gtep resource manual training 2 the education trust study (1998) katie haycock “however important...
TRANSCRIPT
![Page 1: GTEP Resource Manual Training 2 The Education Trust Study (1998) Katie Haycock “However important demographic variables may appear in their association](https://reader036.vdocuments.site/reader036/viewer/2022062421/56649e615503460f94b5c66e/html5/thumbnails/1.jpg)
GTEP Resource GTEP Resource Manual TrainingManual Training
![Page 2: GTEP Resource Manual Training 2 The Education Trust Study (1998) Katie Haycock “However important demographic variables may appear in their association](https://reader036.vdocuments.site/reader036/viewer/2022062421/56649e615503460f94b5c66e/html5/thumbnails/2.jpg)
2
The Education Trust Study (1998) Katie Haycock
“However important demographic variables may appear in their association with student achievement, teaching quality is the most dominant factor in determining student success.”
![Page 3: GTEP Resource Manual Training 2 The Education Trust Study (1998) Katie Haycock “However important demographic variables may appear in their association](https://reader036.vdocuments.site/reader036/viewer/2022062421/56649e615503460f94b5c66e/html5/thumbnails/3.jpg)
3
According to Bruce Joyce:
“The single most critical factor in staff development that affects students is implementation.”
![Page 4: GTEP Resource Manual Training 2 The Education Trust Study (1998) Katie Haycock “However important demographic variables may appear in their association](https://reader036.vdocuments.site/reader036/viewer/2022062421/56649e615503460f94b5c66e/html5/thumbnails/4.jpg)
4
Seven Areas of Teacher Evaluation
The role of the teacher in meeting the school’s student achievement goals including the academic gains of students assigned to the teacher
Observations of the teacher by the principal and assistant principals during the delivery of instruction and at other times as appropriate
Participation in professional development opportunities and the application of concepts learned to classroom and to school activities
Communication and interpersonal skills as they relte to interaction with students, parents, other teachers, administrators, and other school personnel
Timeliness and attendance for assigned responsibilities Adherence to school and local system procedures and rules Personal conduct while in performance of school duties
![Page 5: GTEP Resource Manual Training 2 The Education Trust Study (1998) Katie Haycock “However important demographic variables may appear in their association](https://reader036.vdocuments.site/reader036/viewer/2022062421/56649e615503460f94b5c66e/html5/thumbnails/5.jpg)
5
Resource Manual GTEP Categories
Category 1: GTOI Category 2: GTDRI Category 3: (b) 1 Category 4: (b) 3
![Page 6: GTEP Resource Manual Training 2 The Education Trust Study (1998) Katie Haycock “However important demographic variables may appear in their association](https://reader036.vdocuments.site/reader036/viewer/2022062421/56649e615503460f94b5c66e/html5/thumbnails/6.jpg)
6
Where does each of the criteria for teaching quality fall within these four categories of
teacher evaluation?
![Page 7: GTEP Resource Manual Training 2 The Education Trust Study (1998) Katie Haycock “However important demographic variables may appear in their association](https://reader036.vdocuments.site/reader036/viewer/2022062421/56649e615503460f94b5c66e/html5/thumbnails/7.jpg)
7
Two Goals in the development of the GTEP Resource Manual To correlate the seven areas of teacher
evaluation in Georgia Code 20-2-10 as closely as possible with the Georgia Teacher Evaluation Program process
To update the Georgia Teacher observation Instrument (GTOI) to include newer research based “sample effective practices” and to align the Georgia Teacher Duties and Responsibilities Instrument (GTDRI) with the requirements of Code 20-2-210
![Page 8: GTEP Resource Manual Training 2 The Education Trust Study (1998) Katie Haycock “However important demographic variables may appear in their association](https://reader036.vdocuments.site/reader036/viewer/2022062421/56649e615503460f94b5c66e/html5/thumbnails/8.jpg)
8
Two Purposes for This Training
To prepare you to implement a process for addressing Georgia Code Section 20-2-210 (b) 1 and 3
To enable you to recognize where additional scientific research based instructional strategies align to the GTOI
![Page 9: GTEP Resource Manual Training 2 The Education Trust Study (1998) Katie Haycock “However important demographic variables may appear in their association](https://reader036.vdocuments.site/reader036/viewer/2022062421/56649e615503460f94b5c66e/html5/thumbnails/9.jpg)
9
Five Step Process1.Conduct Pre-Evaluation Conference (August-
September)2. Complete Student Achievement
Implementation Plan Form and Professional Growth Plan Form (August - September)
3. Implement and Monitor the Plans (September-March)
4. Conduct the Annual Evaluation Conference (prior to April 1)
5. Complete Summary Report (prior to April 1)
![Page 10: GTEP Resource Manual Training 2 The Education Trust Study (1998) Katie Haycock “However important demographic variables may appear in their association](https://reader036.vdocuments.site/reader036/viewer/2022062421/56649e615503460f94b5c66e/html5/thumbnails/10.jpg)
10
Step One: Conduct Pre-Evaluation Conference (August-September) How do you analyze school data to set
achievement goals?
How do you link student achievement goals to professional development?
![Page 11: GTEP Resource Manual Training 2 The Education Trust Study (1998) Katie Haycock “However important demographic variables may appear in their association](https://reader036.vdocuments.site/reader036/viewer/2022062421/56649e615503460f94b5c66e/html5/thumbnails/11.jpg)
11
Why use Student Achievement Data?
![Page 12: GTEP Resource Manual Training 2 The Education Trust Study (1998) Katie Haycock “However important demographic variables may appear in their association](https://reader036.vdocuments.site/reader036/viewer/2022062421/56649e615503460f94b5c66e/html5/thumbnails/12.jpg)
12
How do you analyze school data to set achievement goals? Administrators and teachers should
carefully analyze available student achievement data and prioritize a list of areas for improved performance.
Goals may be established for a whole school, a grade, an academic department, or an individual teacher.
![Page 13: GTEP Resource Manual Training 2 The Education Trust Study (1998) Katie Haycock “However important demographic variables may appear in their association](https://reader036.vdocuments.site/reader036/viewer/2022062421/56649e615503460f94b5c66e/html5/thumbnails/13.jpg)
13
Two Questions to Ask During Data Analysis:
1. How many students are succeeding in the subjects taught?
2. Within those subjects, what are the areas of strength or weakness?
![Page 14: GTEP Resource Manual Training 2 The Education Trust Study (1998) Katie Haycock “However important demographic variables may appear in their association](https://reader036.vdocuments.site/reader036/viewer/2022062421/56649e615503460f94b5c66e/html5/thumbnails/14.jpg)
14
How do you analyze school data to set achievement goals? Administrators and teachers should
carefully analyze available student achievement data and prioritize a list of areas for improved performance.
Goals may be established for a whole school, a grade, an academic department, or an individual teacher.
![Page 15: GTEP Resource Manual Training 2 The Education Trust Study (1998) Katie Haycock “However important demographic variables may appear in their association](https://reader036.vdocuments.site/reader036/viewer/2022062421/56649e615503460f94b5c66e/html5/thumbnails/15.jpg)
15
What Should a Good Goal Look Like?
There should be some baseline data that can be used to measure improved performance.
The goal must be specific and measurable. It should be a worthwhile goal and require
specific effort to be attained. The method of collecting data to measure the
attainment of the goal must be clearly stated.
![Page 16: GTEP Resource Manual Training 2 The Education Trust Study (1998) Katie Haycock “However important demographic variables may appear in their association](https://reader036.vdocuments.site/reader036/viewer/2022062421/56649e615503460f94b5c66e/html5/thumbnails/16.jpg)
16
Sample Goals80% of students in the first grade will be reading on the Fountas and Pinnell Level H by April 2004.
85% of third grade students will be at the extending writing stageon the third grade writing assessment in April or have moved at least two stages on the writing assessment rubric from Septemberto April. The percent of students not meeting standard on the fourth gradeCRCT mathematics test will decrease by 15%.
98% of the tenth grade students will pass the mathematics GHSGT on the first try.
![Page 17: GTEP Resource Manual Training 2 The Education Trust Study (1998) Katie Haycock “However important demographic variables may appear in their association](https://reader036.vdocuments.site/reader036/viewer/2022062421/56649e615503460f94b5c66e/html5/thumbnails/17.jpg)
17
Step One: Conduct Pre-Evaluation Conference (August-September) How do you analyze school data to set
achievement goals?
How do you link student achievement goals to professional development?
![Page 18: GTEP Resource Manual Training 2 The Education Trust Study (1998) Katie Haycock “However important demographic variables may appear in their association](https://reader036.vdocuments.site/reader036/viewer/2022062421/56649e615503460f94b5c66e/html5/thumbnails/18.jpg)
18
Mike Schmoker defines the “real work” of instructional improvement:
“the collaborative effort to share, produce, test, and refine lessons and strategies targeted to areas of low performance, where more effective instruction can make the greatest difference for students”
![Page 19: GTEP Resource Manual Training 2 The Education Trust Study (1998) Katie Haycock “However important demographic variables may appear in their association](https://reader036.vdocuments.site/reader036/viewer/2022062421/56649e615503460f94b5c66e/html5/thumbnails/19.jpg)
19
Cycle of Continuous Improvement and Professional Growth
Apply
How will I apply what I’ve learned
in my classroom to increase
student learning?
Teach
Implementation in the classroom
Assessing student learning
Plan
What are my goals?
What do I know about students?
Information gathering
Developing a plan
Reflect
What have I learned?
-about my students?
-about my teaching?
-about the community oflearners at my school?
Adapted from W.E. Deming, Out of the Crisis, Massachusetts Institute
of Technology Center for Advanced Engineering, 1986.
![Page 20: GTEP Resource Manual Training 2 The Education Trust Study (1998) Katie Haycock “However important demographic variables may appear in their association](https://reader036.vdocuments.site/reader036/viewer/2022062421/56649e615503460f94b5c66e/html5/thumbnails/20.jpg)
20
Step Two: Complete Student Achievement and Professional Development Goal/s Forms
How are the student achievement and professional development goals
documented?
![Page 21: GTEP Resource Manual Training 2 The Education Trust Study (1998) Katie Haycock “However important demographic variables may appear in their association](https://reader036.vdocuments.site/reader036/viewer/2022062421/56649e615503460f94b5c66e/html5/thumbnails/21.jpg)
21
Step Three: Implement and Monitor the Plans
How do you monitor teacher implementation of plans?
![Page 22: GTEP Resource Manual Training 2 The Education Trust Study (1998) Katie Haycock “However important demographic variables may appear in their association](https://reader036.vdocuments.site/reader036/viewer/2022062421/56649e615503460f94b5c66e/html5/thumbnails/22.jpg)
22
Methods for Monitoring Review of daily schedules Classroom observations Attendance at grade level/departmental team
planning meetings Reviewing transcripts from professional
development activities Collecting and reviewing benchmark
assessments, pre/post test scores administered during the school year, progress reports
![Page 23: GTEP Resource Manual Training 2 The Education Trust Study (1998) Katie Haycock “However important demographic variables may appear in their association](https://reader036.vdocuments.site/reader036/viewer/2022062421/56649e615503460f94b5c66e/html5/thumbnails/23.jpg)
23
Step Four: Annual Evaluation Conference
What happens during the annual evaluation conference?
![Page 24: GTEP Resource Manual Training 2 The Education Trust Study (1998) Katie Haycock “However important demographic variables may appear in their association](https://reader036.vdocuments.site/reader036/viewer/2022062421/56649e615503460f94b5c66e/html5/thumbnails/24.jpg)
24
Step Five: Complete the Summary Report
How does the summary report impact a teacher’s annual evaluation?
![Page 25: GTEP Resource Manual Training 2 The Education Trust Study (1998) Katie Haycock “However important demographic variables may appear in their association](https://reader036.vdocuments.site/reader036/viewer/2022062421/56649e615503460f94b5c66e/html5/thumbnails/25.jpg)
25
The Scoring Process:
A score of Unsatisfactory on either requirement (b) 1 or (b) 3 will not affect a teacher’s annual summary evaluation score for the GTOI or GTDR for the current school year.
However, if a teacher receives a score of Unsatisfactory on either Requirement (b)1 or (b) 3, a Professional Development Plan is required. The resulting Professional Development Plan will become a part of the GTDRI and the following year’s GTEP Annual Summary Report. (The administrator may require a Professional Development Plan for a basic rating).
![Page 26: GTEP Resource Manual Training 2 The Education Trust Study (1998) Katie Haycock “However important demographic variables may appear in their association](https://reader036.vdocuments.site/reader036/viewer/2022062421/56649e615503460f94b5c66e/html5/thumbnails/26.jpg)
26
Essential Questions
What are additional sample effective practices?
How do you use the sample effective practices?
What are Guiding Questions and how can they promote best classroom practice?
![Page 27: GTEP Resource Manual Training 2 The Education Trust Study (1998) Katie Haycock “However important demographic variables may appear in their association](https://reader036.vdocuments.site/reader036/viewer/2022062421/56649e615503460f94b5c66e/html5/thumbnails/27.jpg)
27
3-2-1 Summarizing Activity
3 ways to use the GTOI Resource Manual
2 “additional effective practices” you would like to see being used consistently and pervasively in your school
1 way you will use the Guiding Questions
![Page 28: GTEP Resource Manual Training 2 The Education Trust Study (1998) Katie Haycock “However important demographic variables may appear in their association](https://reader036.vdocuments.site/reader036/viewer/2022062421/56649e615503460f94b5c66e/html5/thumbnails/28.jpg)
28
Seven Areas of Teacher Evaluation
The role of the teacher in meeting the school’s student achievement goals including the academic gains of students assigned to the teacher
Observations of the teacher by the principal and assistant principals during the delivery of instruction and at other times as appropriate
Participation in professional development opportunities and the application of concepts learned to classroom and to school activities
Communication and interpersonal skills as they relte to interaction with students, parents, other teachers, administrators, and other school personnel
Timeliness and attendance for assigned responsibilities Adherence to school and local system procedures and rules Personal conduct while in performance of school duties