TVAC Opportunities Still Available 

Do not miss the opportunity to see effective instruction in action.  There are no  “strings attached”  just a few clicks to select the teacher you want to observe and complete a reflection afterwards.  Subs are granted for 4 hours, providing you plenty of opportunities to see more than one classroom if you choose. To apply to be apart of the TVAC and to see a video of teachers talking why they love the TVAC, go to Collaboration Grant BLOG on the District website:

Collaboration Grant News | March 2015

Bethel’s Educator Effectiveness Model is showcased at the ODE/PLT Conference in Eugene

On February 10 and 11, Bethel Collaboration Grant members were invited by ODE to present Bethel’s Educator Effectiveness Model, our Goal Setting Process, and District-led Professional Learning and Resources available to our staff. Our team also shared Bethel’s initial work and efforts in designing quality Category II Assessments. Samples of Bethel’s Category II Assessments were also shared in breakout sessions as exemplar models.

Educator Effectiveness Site

In an effort to support Bethel’s staff in their Mid-year Evaluation Process, Collaboration Grant members produced a video of an exemplary mid-year review interview. This short 15-minute video highlights a rich conversation between a teacher and her principal discussing the teacher’s SLGG, instructional strategies, formative assessments, use of student data, impact of goal setting on students’ growth and the teacher’s reflection of her own professional growth. The video may be viewed at:

Career Pathways Opportunities Coming Up Soon  

The Collaboration Grant (the Career Pathways team in partnership with the Compensation team) will soon roll out S.A.L.C), a new Career Pathways Initiative. 

S.A.L.C. will be composed of an innovative group of teacher leaders that promote instructional collaboration directly tied to student improvement and teacher development and growth.  S.A.L.C. members will work alongside district TOSA leadership to support implementation and sharing of evidence-based practices in English Language Arts and Mathematics, setting curricular and instructional goals, and creating a model of information sharing.

More information to come on how to apply for these positions, stay tuned.

TVAC Opportunities Still Available 

Do not miss the opportunity to see effective instruction in action.  There are no  “strings attached”  just a few clicks to select the teacher you want to observe and complete a reflection afterwards.  Subs are granted for 4 hours, providing you plenty of opportunities to see more than one classroom if you choose. To apply to be apart of the TVAC and to see a video of teachers talking why they love the TVAC, go to Collaboration Grant BLOG on the District website:



2014-2015 Collaboration iPad Grant Recipients

We congratulate our 2014-15 award winners that were selected to receive a set of 35 iPads from the Collaboration Grant. For a synopses of each of the Grant Applications, please read below (these are listed in no particular order).

1. (Amanda Forester and Meegan CotterIn these 4/5 grade blended classrooms, teachers will use various instructional apps to help students meet and exceed the rigorous demands of their grade level CCSS in Math and ELA. In addition, teachers will collect and utilize data from students’ progress to evaluate areas of growth and areas that need continued support and instruction. Students will use Apps and various online resources on their iPads to increase their ability to solve real world problems, improve their fluency skills and scores in math and reading, and improve content, textual evidence, and quotes in writing samples.

2. (Joshua Edwards and Andrew King) A team of 6/7 grade teachers identified multiple ways students will utilize their iPads to enrich and enhance their learning experience in Social Studies, Language Arts and ESL. Students will access the digital texts, which will enable them to participate in online discussion, highlight their texts, listen to audio books, watch supplementary videos, and greatly aid them in achieving the 21st century skill of “us(ing) technology as a tool to research, organize, evaluate, and communicate information.” Students will also utilize instructional various Apps on the iPad such as Dragon Dictation (a voice-to-text software suite) and the My Collections App, to access the diverse range of texts that are available online. Struggling readers will have an opportunity to hear audio-recorded reading of texts they would read in print, while more advanced students will enrich their learning by conducting research using apps to create surveys and multimedia. Students will also have the ability to share their knowledge in the form of podcasts, audio slideshows, class blogs and video presentations.

3. (Meredith Deverell and Kevin Smith) Ipads will be used in these 5th grade classrooms to enhance learning using the new ELA and math curricula by providing daily access to the online portions of Journeys and allowing all students to show what they know by modeling their math thinking and explaining their reasoning for the class through a whiteboard app. Students will have multiple opportunities to work at their individual levels in core subjects and content area learning. In addition, students in these classes will also have more opportunity for collaboration with others within and outside of the classroom and use technology to produce and publish writing in a variety of platforms.

4. (Jen Hebard and Lara Castillo) All academic areas in these 4/5 classes will be directly impacted by having 1:1 ipads. Science and Social Studies instruction will be enriched when students have the internet at their fingertips. Students will explore and research topics that are meaningful and engaging. Using ipads, teachers will give students regular practice with complex text and media and academic language. Critical procedural math skills and fact fluency will be regularly practiced at each student’s level. These teachers will be closely aligning their instruction to CCSS and will use ipads in a variety of ways to engage their learners and improve outcomes for all.

5. (Rachel Hsieh and Brittany Dorris) This grant team plans to use technology through cross grade level collaborative projects in increasing reading comprehension and boosting engagement in reading longer texts. This project will have students working collaboratively with apps such as GoogleDocs, Notability, iBooks and digital “book clubs” through previously established literature circle routines. As they finish their book, students will work together to create projects such as a digital video trailer or graphic comic-style advertisement to promote the book, to be shared globally via the various internet outlets created for sharing educational content.

6. (Gaby Calkins and Siena Lang) This science and language arts pair of teachers identified multiple ways in which their iPads will be put to use. Here are just a few highlights:

  • increasing student engagement, content enrichment, and every day instruction allowing students to access information and text, learn to discern accurate information, and apply the information using various idea-gathering apps. Students will access the word-processing features, as well as to produce written work and/or Keynote presentations to share information.
  • Using iPad and blogging sites such as “TweenTribune.” At this site students read high interest articles, then in one quick application, students increase “discourse” and literacy skills while discussing rich content with classmates but even more importantly they could collaborate with students in other schools.
  • To meet the Next Generation Science Standards, students will use their iPads to make mind maps, to research and present knowledge, integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Using the free app CADD (computer aided drafting and design) the iPads will be used to design engineering projects. The app called “123 D Design” allows students to make 3-D drawings of their engineering projects.

7.  (Erin Moss, Tara Tardiff and Christy Perrigo) These three teachers identified multiple ways in which their iPads will be put to use. Highlights from this grant team include:

  • Using Safari/Google as an outlet to show show students (with a dongle, X-Mirage, etc) content related to an area of study, whether that be in ELA, Writing, Social Studies, Science or Math. The Side by Side app allows students to be researching or viewing content on the web while simultaneously having the ability to have dual screens where they can create their Doc, Slide, or take notes on the other side of their screen. Students will be using this feature when doing research projects for reading, writing, and social studies. Students can also use the iPads to follow along with the instructor as the content is being taught.
  • Scientific Method Unit, Microworlds Unit, and Veggie U Unit: Using several ideas from the iBook series, One Best Thing, students will use iPads to take photos of their observations, make captions for their photos, create storyboards (using Educreations or Story Creator) to demonstrate a specific scientific concept related to a unit of study (Showing the Scientific Method through images, captions, voice recording, etc).

8. (David Novak and Nan Petersen) This pair of high school science teachers identified multiple ways in which their iPads will be put to use. Here are just a few highlights:

  • iPads will enable students to provide regular and deeper information about their learning progress and understanding and ability to apply the content overtime in the unit by using iPad technology such as “clickers” to answer content questions and survey questions, which will be designed from all the levels of Bloom’s Taxonomy. Students will then be able to apply the content for each unit in a project they create and share with others using technology which will support the development of higher Bloom’s cognitive abilities. This will be done using SAMR designed activities, such as conducting digital experiments and sharing their results with others, creating Mind Maps to view the information visually, annotating images of biological processes using Skitch, using a Wiki to allow peer feedback and collaboration, depending on how the content lends itself to the use of these applications.
  • Using computer assignments the teacher has written to enhance content and allow students to learn course material at their own pace–modules include concepts related to waves, graphing, solutions and solubility, matter and its properties and density. When viewed through the lens of the SAMR model, the activities in these modules serve a variety of purposes. Some of the pages are informational and substitute for textbook-like learning. Because many of the informational pages are interactive—i.e., student could take a quiz and get immediate feedback or submit answers via Google forms—they also provide augmentation. Moving onto transformative instruction, many of the pages the students visit (in particular the PhET website through the University of Colorado at Boulder), are interactive models and simulations that allow students to “experiment” with materials.

Collaboration Grant News | February 2015

Brought to You by The Collaboration Grant

To all teachers who submitted an application for iPads through the Collaboration Grant: The selection process is almost complete and the results will be announced this Thursday morning (February 12) via a personal email message.

Thank you for your commitment to improve and enhance student engagement through the use of technology in your classroom.

Carlos Sequeira

Collaboration Grant News | January 2015

Collaboration Grant News | January 2015 

Brought to you by the Collaboration Grant: iPads for your classroom; online evaluation support; exemplar SLGGs Web Page; professional learning opportunities to improve your professional practice.

Collaboration Grant iPad Application: Enhance your instruction and improve student engagement through the use of technology in your classroom. The Collaboration Grant will provide a mobile cart of 35 iPads for use by students for classroom instruction.

Follow this link to apply online: Collaboration Grant iPad Application

 Meaningful Evaluation Blueprint: Your mid-year review is fast approaching in the teacher evaluation cycle. Find out what you need to do and what to bring to your mid-year conference via the NEW Evaluation Support and Exemplar Goals page.

Click here to visit site: Evaluation Support

Professional Development Blueprint: The following professional development is planned for teachers throughout Bethel.  These offerings are in direct response to the survey sent out to staff in early November.

  • Learning SimpleK12
  • The Magic of Active Engagement
  • iPads in the Classroom
  • SBAC Math
  • Journeys K-5 Leveled Readers Audio

Click here Register Now to sign up.

Stay tune for more BLIS and graduate level courses that will be offered in the spring of 2015. These are some of the topics:

  • Engagement Strategies (based on Teach Like A Champion and High Impact Instruction)
  • Engagement and Discourse Strategies for the K-12 Math Classrooms
  • Behavior Management
  • Depths of Knowledge
  • Constructed Responses Across Content Areas
  • Cultural Proficiency







Collaboration Grant News | November 2014

Collaboration Grant News | November 2014

If you have considered visiting the classroom of another Bethel teacher, now is the time! Dozens of Bethel teachers once again are opening their doors to welcome peers into their classrooms. The goal is to increase student achievement by building a culture of collaboration and a sharing of practice.

Follow this link to register:

The TVAC team has reserved 44 half-day opportunities for Bethel teachers to visit the classrooms of their peers who are willing to share their skills. This is a first-come, first-served basis.Quotes for TVAC_Black

Still To Come From the Collaboration grant Team…

  • TVAC – The Flip Model
  • More BLIS Courses: Bethel Learning Institute Seminars (PDU credits)
  • Revised PLCs: Professional Learning Teams
  • SALC: Student Achievement Leadership Cadre
  • Ongoing Professional Development



Collaboration Grant News | October 2014

The Collaboration Grant Executive Committee met on September 11. Thank you to the nearly 30 members who participated in powerful conversations about our vision and mission for this year. Our next meeting is October 9th.

The TVAC is  Back!

Teacher Visitation and Collaboration – allows a structure for teachers to collaborate within and outside of schools by visiting each others’ classrooms with a goal to raise student achievement.  Information on how to sign up to participate in this program will be shared by school administrators and members of the Professional Learning team during staff meetings starting in mid October.

Added element this year (January 2015): Flip the TVAC Model – inviting a colleague into classrooms to observe, collaborate and get feedback.

SALC: Student Achievement Leadership Cadre

The Career Pathway team joins the Alternative Compensation team in an effort to develop a new way for teachers to interface directly with instructional leadership. You or a close colleague may be representing your school in a new Instructional Cadre, a paid position that will work closely with teachers, TOSAs, and each other to maximize our instructional knowledge relating to our new Common Core Math and HMH ELA curriculum. We hope you will all utilize this important resource and be excited about new means of collaborating with each other!

Focusing on High Impact Instruction – Professional Learning

The Professional Learning Team will work with the other initiatives to facilitate professional development tied to student achievement. As a first step, this team (working with other initiatives) will revise and administer the collaboration grant survey.

PLC’s (Professional Learning Communities)

The leaders of the Professional Learning team learned a lot this past year and over the summer about the importance of Professional Learning Communities. The group is working to devise a workable plan for Bethel teachers that will put learning that is applicable to student achievement first. Stay tuned!

Support for teachers with the Student Growth Learning Goal Process

Members of the Evaluation Team worked closely within the state guidelines and alongside District leadership to finalize our Performance Growth and Evaluation Manual (PGEM) for the coming school year. Additionally, new goal forms and a smooth process of tracking your yearly goal process due dates have been rolled out this year.  We hope this eases some of the workload regarding goal setting and evaluation while still maintaining a thoughtful and reflective, data-driven process.

Alternative Compensation

After determining that we weren’t going to arbitrarily transform our means of compensation, the team continues to look closely at how best to provide additional compensation to teacher leaders and those looking for new ways to grow professionally while being appropriately compensated. Hence, the teaming with the CP team to find creative leadership outlets with a dollar amount attached!


ODE Renews Bethel’s Collaboration Grant

collaboration_Pic_1Bethel was one of the few School Districts to have their Collaboration Grant renewed for a second year.

A profound gratitude to all the teachers and administrators that served in the Collaboration Executive Committee for their leadership, their vision and their hard work that made the Collaboration Grant Year 2 possible.

This is great news as funding from the Collaboration Grant has supported our district’s mission to develop and operate an aligned K-12 system to ensure that all students graduate from high school prepared to continue their education. When asked “What made Bethel stand out among other districts in the selection decision,” ODE Education Specialist, Brian Putnam, praised Bethel’s evident progress in curricular and instructional development as connected to student outcomes and evidenced by:

  • Emerging and innovative teacher leadership trends and peer visitations directly tied to student improvement, teacher development and growth
  • Increasing capacity for Administrator Instructional Leadership, high visibility in the classroom, high interactivity with teachers and students
  • A great effort on the side of the Collaboration Grant Executive Team to communicate with a variety of stake holders through various paths such as data collected from multiple surveys, a website dedicated to keep staff informed of all progress made by teams in all four areas, and teacher leaders relating information to their colleagues in their building
  • Educators coming together to fully align our 6-12 level by adopting and implementing common proficiency practices, curricular and instructional goals to meet the new demands and rigor of the Common Core Standards

You are welcome to join the next exciting chapter of our collaborative work. If you are interested in being part of the Collaboration Executive Team, please contact Carlos Sequeira, Collaboration Director. Continue reading

TVAC: Brought to you by the Collaboration Grant

The launching of our very first district-wide Teacher Visitation and Collaboration (TVAC) Program was a great success. Over 40 teachers in our district from various levels (K-12) welcomed fellow teachers into their classrooms. It was 44 for 44 total participation. Every one of the 44 spots was taken within less than 3 weeks after the program was announced. To read about what some of the participants are saying about their experience, click here.


Assistant Superintendent Chris Parra and fellow Collaboration Grant members share with other districts Bethel’s TVAC success at an ODE Professional Learning Conference

Equally impressive is the enthusiasm and participation by many teachers in the district-offered graduate level courses. Over 50 teachers are currently signed up and attending courses such as Culturally Responsive Classroom Practices, Higher Order Thinking Skills, Instructional Technology and Close Reading Strategies and the CCSS.

Collaboration and Integration among Blueprints

As year one of the Collaboration Grant comes to a close, the executive team members begin to set the framework of a shared vision, hopes and dreams for year 2 of the grant. Career Pathways emerged as the hub for blending the work together. The Career Pathways team and at least 1 representative from each blueprint joined forces to review the viability and sustainability of a “Career Pathway” model. The feedback and questions that were brought forth in this important discussion will help polish and fine-tune the final draft before it is presented to stakeholders in the district.


Collaboration Grant members: Kevin Smith, Jason Simpson, Jennifer Haliski. Carlos Sequeira, Echo Groff, Jen Hebard and Debbi Holte

Likewise, the Alternative Compensation team also sought out advice and input from the Career Pathways members regarding various compensation models. The outcome of their discussion led to a draft version of the Career Pathways leadership plan with an overlay of a compensation model. Among the terms that both teams were able to tackle were “types” of compensation such as: stipends, hourly pay, release time, professional development, and pathway to leadership roles.


Teacher-Leaders: Echo Groff (Compensation); Jen Hebard (Professional Development); Debbi Holte (Career Pathways)

Additionally, the executive team members discussed questions and topics for a spring survey around Bethel evaluation systems, compensation models and career pathways. Your participation and input as primary stakeholders will be crucial as data collected from the survey will be used to guide professional development for the 2014-2015 school year.