dr. john d. barge, state school superintendent “making education work for all georgians” dr....

Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org


WELCOME

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Katherine WoodRace to the Top

Teacher -Leader Advisor

Dr. John D. BargeState Superintendant


http://www.youtube.com/watch?v=jHNskSOzwS8






Teacher Keys Effectiveness System

Teacher Orientation

2012-2013 School Year

Pilot and Full Year Implementation

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Today’s Learning Targets

• Introduce and explain all three components of the Teacher Keys Effectiveness System.

• Understand that the Teacher Assessment on Performance Standards (TAPS) is one component of the Teacher Keys Effectiveness System (TKES).

• Provide expectations and orientation for the 2012-2013 Teacher Keys pilot and full year implementation.

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Resources and MaterialsTeachers will need the following resourcesand materials for this orientation:

• Teacher Keys Effectiveness System Handbook, Electronic Copy

• TKES Orientation Notes Handout

• TAPS Reference Sheet: Performance Standards and Sample Performance Indicators

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Teacher Keys Effectiveness System Electronic Handbook Overview

Introduction to Teacher Keys

Part I: Teacher Assessment on Performance Standards

Part II: Student Growth and Academic Achievement

Part III: Surveys

Appendix 1: Performance Standards

Appendix 2: Forms and Tools

Appendix 3: Glossary

References

End Notes

Figures

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TEACHERS MATTER



Which factor had the largest effect on student achievement?

Mixed Ability Grouping?

Class Size?

Prior Achievement?

The Teacher?

Study Highlight: Wright, S.P., Horn, S.P., & Sanders, W.L. (1997)

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Which factor had the largest effect on student achievement?

Mixed Ability Grouping?

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Class Size? 3

Prior Achievement?

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The Teacher? 1Study Highlight: Wright, S.P., Horn, S.P., & Sanders, W.L. (1997)

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Why do we need effective teachers?



Time in School Year Needed to Achieve Same Amount of Learning

0 1/ 4 1/ 2 3/ 4 1

25th PercentileTeacher

75th PercentileTeacher

Years Needed

Source: Leigh, A. (n.d.). Estimating Teacher Effectiveness From Two-Year Changes in Students’ Test Scores. Retrieved May 22, 2007, from http://econrsss.anu.edu.au/~aleigh/.

March

June

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Theory of ActionIf educators have specific performance standards for effective teaching, and

If educators are provided professional learning support to develop classroom behaviors that meet the performance standards, then

The professional capacity of teachers to positively impact student learning will increase.

Also, then, teachers will hold higher expectations for student learning, and

Students will learn more and achieve at higher levels.

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Teacher Keys Effectiveness System(Generates a Teacher Effectiveness Measure )

Surveys of Instructional Practice

(Grades 3-5, Grades 6-8, Grades 9-12)

Teacher Assessment on Performance Standards

(Observations and Documentation)

Student Growth and Academic Achievement

Teachers of Tested Subjects - Student Growth Percentile - Achievement Gap Reduction

Teachers of Non-Tested Subjects - DOE-approved, district-developed

Student Learning Objectives

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5 Domains10 Standards

TAPS Domains and StandardsPLANNING

1. Professional Knowledge2. Instructional Planning

INSTRUCTIONAL DELIVERY

3. Instructional Strategies4. Differentiated Instruction

ASSESSMENT OF AND FOR LEARNING

5. Assessment Strategies6. Assessment Uses

LEARNING ENVIRONMENT

7. Positive Learning Environment8. Academically Challenging Environment

PROFESSIONALISM AND COMMUNICATION

9. Professionalism10. Communication

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PLANNING

Performance Standard 1: Professional KnowledgeThe teacher demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences.

Sample Performance IndicatorsExamples may include, but are not limited to:The teacher:1.1 Addresses appropriate curriculum standards and integrates key content elements.1.2 Implements students’ use of higher-level thinking skills in instruction.1.3 Demonstrates ability to link present content with past and future learning experiences, other subject areas,

and real-world experiences and applications.

DOMAINDOMAIN

PERFORMANCE STANDARD

PERFORMANCE STANDARD

PERFORMANCE INDICATORS

PERFORMANCE INDICATORS

TAPS Main Components

PERFORMANCE APPRAISAL

RUBRIC

PERFORMANCE APPRAISAL

RUBRIC

Exemplary In addition to meeting the

requirements for Proficient…

ProficientProficient is the expected level of

performance.Needs Development Ineffective

The teacher continually demonstrates extensive content and pedagogical knowledge, enriches the curriculum, and guides others in enriching the curriculum. (Teachers rated as Exemplary continually seek ways to serve as role models or teacher leaders.)

The teacher consistently demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences.

The teacher inconsistently demonstrates understanding of curriculum, subject content, pedagogical knowledge, and student needs, or lacks fluidity in using the knowledge in practice.

The teacher inadequately demonstrates understanding of curriculum, subject content, pedagogical knowledge and student needs, or does not use the knowledge in practice.

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The teacher demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences.

Domain: PlanningPerformance Standard 1: Professional Knowledge

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The teacher plans using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students.

Performance Standard 2: Instructional Planning


The teacher promotes student learning by using research-based instructional strategies relevant to the content area to engage students in active learning and to facilitate the students’ acquisition of key knowledge and skills.

Domain : Instructional Delivery

Performance Standard 3: Instructional Strategies

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The teacher challenges and supports each student’s learning by providing appropriate content and developing skills which address individual learning differences.

Performance Standard 4: Differentiated Instruction


The teacher systematically chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population.

Domain: Assessment of and For Learning

Performance Standard 5: Assessment Strategies

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The teacher systematically gathers, analyzes, and uses relevant data to measure student progress, to inform instructional content and delivery methods, and to provide timely and constructive feedback to both students and parents.

Performance Standard 6: Assessment Uses


The teacher provides a well-managed, safe, and orderly environment that is conducive to learning and encourages respect for all.

Domain: Learning Environment

Performance Standard 7: Positive Learning Environment

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The teacher creates a student-centered, academic environment in which teaching and learning occur at high levels and students are self-directed learners.

Performance Standard 8: Academically Challenging Environment


The teacher exhibits a commitment to professional ethics and the school’s mission, participates in professional growth opportunities to support student learning, and contributes to the profession.

Domain: Professionalism & Communication

Performance Standard 9: Professionalism

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The teacher communicates effectively with students, parents or guardians, district and school personnel, and other stakeholders in ways that enhance student learning.

Performance Standard 10: Communication


TAPS Process Flow

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Orientation Familiarization Self-AssessmentObservations & Documentation*

Collection

Formative Assessment and

Feedback

Summative Assessment and

FeedbackFeedback

Documentation includes data from walkthroughs and surveys.


TAPS Process Flow

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Orientation Familiarization Self-Assessment

Observations & Documentation

* Collection

Formative Assessment and

Feedback

Summative Assessment and

FeedbackFeedback

Documentation includes data from walkthroughs and surveys.


Self-Assessment Form (Abbreviated)

Must be completed electronically prior to pre-conference.

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Planning Rating Comments

1. Professional Knowledge _____Exemplary_____Proficient_____Needs Development_____Ineffective

Strengths:

Areas for Growth:

Exemplary Proficient Needs Development IneffectiveThe teacher continually demonstrates expertise and leads others to determine and develop a variety of strategies and instruments that are valid and appropriate for the content and student population and guides students to monitor and reflect on their own academic progress. (Teachers rated as Exemplary continually seek ways to serve as role models or teacher leaders.)

The teacher systematically and consistently chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population.

The teacher inconsistently chooses a variety of diagnostic, formative, and summative assessment strategies or the instruments are sometimes not appropriate for the content or student population.

The teacher chooses an inadequate variety of diagnostic, formative, and summative assessment strategies or the instruments are not appropriate for the content or student population.


TAPS Data Sources• Observations

Two formative observations, at least 30 minutes each. Announced or unannounced. Four walkthroughs, minimum of 10 minutes each. Observations must be completed prior to the summative

evaluation. Formative and summative assessments completed using the

electronic platform.

• Documentation Upon Evaluator’s Request Site administrator determines format (electronic and/or hard-

copy). Documentation sources may vary. Evaluator collects notes on Formative Assessment Form. Documentation is collected in the electronic platform.

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Examples of Documentation

• Lesson Plans• Summary of Conference with Teacher• Parent Contact Log• Data Used to Differentiate• Emails to Parents• Assessments• Professional Learning

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Rating PerformanceTotality of the Evidence and Most Consistent Practice

Performance Standard 1: Professional KnowledgeExemplary

In addition to meeting the requirements for

Proficient…

ProficientProficient is the expected

level of performance.Needs Development Ineffective

The teacher continually demonstrates extensive content and pedagogical knowledge, enriches the curriculum, and guides others in enriching the curriculum. (Teachers rated as Exemplary continually seek ways to serve as role models or teacher leaders.)




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Rating Teacher Performance

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Terms ranked by degree of frequency

Definition Example

Consistently

Occurs at regular intervals

Every Week(Regular intervals will vary depending on the standard

and the task.)

Continually Occurs with high

frequency, appropriately, and over time

Every Day, Every Class(Frequency will vary

depending on the standard and the task.)


Formative Assessment (Abbreviated)

Totality of the Evidence and Most Consistent Practice

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Planning Rating Specific Comments1. Professional

Knowledge _____Exemplary_____Proficient_____Needs Development_____Ineffective

Exemplary Proficient Needs Development IneffectiveThe teacher continually demonstrates extensive content and pedagogical knowledge, enriches the curriculum, and guides others in enriching the curriculum. (Teachers rated as Exemplary continually seek ways to serve as role models or teacher leaders.)






Summative Assessment

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Planning Rating Specific Comments1. Professional

Knowledge _____Exemplary_____Proficient_____Needs Development_____Ineffective

Exemplary Proficient Needs Development IneffectiveThe teacher continually demonstrates extensive content and pedagogical knowledge, enriches the curriculum, and guides others in enriching the curriculum. (Teachers rated as Exemplary continually seek ways to serve as role models or teacher leaders.)






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Surveys of Instructional Practice• Are administered through the TLE Electronic

Platform

• Use three different surveys (Grades 3-5, 6-8, 9-12)

• Require anonymous responses (no commentary)

• Allow for multiple district-selected survey windows

• Open on October 1, 2012 and close on April 30, 2013

• Allow for multiple administrations for same teacher

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Grades 6-8 Survey Sample

StronglyAgree Agree Disagree Strongly

Disagree

My teacher uses different ways to teach and help me learn. 3 2 1 0

My teacher sets high learning standards for the class. 3 2 1 0

Abbreviated Sample Form for Training Purposes

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TKES Survey Results

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• The summary table will provide the mean survey response for the four performance standards.

• Evaluators will use this data as an additional source of documentation to inform the formative and the summative rating within the Teacher Keys Effectiveness System.

Teacher 3. Instructional Strategies

4. Differentiated Instruction

7. Positive Learning

Environment

8. Academically Challenging

Environment

0.9 2.1 3.0 1.7




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What is an SGP?

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Why is it a percentile?

Who is a student measured against?

How much growth is enough?

What does the percentile tell us

about instruction?



SGP Final Points• SGPs not only show how individual students

are progressing, but they also can be aggregated to show how groups of students, schools, districts, and the state are progressing.

• This model can transition to PARCC when implemented.

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(Grades 3-5, Grades 6-8. Grades 9-12)







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Purpose of Student Learning Objectives

Serve as a measure of the powerful impact of teachers on student learning in non-tested areas.

Give educators, school systems, and state leaders an additional means by which to understand, value, and recognize success in the classroom.

Build on what great teachers do already.

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Characteristics of SLOs

Represent the most important learning for an

instructional period

Are developed by District and approved by the

GaDOE

Are specific, measurable, time-bound

Are aligned to Common Core, State, and/ or National standards, as well as other

district and school priorities


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Overview of SLO Process

Teacher administers

pre- assessments

Teacher creates and implements

teaching and

learning strategies

Teacher monitors student progress through on-going formative

assessments

Evaluator / teacher

determines Student Learning Objective

attainment

Beginning of Course August - May

*includes mid-year review

May 15 data submission to GaDOE

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Pilot SLO Evaluation Rubric

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Student Learning Objective Evaluation Rubric

Exemplary Proficient Needs Development

Ineffective

Greater than 50% of the students exceeded the Student Learning Objective, at least 40% met the Student Learning Objective, and no more than 10% did not meet the Student Learning Objective.

Greater than or equal to 80% of students met or exceeded their Student Learning Objective and no more than 20% did not meet the Student Learning Objective.

Great than or equal to 50% of students met or exceeded their Student Learning Objective.

Fewer than 50% of students met or exceeded their Student Learning Objective.


TLE Electronic Platform

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Teachers of Tested Subjects - Student Growth Percentile

- Achievement Gap Reduction


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Teacher & Leader EffectivenessAvis King, Deputy Superintendent of School Improvement

[email protected]

Barbara Lunsford, Associate Superintendent of School Improvement

[email protected]

Martha Ann Todd, TLE Division Director

[email protected]

Susan White, TLE Program Manager

[email protected]

Cindy Saxon, Interim TLE Program Manager

[email protected]

Pam Colvin, TLE Program Manager

[email protected]

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mailto:[email protected]






dr. john d. barge, state school superintendent “making education work for all georgians” dr....

Documents

state school superintendent

education work

barge state superintendant

school year pilot

teacher assessment

teacher keys pilot

student achievement

teacher leader advisor