Denver Broncos defensive end Elvis Dumervil‘s return to the football field in 2011 resulted in a debut on NFL Network’s 2012 Top 100 Player List.

Dumervil, who missed the 2010 season with a pectoral injury and therefore the NFL’s inaugural Top 100 list a year ago, tallied 11.5 sacks in his 2011 redemption tour. For his efforts, he was voted the 68th best player in the NFL by his peers.

Video of the selection will air on NFL Network and NFL.com tonight.

Earlier in the NFL’s Top 100, Willis McGahee was unveiled as Player No. 98. We expect Champ Bailey (No. 48 last year) and Von Miller to still make the list.

Derek Wolfe

Yesterday, we mentioned that the Denver Broncos have yet to sign any of the seven members of their 2012 draft class. Today, the Denver Post tells us that that will soon change.

The Broncos are “near deals” with top picks Derek Wolfe and Brock Osweiler, which will be within $15,000 of the contracts signed by players drafted in their respective slots a year ago. According to the report, Wolfe can expect a four-year, $7.6 million deal, and Osweiler is looking at a four-year contract worth a hair over $3 million.

There’s no reason the entire draft class won’t be signed before training camp, a stark change to NFL offseasons of old.

Rookie mini-camp is over, but that doesn’t mean you can’t keep up with the Broncos rookies this offseason.

12 of 20 Broncos rookies are on Twitter, and BroncoTalk has compiled them together in this Twitter list you can follow for your convenience:

Or, if you’d rather, follow each rookie individually; we’ve listed their Twitter handles out after the jump.

Broncos Rookies on Twitter
Rd	Pick	Player	Twitter
2	36	DT Derek Wolfe	Not on Twitter*
2	57	QB Brock Osweiler	@BrockOsweiler
3	67	RB Ronnie Hillman	@MrHillman2U
4	101	CB Omar Bolden	@Os_Island
4	108	C Philip Blake	@pblake74
5	137	DE Malik Jackson	-
6	188	OLB Danny Trevathan	-
UDFA		TE Anthony Miller	@A_Millertime80
UDFA		G Austin Wuebbels	-
UDFA		S Duke Ihenacho	@NachoLyfe
UDFA		LB Steven Johnson	@SMJ2852
UDFA		WR Gerrell Robinson	@G_Rob8
UDFA		LB Elliot Coffey	@YungCoff
UDFA		DE Jamie Blatnick	@JBlatnick
UDFA		CB Coryell Judie	-
UDFA		LS Aaron Brewer	-
UDFA		LB Jerry Franklin	-
UDFA		T Mike Remmers	@Mremmers50
UDFA		G Wayne Tribue	–
UDFA		WR Eric Page	@Epage12

Note: only two are Twitter “verified” accounts, but we feel pretty confident about this list. Please send any worthy additions our way…

*Please note that first round draft pick Derek Wolfe is NOT on Twitter, despite the false account that has been floating around.

West High School teacher Nick Childers talks to LEAP peer observer Marianne Kenney.

On this spring day, however, there is an unexpected – or at least partially unexpected – guest. Marianne Kenney is one of Denver Public Schools’ 45 paid “peer observers.” She’s a former Cherry Creek teacher and passionate school reformer. She also helped write the state’s content standards in social studies as Colorado’s former social studies specialist.

It’s her job to unobtrusively watch DPS teachers in action and grade them against a grid of expectations. She is in charge of observing 70 secondary and 25 upper elementary educators. Today, the subject of her scrutiny is Mr. Childers, U.S. history teacher and Teach for America alumnus.

Kenney sits at a desk in a rear corner of the room, and flips open her laptop. Childers begins the lesson.

Welcome to the fish bowl that is teacher effectiveness in Colorado. Right now, one of the biggest fish in the bowl is Denver Public Schools.

DPS stands apart from other Colorado districts for its combination of size and magnitude of challenges. Seventy-three percent of its 80,000 students qualify for free- and reduced-priced lunch based on family income.  It also stands out because of the work and money it is pumping into LEAP, Leading Effective Academic Practice, the district’s pilot teacher evaluation program, which focuses as much – if not more – on professional development as it does on rating teachers. Other Colorado districts testing out new teacher evaluation models are Jeffco, Eagle, Harrison, Brighton, and Douglas County.

All Colorado districts will be required to implement some form of “educator effectiveness” measures after the passage of Senate Bill 10-191 two years ago. With the help of a three-year, $10 million grant from the Bill & Melinda Gates Foundation, DPS got a jump start and created its own system.

“What sets us apart is how thoughtful we’ve been,” said Tracy Dorland, deputy chief academic officer for teaching and learning in DPS. “It’s not just a system of evaluation. It’s a system that respects the teaching profession.”

DPS test-drives teacher effectiveness  

Key to SB 10-191 are comprehensive teacher evaluations to  “provide a basis for making decisions in the areas of hiring, compensation, promotion, assignment, professional development, earning and retaining non-probationary status, dismissal, and nonrenewal of contract.” Most teachers now work under collective bargaining rules that place a greater emphasis on years in the classroom than results. Under SB 10-191, at least half a teacher’s evaluation beginning in 2014-2015 will be based on his or her students’ academic growth as evidenced by test scores and other, yet-to-be-determined academic measures.

With LEAP, DPS is also experimenting with peer observations, principal observations and student feedback. In addition, the district is piloting meetings between teachers and school leaders to discuss a teacher’s “professionalism” –  the things a teacher does that don’t always get captured during a classroom visit, such as relationships with colleagues and parents. Built into LEAP is support for teacher improvement: Books to read, videos to watch, online or in-person classes to take – all available to the teacher via Schoolnet.

“There is not a teacher out there in any classroom who doesn’t want to be the best they can be,” said former LEAP spokeswoman Amy Skinner, who is now working for the Colorado Department of Education as Race to the Top communications director. “It’s the hardest job in the world. You’re not doing it if you don’t want to get results for kids. (LEAP) is about giving them more of that support they’ve never had.”

LEAP began with a 16-school pilot in spring 2011, then expanded to 127 district schools this year — 94 percent of all district schools — resulting in 3,800 teachers going through the process.

A centerpiece of LEAP was the hiring of 45 peer observers – trained and experienced educators who have the knowledge and expertise in the same subject area as the teacher they’re evaluating. The $3.8 million price tag of the peer observers comes out of the DPS general fund.

Under the old teacher evaluation system, teachers were rated “satisfactory” or “unsatisfactory.” More nuanced  information was provided to teachers, but most ranked “satisfactory” nonetheless. Statistically speaking, the ratings didn’t add up. In 2007-08, DPS principals and assistant principals gave unsatisfactory ratings to 33 out of 2,185 teachers evaluated – or 1.5 percent. And that was actually one of the highest percentages of unsatisfactory ratings in any metro district, according to a report in Education News Colorado.

It remains to be seen whether a similar pattern will emerge with LEAP, which uses numerical ratings against four major areas: Positive classroom culture and climate; effective classroom management; masterful content delivery; and high-impact instructional moves, such as checking for understanding of content and language objectives or differentiating lessons based on ability.

A score of 1 or 2 means the teacher is not meeting expectations; a 3 or 4 means a teacher is approaching expectations; a 5 or 6 signals an effective teacher; and 7 is distinguished.

During the first of three evaluation windows this year, teachers were given numeric scores. In the second window, they weren’t. In the third, numeric scores were used again but the framework had changed. As a result, DPS officials declined to release any of the ratings at this time.

“Until we are able to show more data points, it is unfair to share the observation data,” said Skinner.

In the past, teachers also complained about inconsistency in how principals evaluated them. At one school, a principal might have said a teacher was “top-notch.” But at another school, a different principal gave the same teacher negative reviews. Politics could also become a factor. And observations by principals were not consistent and only happened once every three years.

“It was more about a relationship with an adult as opposed what you did with the kids,” said Pam Shamburg, a Denver Classroom Teachers Association (DCTA) representative on LEAP.

A look at peer observation

At first, many DPS teachers weren’t happy about unannounced visits to their classrooms by peer observers.  But LEAP

LEAP peer observer Marianne Kenney takes notes during her visit to teacher Nick Childres' U.S. History class.

staffers say teachers are warming up to the idea now that they’re getting used to the observers. Of the teachers who participated in LEAP observations in spring 2011, 81 percent reported they would be able to improve their practice based on feedback, and 74 percent said they would speak positively about the observation and feedback experience to colleagues.

This year, trained peer observers visited teachers at least twice, evaluating them against the original 21-indicator rubric and later  against a condensed, 12-point rubric. (Check out the revised rubric.)

Candis Hitchcock, 57, a veteran special education teacher at South High School, said she likes the idea of peer observations – even though she was skeptical at first.

“You’re going to be evaluated no matter what,” Hitchcock said. “It’s nice to have someone from outside come in. My observer was wonderful. She taught special ed, too. Just because I have all these years of experience doesn’t mean I know everything.”

But she worries about all the things an observer doesn’t see – like the time spent running a sensitive IEP meeting with parents, or carefully completing mounds of legal paperwork.

“I would love to be observed holding an IEP meeting,” Hitchcock said.

And she’s not sure other parts of her job are captured, either.

“It’s much more than academics,” she said. “I’m a counselor, a mother, a father, a feeder. I take time to be patient with kids if they’re upset. You can’t say, ‘You can’t do that – we’re doing math right now. You can’t cry.’ There are many things they don’t really see us do.”

Shamburg, though, said there are other teachers who have not been too happy about their peer observers – especially if the observers are young and brash and telling a veteran teacher how things should be done.

Building principals also play a key role as to whether teachers embrace the peer observations.

“You can feel it when you go into a building,” Shamburg said. “The (teachers’) attitude is mirrored by the principal.  They’re not always comfortable having a second eye.”

Childers’ number comes up

As for Childers, he knew he had one more observation this school year by Kenney. He found out five minutes before her visit. For the next 45 minutes, he would be watched closely.

A timer on a cord dangles from Childers’ neck – his way of making sure he stays track with his lesson plan, which he carries out with military precision. The 20 students sit in clusters, working silently at their desks. They draw pictures and write a sentence to go along with each of four vocabulary words: totalitarianism, fascism, Nazism, and militarism.

Many of his students are English language learners, so images are a key part of building vocabulary.

LEAP peer observer talks to students during a recent teacher evaluation at West H.S.

Kenney occasionally gets up and wanders around the room with her laptop. She listens in on quiet, one-on-one conversations. Sometimes, she asks students questions about what they’re doing, and why.

Childers watches his timer, then moves on to the next segment of the day’s lesson. He instructs students to write down the day’s “content objective.” Today, the objective is to analyze Hitler’s goals for Germany and the reasons for Japanese militarism. He shares stories about his own family members being persecuted in the Holocaust.

A follow-up visit

Kenney is back the next day over Childers’ lunch hour. This time, her visit is no surprise. This is the most delicate part of the LEAP peer observation process. Kenney has to talk to Childers about his teaching in a way that is non-judgmental. She has to keep her opinions out of it, and avoid “should” statements.

They talk about her earlier visit this school year and what he has worked on over the past several months based on Kenney’s first round of feedback. He says he has worked on creating “thoughtful” class groupings, and differentiating assignments. Both agree his classroom management skills are top-notch.

Peer observer Kenney meets with Childers a day after she visits his class.

Now, she has to deftly guide him to the conclusion she wants him to reach. She wants to see more passion about the subject matter, more creative ways to engage students in historical events.

“Not a moment is wasted in your class,” she tells him. “While working on things, you supported each kid, gave them feedback on their notes. I saw a difference from last class to this class.”

Kenney asks him to provide more context about the lesson she observed. She wants to know “the big idea.”

He talks about his students being able to write strong, 11-sentence paragraphs, support their opinions, and explain how facts or quotes support certain statements. His first answer is narrower than she wants it to be.

She tries a different tack: Say these kids are all married and have their own kids in high school. They’re now studying World War II. What would these former students – now parents -  say about what they learned in Mr. Childers’ class?

Childers pauses, then says students should remember the goals these countries had leading into World War II, the political motivations that led to war and connect them to current or future situations, such as the conflicts in Iraq or Afghanistan.

Kenney wants more.  “In your heart of hearts, what’s really important; what sticks with them?”

“Half of my family is Jewish,” Childers says. “Half escaped; half didn’t. How can these things happen? How did totalitarian regimes come to be? …How can we make sure they don’t happen again in the future?”

In the end, Kenney encourages Childers to go deeper with his lessons. She offers him tangible ideas. She suggests he put students in the role of historian, have them pretend to be journalists on carrier planes when the atomic bomb was dropped. She suggests he have students think about whether they have ever felt repressed and without choices the way people living under totalitarian regimes may feel.

Then she asks Childers how she can do a better job as an observer.

He describes her feedback as “excellent.” He says he liked how she pushed him to think about the big idea, but he’s also a bit frustrated. Considering the amount of time in class and the fact that many students are well below grade level, is it more important to teach a student how to write a topic sentence or emphasize the big picture?

“I think they can do both,” Kenney says, before sending him a link to a book called Reading Like a Historian, along with some tip sheets.

Kenney recors her thoughts while conducting a class observation at West High School

For now, this observation is merely a way to help Childers improve. It has no bearing on his tenure status or movement up the pay scale. But, in 2014, it will – along his principal’s observations of him; a review of his professionalism, which includes how well he knows his students and their personal backgrounds; student test scores; and student feedback, which asks questions such as, ‘Are you always busy in this class?’ or ‘If you don’t understand something, does the teacher help explain it in a different way?’

What’s next for LEAP

The LEAP pilot will continue next year.

The district will use the revised rubric. Teachers complained the first one was too long, and sometimes redundant. The new one is more focused. The new framework also better integrates instructional technology and best practices for linguistically diverse students. Most importantly, Dorland said, the revised framework is now tied to the Common Core Standards. 

The length of the observation was also increased based on teacher feedback in the early pilot, from 30 to 45 minutes. Ratings summary sheets are now provided to the teacher in advance of the final wrap-up meeting with the observer to make the meetings as efficient and useful as they can be.

The principal observations have also not been as strong as they should be, with very few teachers actually having been observed twice during the year by a principal, Shamburg said.

LEAP staffers are now starting to put more work into the student outcomes side of the equation (i.e. test scores), to be piloted next year. The tricky part is what measures to use in non-tested subject areas, such as music, art or library.

For Shamburg, a former lawyer turned educator, adding test scores into the mix demonstrates how “politics has overcome common sense.” To the public, it seems straightforward to link test scores to teacher evaluations. But in DPS, for instance, a majority – or about 70 percent of teachers – do not teach classes in which standardized tests are administered, which means the district must figure out what other reliable assessments to use.

Unlike many of his peers, Childers said he supports the idea of linking student achievement to teacher evaluations – the most controversial aspect of SB 10-191 – with conditions.

“If you didn’t have that it would be like having a sales job and none of performance tied to how many sales you made. If there’s not any learning going on, then there’s not any teaching going on.”

But Childers is adamant that the focus needs to be on where the student starts out the school year, and the growth he makes while in a class. It is not fair, Childers said, to apply the same benchmark goals to all students without taking into consideration where they started the school year. Some of his students start off at a third grade reading level.

Another huge piece that needs to be worked out is how each piece of the evaluation will be weighted for each teacher.

“The pieces that will be in the new evaluation system aren’t all there yet,” Shamburg acknowledged.

In 2014-2015 when LEAP becomes the law, things will be different. While no one category would result in a teacher losing non-probationary status or being placed on an improvement plan, an overall score will ultimately be used to determine these and other decisions.  However, non-probationary teachers in the “approaching” category would maintain their status even though their overall rating is not in the “effective” range.

Then, there’s the continued cost of LEAP. The Gates grant runs through next summer. The  main ongoing expense is  the peer observers. There are sure to be debates about how to best spend the $3.8 million it took to hire them.

“We are being deliberately more responsive and more open,” DPS spokesman Mike Vaughn said. “ We want to think about this long and hard, and make sure we take the time to get it right…(People) complain about tenure. But there has not been enough attention paid to how broken the support system for teachers has been.”

The odds aren’t good. Simply put waiting for an NBA player to make a free throw is a bit like waiting for the Cubs to win the World Series. It just ain’t gonna happen. At least in our lifetimes. It reminds me of one of my favorite stories. Legendary basketball coach Don Haskins, all 250 plus pounds of him, had a player who apparently thought a bit highly of himself and didn’t find his deficiency at the free throw line to be that big of a deal. Haskins challenged him to a free throw contest and let the kid go first. The kid hit a couple out of 10 or so and proudly handed old man Haskins the ball. After the coach hit his 100th in a row without a miss the kid learned his lesson. Don’t argue with the Bear. And learn to shoot free throws.

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Paul Stastny leads the US Men's hockey team into the IIHF Quarterfinals this Thursday (Photo credit: Wikipedia)

The United States lost just once in seven Group H games to open the tournament.  This is the first time the US Men have kicked off an IIHF tournament with as many wins in the opening seven games since 1939.  Two of those six victories came in overtime, including a hard-fought 5-4 triumph over Group H winner Canada on May 5th.

Next up for Stastny and the United States is a group play rematch against co-host Finland in the quarterfinals on Thursday.  The US pounded Finland 5-0 on Sunday to vault ahead of the Fins in the Group H standings.  Finland finished third ahead of Slovakia on the strength of a head-to-head tiebreaker.

Slovakia, the only team to defeat the United States so far in this tournament, will draw Canada in the quarterfinals.  The winner of that game will face either Sweden or the Czech Republic in the semifinals, while the US-Finland winner will draw either Russia or Norway.

You can catch the US-Finland quarterfinal match this Thursday morning at 9:30MT on NBC Sports television.  Surviving Finland would take the United States into the semifinal this Saturday.

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My baby graduates from high school tonight. What a long strange trip it’s been. From magnet to home-schooling to charter school to online high school to one neighborhood school and finally to this last one – South High – my kid has experienced all the educational opportunities the first decade of the century has to offer.

In 1996 the magnet movement was in full swing. As I understand it, magnets were designed to lure children of all races into integrated programs that would then prove to the federal government that we did not need mandatory and costly busing. My white babies were lured into Denison Montessori by test scores, word of mouth, free ECE tuition and free buses that would take them to and from this school located at Sheridan and Jewell.

Free soon turned into $500 a month for tuition and at one point the school board debated ending the free buses to the magnets. This is the first time I stood up in a public meeting and squawked. Things change, I discovered, and not always in our favor.

After several bad years for my kid (my other kid had a marvelous time in different classrooms in the same school) I pulled my daughter out of school and began homeschooling. We turned to the children’s librarians in the downtown central library. They loaded my daughter up with a new stack of books each week, and she began her years of reading.

We practiced shaking hands while looking into someone’s eyes and offering a respectful and cheerful salutation. I found a remarkable math teacher on Craigslist, a man with a Ph.D. in engineering and a delightful way with children. We discovered a home-school acting cooperative run by Christians. “We’re not the wild-eyed Christians,” said the founder when I asked if our being hippy Jews might be a problem.

For gym my daughter insisted on belly-dancing, and I found a woman from Uzbekistan who taught my daughter how to dance well enough to open a show at the Oriental Theatre where over 300 paying guests hooted and hollered. My sister-in-law disapproved. I bargained with a French professor at Metro: if I signed up and paid for French 101, my daughter could attend as well. Another professor at Metro allowed my daughter to attend his Revolution and Reform class as long as she did the work. The entire family studied Revolution and Reform that semester.

Throughout the homeschooling journey, we tested. Although the state only requires testing every other year for homeschooling, I, and the four superintendents of our homeschooling endeavor – her grandparents – wanted some verification that what we were doing was working. We used the Iowa Test of Basic Skills, and each year it confirmed she could read, write, calculate and find a city on a map. We used the Accuplacer to determine her post-secondary readiness in reading and writing and math. Finally her ACT scores showed colleges that she had not been just eating bonbons during her high school years.

As her academic needs outpaced my content knowledge, we enrolled in a part-time home-school charter school in Jefferson County. We became skeptical when they didn’t discuss the age of the planet in geology because it conflicted with the good book. We tried the online approach via a public online school. While this meets the needs of some, sitting in front of a computer all day did not work for my very social kid.

Many homeschoolers just skip high school and go directly to college, but my daughter wanted the high school experience. Part education activist, part Northside loyalist, I enrolled my daughter at North High School knowing that if she got in with the go-getter crowd and attended the classes with the teachers I had met who held high standards, she could get herself a decent education.

Part of that worked out well. She became friends with kids who had their eyes set on postsecondary success. She had some great teachers who helped her succeed. The 4 on her AP History exam is my proof, for you naysayers out there who might question if I know what academic rigor looks like.

But I could see that she was not reading or writing enough in the 10^th grade to be ready for college. At her fall parent teacher conference, I asked the English teacher if she was ever going to put a book into my daughter’s hand that year or if she would ever be asked to write an extended essay. “If you want your daughter to read books, you could have her read them at home,” she suggested.

“So you are asking me to home-school after she has been in school all day long?”

This led to an honors literature syllabus being approved for that year. But how in the world did a school with 33 percent of its students at or above in reading not have an honors literature course in the first place?

This exhausting exchange led me to review the Concurrent Enrollment laws. While DPS has created a system to allow 11^th and 12^th graders the opportunity to attend college classes if they proved academically ready, the law was written to allow 9^th through 12^th graders if the schools they attended did not have classes that met their academic need.

I walked this rule exception up the chain of command at DPS, and the district allowed her to begin taking college classes in the 10^th grade. This patchwork quilt of opportunities seemed to be working, but then my daughter suggested South High School in her junior year as an easier way to the same end result.

For those who only look at data points from CSAP, you might once again think I was a reckless mother for choosing a school that does not hold students to a high level. To these “one-test” data-pointers, I say come to see the next play produced by Jennifer Rinaldi. Attend the International Day when the new immigrants from around the world who attend South High show off their cultures. Visit Mr. Nichols chemistry class and see how he builds up academic discipline. South is not perfect, but it was close to perfect for my kid.

My baby is graduating tonight. Thank you to all of her teachers – the district teachers, counselors, administrators, DPL librarians, the Craigslist tutors, the home school cooperatives, my family and friends. Testing, parental involvement, rigor and relevance, choice – it all mattered on this twisted journey to tonight’s diploma.

About the author

Elisa Cohen is a mother, a graduate student in UC Denver’s School of Public Affairs, the editor of the North Denver Tribune, a former teacher at North High School and a future teacher at West Generation Academy.

Defensive tackle Derek Wolfe #95 of the Denver Broncos stretches during rookie camp at Dove Valley on May 11, 2012 in Englewood, Colorado. (Justin Edmonds/Getty Images)

Last week’s winner after the jump.

Ok so this Girl behind me has fell for the Quarter behind her ear trick 5 times Act like I’m a magician OK ?

Winner: Mlhighsalute

Runner-up:

gmac5 – Champ: “Hey I’ve never met a winner from the state of California before!”

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