TAP Terminology

Cluster

Cluster is ongoing professional development where teachers study and develop instructional strategies for classroom application. Cluster meetings are weekly and last at least one hour, configuration varies by school. Clusters are strategy-driven and based on specific data to target specific student needs.

Coaching

Coaching is ongoing, hands-on support provided by experienced Master and Mentor Teachers to improve instructional practice and improve student learning. Coaching is confidential, non-evaluative and supportive and differentiated according to teachers' needs.

Conferencing

Conferencing connects the instructionally focused accountability to professional growth for each teacher. Pre-conferences and post-conferences are held connected to each of the two announced classroom instruction observation.

Master Teacher

Master teachers are former classroom teachers that have been highly effective in implementing instructional strategies. They are fully released from classroom duties to coordinate observation schedules, coaching schedules and other professional development opportunities.

Mentor Teacher

Mentor teachers are classroom teachers that have displayed a high level of effectiveness, credibility with teachers and administrators, the ability to multitask and the skills needed to work one-on-one with teachers. Mentor teachers are released from the classroom for at least five hours each week for TAP responsibilities.

SKR

Teachers are held accountable for meeting the TAP Teaching Skills, Knowledge and Responsibilities Performance Standards, research-based standards based on 26 indicators and operationalized against a five-point scale rubric. The SKR scores are used in determining 50% of the performance awards for teachers.

Reflective Journals

Reflective Journals are kept by Philly TAP teachers to stimulate individual awareness of classroom effectiveness to improve analytical skills. Teachers log notes from all post-conference and coaching sessions and write out plans for improving instruction, reflection on implementation of those plans and student-centered strategies from cluster, as well as challenges and successes.

Value-Added Data

An important data source for Philly TAP is student academic growth analysis, a statistical method used to measure teachers' and schools' impact on students' academic growth from year to year. Philly TAP uses Dr. William Sanders' EVAAS® model, the most statistically rigorous model nationwide for value-added analysis, to measure student academic growth at the grade and school levels. This growth metric allows teachers, schools and districts to interpret the impact of their curriculum, instruction, programs and practices on student achievement.