Scope and Sequence
   • Provides framework on the coaching content.
3. Appendix C – Optima / Get Better Faster Coach’s Guide
   • Resource guide for Mentor Teacher that also would have been trained in the coaching process.
4. Appendix D – Teacher’s Weekly Meeting Notes
   • Allows for the planning and implementation of the coaching feedback.
5. Appendix H – Self-Reflection Video Observation Form
   • Candidate evaluates the lesson and reviews self-reflection with his or her MT.

 
Weekly Coaching Cycle
There are three principles of coaching employed by MTs based on the Get Better Faster framework:

1. Granular, sequenced feedback – each week, the mentor focuses on one or two defined skills that need to be developed based on the coach’s observation. These skills are defined in the scope and sequence (Appendix B). Teacher growth comes from working on one or two skills at a time and mastering those skills before moving further on in the sequence.
2. Plan, Practice, Follow up, Repeat – This cycle is critical to actual teacher behavior change. The teacher will plan the changed behavior, practice outside of the classroom with the mentor, the mentor will follow-up and observe this changed behavior in the actual classroom, and this cycle will be repeated until mastery is achieved. The key is both practice in and out of the classroom until mastery is achieved. The teacher reflects and applies their learning on their weekly meeting notes (Appendix D).
3. Frequent Feedback – The feedback cycle is weekly, and conducted in real time. These are targeted, effective observation and feedback sessions that stress the immediacy of feedback as this is critical to achieve changed teacher behavior. The mentor tracks the observation and feedback sessions on the Observation Tracker (Appendix A). It is during these sessions that the mentor will also work with the teacher on adjusting lesson plans to enable effective implementation of the teaching practices.
4. Model the Exemplar – The goal is to have the teacher observe a model of the teaching technique the mentor is working on with the teacher. This modeling is critical to get to mastery. The modeling can be done through the mentor modeling in a live class, having the teacher observe another master teacher, or through video exemplars either through Optima’s library or other master teachers’ videos.

 
Professional Development tied to Coaching
Each teacher’s professional development plan is aligned to formal coursework in the classroom management and rigor trajectories as well as the weekly coaching and development meetings. The development plan is aligned to the FEAPs and the Uniform Core Curricula (UCC).

Mentor Teacher Selection

1. Program Leader will nominate Mentor Teachers.
2. School Leader will approve Mentor Teachers nominated by the program Leader.
3. Mentor Teachers will meet each of the criteria as specified in the standard, including:
   • Hold a valid professional certificate issued by the department;
   • Earned at least three (3) years of teaching experience in prekindergarten through Grade 12;
   • Completed specialized training in clinical supervision (see below);
   • Earned an effective or highly effective rating on the prior year’s performance evaluation under s.1012.34, F.S.;
   • Agree to participate in ongoing mentor training as cited in s.1012.98(3)(e), F.S. and specified below:
   • Teacher development
   • Peer coaching
   • Time management

 
Specialized training in clinical supervision

1. Program Leader will manage Mentor Teacher training, which will consist of
   • virtual
   • group
   • individual instruction
   • required readings
2. Program Leader will schedule monthly meetings with Mentor Teachers in Training (MTT) as a group.
3. Program Leader will use a virtual classroom to track MTT progress through the materials and required assignments.
4. Program Leader will use monthly meetings for review of materials read or viewed in between meetings and for group instruction.

 Group Instruction

1. Program Leader will provide access to an in-house Optima course on mentoring and feedback which includes customized coaching material from the Get Better Faster instructional mentorship approach.
2. Course content on the coaching cycle includes:
   • Seminars on Observation and Feedback and Data-driven instruction.
   • MTTs will read Teach Like a Champion by Doug Lemov and Get Better Faster by Paul Bambrick-Santoyo.
   • Get Better Faster also includes instructional videos, which mentors will be required to view as part of their training.

Virtual Instruction

1.  Program Leader will require MTTs to view the New Teacher Development Training Videos provided by the Hillsdale College Barney Charter School Initiative (BCSI), which include instruction on the foundations of classical education, classroom management, and subject matter-specific teaching.
2. Program Leader will lead discussion and assessment on BCSI video content during monthly group meetings.

Individual Instruction

1. Program Leader will assign and/or carry out individualized instruction for each MTT as required.
2. Program Leader will determine the scope of individualized instruction based on the MTTs assessments, group participation, and MTT feedback.

Required Readings

1.  Program Leader will require MTTs to read the following texts, to be discussed in the virtual classroom as well as in group instruction.
   • Cultural Literacy by E.D. Hirsch, Jr.
   • Reading Reconsidered by Doug Lemov, Colleen Driggs, and Erica Woolway
   • The Abolition of Man by C.S. Lewis
   • Teach Like a Champion by Doug Lemov
   • Get Better Faster by Paul Bambrick-Santoyo
2. Program Leaders will provide a list of recommended readings and other reading (articles, etc.) will be assigned throughout the course. 
3. MTTs will select three books from the list of recommended reading, and other reading (articles, etc.) assigned throughout the course.

Optima schools use the Florida Consortium of Public Charter Schools (FCPCS) state-approved instructional personnel evaluation system, which is aligned to Florida Statute 1012.34. A copy of the Classroom Teacher Evaluation is attached as Appendix G.

1. School Leader will perform two evaluations of each first year instructional staff.
2. School Leader will perform at east one evaluation of second and beyond instructional staff. 

Optima schools use iReady diagnostic assessments three times per year to assist in measuring student learning and growth. In September, a baseline assessment is given to students in both reading and math to determine a student’s entry level of learning into his or her corresponding grade; in December (mid-year), another assessment is given in reading and math to measure student learning and growth after a semester’s worth of learning; finally, in May, another assessment is given in reading and math to measure a year’s worth of student learning and growth. iReady assessments are compared across grades and across schools and then reviewed with teachers to analyze their impact on the growth of students.

1.  School Leader assigns responsibility for planning and managing the use of I-Ready for testing students three times a year.
2. Program Leader schedules data meetings with teachers and MTs to review the quality of student work. This cycle of assessment and review with teachers help ensure maximum impact of teachers in the learning process.
3. School Leader assigns responsibility to manage the following formative assessments which are used in the classroom:
   • Whiteboard Responses
   • Lesson Summary. Examples: Use 5 words to describe the highlights of lesson; Write 2-3 sentences.
   • Exit Tickets
   • Thumbs Up or Thumbs Down
   • Body Language
   • Fingers (1, 2, 3, 4, 5): 1 = I need help, 2 = I think I understand, 3 + I understand but need help, 4 + I understand, and 5 + I understand and can help a friend
   • Green/Red Cards: Green = Yes and Red = No or give multiple choice and green represents one answer and red the other
   • Google Forms
   • Cold Calling
   • Turn & Talk
   • Quiz
   • Raise Hands. Ask questions and students raise their hand to answer questions or offer multiple choice and they raise their hand when you give the answer they believe is correct.
   • Questions

Enrolled Candidates
Optima schools employ a coaching model based on the Get Better Faster Scope & Sequence (GBFSS) (see Appendix B). This model uses constant observation and feedback of enrolled candidates’ performance and uses a system for documentation (Observation Tracker, see Appendix A) that allows feedback to be tracked and built upon.

1. School Leader assigns a Mentor Teacher to each candidate.
2. Mentor Teacher will observe their mentee at least once a week, looking for the highest leverage action items (from GBFSS) to give his or her mentee. The highest leverage action item can be defined as the one or two action items that will have the greatest impact on student learning.
3. Mentor Teacher will, in a weekly structured feedback meeting, use the following model for Giving Effective Feedback (see Appendix E): See it, Name it, Do it.
   • The See it portion will include: See the Success, See the Model, and See the Gap.
   • The Name it portion will include: Name the Action Step. This is where the mentee is given a clear “what to do” action step with clear and precise “how to” guidelines. The action step is recorded by the mentee in his or her Weekly Meeting Notes Template (see Appendix D) and Observation Tracker (see Appendix A).
   • The Do it portion of the feedback meeting includes: Plan Before Practice, Practice, and Follow-Up. The follow-up portion is critical to the process of helping teachers grow and develop.
4. Mentor Teacher will follow-up with the teacher within a week’s time, ideally sooner, to make sure the step is being implemented.
5. Mentor Teacher will give real-time feedback, if necessary, as a corrective to make sure the action step is being practiced correctly. 
6. Mentor Teacher will include feedback at the next feedback meeting on how the teacher implemented the action step.
   • Mentor Teacher will give the mentee another highest leverage action item to work on, if the action step is perfected.
   • If the action step has not been mastered, the mentee will continue to work on the same step.
7. iReady Manager will use the iReady benchmark assessments to measure impact on student learning, as well as pre- and post-tests, exit tickets, lesson summaries, and other observations of the quality of student work by the MT or the Program Leader. 
8. Mentor Teachers will use iReady results of these measurements and observations to review in the weekly feedback meeting.
9. School Leader will perform formal observations (50 minutes) of the enrolled candidates no less than twice annually, in the beginning and end of the school year, using the OTTER Evaluation Tool.
10. School Leader will meet with the enrolled candidate teacher soon after the observation to discuss results and provide feedback. 
11. School Leader will provide the formal evaluation results to the candidate’s Mentor Teacher for incorporation into the individualized professional development plan, if needed.

Optima will collect and utilize multiple sources of data to measure and monitor the impact of student learning, mastery of the UCC and the overall quality and effectiveness of the Optima PDCP.
Enrolled Candidates

1. Program Leader will collect the following data in an electronic database in order to measure the program’s impact on student learning:
   • iReady, thrice annually – obtained on-site
   • FTCE subtest results at the competency level – obtained from EdReports
   • FSA scores – obtained from DOE
   • EOC assessments – obtained from DOE
   • National assessment results – obtained from testing companies
   • pre- and post- assessments – obtained on-site
   • unit and interim assessments – obtained on-site
   • daily exit tickets – obtained on-site
   • Culminating performance evaluations (showing mastery of UCC)
2. Program Leader will track and share these metrics with the Program Director for aggregation and comparison across teachers, grades, and schools. 
3. Program Leader will assess overall teacher performance for program candidates  using the FCPCS evaluation tool (Appendix G), which utilizes the FEAPs.
   • School Leader will complete two formal evaluations per year for each candidate.
   • The evaluations will be averaged and will account for two-thirds of the candidate’s overall performance.
   • One-third of the candidate’s performance will be judged based on student growth. 
   • Student growth is measured using state-wide value-added model (VAM) scores. 
   • Teacher performance will be rated accordingly: highly effective, effective, needs improvement, unsatisfactory.

Program Completers

1.  Program Leader will collect and aggregate the following data into an electronic database on an annual basis:
   • FSA scores – obtained from DOE
   • EOC assessments – obtained from DOE
   • National assessment results – obtained from testing companies
   • Optima-selected exam results for non-VAM/non-EOC instructors
   • Retention rate – obtained through district, state, or proprietary sources
   • Student performance on statewide assessments – obtained from DOE
   • Teacher evaluation results – obtained through district, state, or proprietary sources
   • Aggregated data from the Annual Program Performance Report – obtained from DOE
2. Program Leader will assign the responsibility to conduct a survey to question candidates and mentor teachers on the value and effectiveness of the training received.
3. Program Leader will collect and share this data with the Program Director for aggregation and analysis.
4. Program Director will schedule an annual meeting with Program Leaders, School Leaders and other key personnel to discuss survey feedback, teacher ratings, FTCE subtest results, and other aggregated data in order to evaluate the effectiveness of the Optima PDCP and determine action steps for improvement.

There will be a number of internal checkpoints throughout the program to ensure candidates have met high standards before advancing through the program. The program – which is aligned to Get Better Faster Scope & Sequence (GBFSS) (Appendix B) – uses the following phases as checkpoints before advancement:

• Phase 1: Pre-teaching (August/Summer PD)
• Phase 2: Days 1-30
• Phase 3: Days 31-60
• Phase 4: Days 61-90
• Phase 5: Stretch it/Next steps

Within these phases, running parallel, are tracks for classroom management and rigor.

1. Mentor Teacher observes candidates and confirm that they master all techniques within one phase before moving on to the next.
2. Mentor Teacher monitors and records candidate progress on the Observation Tracker (Appendix A), which is aligned with GBFSS.
3. Mentor Teacher monitoring occurs on a weekly basis and takes place during the mentor’s feedback meetings with the candidate.
4. Mentor Teacher will monitor candidates’ performance on the UCC via classroom observations and PDCP coursework assignments and assessments.
5. Mentor Teacher documents these results in the candidate’s observation binder and reviews them with the candidate in the weekly meeting between the mentor and mentee.
6. HR will monitor candidates’ FTCE progression using a Certification Tracker (Appendix F).
7. HR records the completion of the following iand documents indicating passing grades will be kept in teacher Certification Tracker (Appendix F).
   • Each requirement
   • general knowledge test
   • professional education test
   • and subject area test(s)
8. HR will use a certification specialist who will keep track of all FTCE requirements and will not only keep track of records, but will also serve to remind candidates of deadlines and next steps.
9. Program Leaders will assign someone the task of measuring candidates’ impact on student learning and growth  as outlined under Criterion 4.1.1 above.
10. Program Leaders will assist Mentor Techers in analyzing candidate data, which is compared across classrooms and across schools.
11. Mentor Teachers review the results of the analysis with the candidates and document findings and resulting action steps.

1.  Mentor Teacher recommends a candidate for remediation (to the Program Leader), or the Program Leader or School Leader can assign remediation, if any of the following occur:
   • Teacher is rated as needs improvement or unsatisfactory on three or more of the GBF techniques and does not show improvement after coaching, co-teaching, observation, and practice.
   • Candidate does not complete assigned materials on Study.com, or does not show improvement on Study.com practice exams.
   • Candidate does not achieve a passing grade on three or more required coursework assignments or assessments.
   • Student learning impact data indicates poor student achievement gains.
   • Candidate is unable to pass the FTCEs.
2. Program Leader will work with the Mentor Teacher to develop an individualized remediation action plan with clear steps that need to be taken and timeline for improvement. These steps may include:
   • Additional Study.com coursework
   • Tutoring or group study sessions
   • Re-taking of courses, assignments, or assessments
   • Additional assignments or assessments
   • More frequent observations
   • Co-teaching
   • Observing other teachers
   • Recording of lessons with detailed review/coaching session
3. Program Leader will schedule a formal meeting to communicate the individualized remediation action plan will take place in a formal meeting with the Mentor Teacher.
4. Mentor Teacher will provide frequent observation and feedback (more than once a week), and, depending on the severity of remediation needed, the MT may stay with the teacher in his or classroom each day, and in some cases take over the class to serve as a model.
5. Mentor Teacher will report the candidate’s progress on the remediation action plan to the Program Leader weekly.
6. Program Leader and Mentor Teachers will determine, if candidates who do not improve after the remediation action plan is implemented, will be asked to repeat the program the following school year.

Mentorship Component
The mentorship component of the program will be monitored for effectiveness by the Program Leaders, who report to the Program Director. 

1. Program Leader will analyze data on mentee performance and progress, mentee surveys, mentor surveys, and School Leader observations. 
2. Program Leaders will report this data to the Program Director annually along with suggestions for improvement to the mentorship component

Induction Component

1.  School Leader will monitor the quality of the induction component, with the assistance of the staff of the Hillsdale College Barney Charter School Initiative (BCSI) and/or OptimaEd.
2. Program Leader will task the Optima Data Analyst to compile candidate grades, assessment results, and survey feedback from candidates and course teachers to present to the School Leader annually.
3. Optima Data Analyst will compile candidate grades, assessment results, and survey feedback from candidates and course teachers.
4. School Leader will consult with BCSI and/or OptimaEd on these results to receive additional feedback from the BCSI and/or OptimaEd team. 
5. School Leader will report his or her conclusions to the Program Director, who will decide on action steps for improvement of the induction component in the future.

Observations and Feedback

1.  Mentor Teachers will video record feedback given to their mentees and these videos will serve as a critical component for review and analysis in the overall refinement and honing of their skills – especially the importance of selecting the highest leverage action steps given to their mentees.
2. Program Leader will review the video with the Mentor Teacher and provide feedback on their performance, and may consult with the mentee on the effectiveness of the feedback directly. 
3. Program Leader will conduct surveys of the mentors and mentees on the effectiveness of the observation and feedback system within the program and how well the clinical education supported the observation and feedback components.

1. Program Director will analyze the following aggregate data on an annual basis to identify areas of needed improvements and drive decisions for program enhancements:
   • iReady, thrice annually – obtained on-site
   • FAST scores – obtained from DOE
   • EOC assessments – obtained from DOE
   • National assessment results – obtained from testing companies
   • pre- and post- assessments – obtained on-site
   • unit and interim assessments – obtained on-site
   • daily exit tickets – obtained on-site
   • FTCE subtest results at the competency level – obtained from EdReports
   • Retention rate – obtained through district, state, or proprietary sources
   • Student performance on statewide assessments – obtained from DOE
   • Teacher evaluation results – obtained through district, state, or proprietary sources
2. Program Director will consider each data element listed above individually for its implications on the quality and effectiveness of the program, and the data will also be considered as a whole for trends in certain aspects of the program.
3. Program Director will present his or her findings and recommendations to the stakeholder group, which includes the Program Leaders, School Leaders, one lead Mentor Teacher at each school, and a representative from BCSI and/or OptimaEd.
4. Program Director will receive and finalize feedback from the stakeholders on the proposed action steps.
5.  Program Directors will implement the final action steps the following year.

The stakeholders involved in the continuous improvement process include:

Program Candidate – an individual who has been admitted to and is currently enrolled in, but has not completed a teacher preparation program (in this case, the Optima PDCP) that prepares instructional personnel to meet the qualifications for a Florida Professional Educator’s Certificate (Rule 6A-5.066). Program Candidate feedback will be collected via a survey and the candidates’ performance during the program and post-completion will be analyzed for continuous improvement initiatives as described in Criterion 4.1.1.

Mentor Teacher (MT) – a trained master teacher with demonstrated achievement results who is paired with program candidates to observe, provide guidance and support, establish individualized goals and professional development plans, and track the candidates’ progress throughout the program. Mentor Teachers will be asked to provide feedback on the program via a survey and a group discussion with the school’s Program Leader. Results will be reported to the Program Director and considered in the annual stakeholder meeting.

Program Leader – the individual on the school campus responsible for implementation of the Optima PDCP. The Program Leader oversees the Mentor Teachers and the Mentor Teacher Training Program. The Program Leader may or may not be the School Leader. The Program Leader receives feedback from Mentor Teachers and Program Candidates on the school campus via surveys and group discussion. The Program Leader relays feedback to the Program Director along with recommendations for improving or enhancing the program. They also participate in the annual stakeholder discussion to help determine action steps.

Program Director – the individual at OptimaEd responsible for overseeing the entire Optima PDCP and the Program Leaders at each school. The Program Director will be the liaison with the Florida Department of Education and will make changes to the program as changes in law require. The Program Director will analyze survey results, notes from school-based group discussions, and empirical data to determine areas for needed improvement and program enhancement. The Program Director will lead the annual stakeholder group discussion and is responsible to oversee action steps and continuous improvement implementation.

School Leader – the principal, headmaster, or head of school responsible for the academic success of the school. The School Leader may appoint a Program Leader to administer the Optima PDCP. The School Leader is the premier stakeholder served by the PDCP, aside from the students. School Leader feedback will be welcomed on an ongoing basis by Program Leaders and the Program Director. School Leaders will participate in the annual stakeholder discussion to determine action steps for continuous program improvement.

PDCP Course Instructor – an individual responsible for instructing the PDCP course.