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WELCOME

WELCOME . Katherine Wood Race to the Top Teacher -Leader Advisor . Dr. John D. Barge State Superintendant. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org. Teacher Keys Effectiveness System. Teacher Orientation 2012-2013 School Year

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WELCOME

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  1. WELCOME Katherine Wood Race to the Top Teacher -Leader Advisor Dr. John D. Barge State Superintendant Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org

  2. Teacher Keys Effectiveness System Teacher Orientation 2012-2013 School Year Pilot and Full Year Implementation Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org

  3. 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.

  4. Resources and Materials Teachers will need the following resources and materials for this orientation: • Teacher Keys Effectiveness System Handbook, Electronic Copy • TKES Orientation Notes Handout • TAPS Reference Sheet: Performance Standards and Sample Performance Indicators

  5. 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

  6. TEACHERS MATTER

  7. Which factor had the largest effect on student achievement? Study Highlight: Wright, S.P., Horn, S.P., & Sanders, W.L. (1997)

  8. Which factor had the largest effect on student achievement? Study Highlight: Wright, S.P., Horn, S.P., & Sanders, W.L. (1997)

  9. Why do we need effective teachers?

  10. Time in School Year Needed to Achieve Same Amount of Learning March June 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/.

  11. Theory of Action

  12. Teacher Keys Effectiveness System Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure ) Teacher Assessment on Performance Standards (Observations and Documentation) Surveys of Instructional Practice (Grades 3-5, Grades 6-8, Grades 9-12) Student Growth and Academic Achievement Teachers of Non-Tested Subjects - DOE-approved, district-developed Student Learning Objectives • Teachers of Tested Subjects • - Student Growth Percentile • - Achievement Gap Reduction

  13. Teacher Keys Effectiveness System Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure ) Teacher Assessment on Performance Standards (Observations and Documentation) Surveys of Instructional Practice (Grades 3-5, Grades 6-8, Grades 9-12) Student Growth and Academic Achievement Teachers of Non-Tested Subjects - DOE-approved, district-developed Student Learning Objectives • Teachers of Tested Subjects • - Student Growth Percentile • - Achievement Gap Reduction

  14. Teacher Keys Effectiveness System Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure ) Teacher Assessment on Performance Standards (Observations and Documentation) Surveys of Instructional Practice (Grades 3-5, Grades 6-8, Grades 9-12) Student Growth and Academic Achievement Teachers of Non-Tested Subjects - DOE-approved, district-developed Student Learning Objectives • Teachers of Tested Subjects • - Student Growth Percentile • - Achievement Gap Reduction

  15. TAPS Domains and Standards 5 Domains 10 Standards

  16. TAPS Main Components DOMAIN performance standard PERFORMANCE INDICATORS PERFORMANCE appraisal rubric

  17. Domain: Planning Performance Standard 1: ProfessionalKnowledge The teacher demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences. Performance Standard 2: Instructional Planning 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.

  18. Domain : Instructional Delivery Performance Standard 3: Instructional Strategies 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. Performance Standard 4: Differentiated Instruction The teacher challenges and supports each student’s learning by providing appropriate content and developing skills which address individual learning differences.

  19. Domain: Assessment of and For Learning Performance Standard 5: Assessment Strategies The teacher systematically choosesa variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population. Performance Standard 6: Assessment Uses 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.

  20. Domain: Learning Environment Performance Standard 7: Positive Learning Environment The teacher provides a well-managed, safe, and orderly environment that is conducive to learning and encourages respect for all. Performance Standard 8: Academically Challenging Environment The teacher creates a student-centered, academic environment in which teaching and learning occur at high levels and students are self-directed learners.

  21. Domain: Professionalism & Communication Performance Standard 9: Professionalism 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. Performance Standard 10: Communication The teacher communicates effectively with students, parents or guardians, district and school personnel, and other stakeholders in ways that enhance student learning.

  22. TAPS Process Flow Documentation includes data from walkthroughs and surveys.

  23. TAPS Process Flow Documentation includes data from walkthroughs and surveys.

  24. Self-Assessment Form (Abbreviated) Must be completed electronically prior to pre-conference.

  25. 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.

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

  27. Rating Performance Totality of the Evidence and Most Consistent Practice Performance Standard 1: Professional Knowledge

  28. Rating Teacher Performance

  29. Formative Assessment (Abbreviated) Totality of the Evidence and Most Consistent Practice

  30. Summative Assessment

  31. Teacher Keys Effectiveness System Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure ) Teacher Assessment on Performance Standards (Observations and Documentation) Surveys of Instructional Practice (Grades 3-5, Grades 6-8, Grades 9-12) Student Growth and Academic Achievement Teachers of Non-Tested Subjects - DOE-approved, district-developed Student Learning Objectives • Teachers of Tested Subjects • - Student Growth Percentile • - Achievement Gap Reduction

  32. 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

  33. Grades 6-8 Survey Sample Abbreviated Sample Form for Training Purposes

  34. TKES Survey Results • 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.

  35. Teacher Keys Effectiveness System Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure ) Teacher Assessment on Performance Standards (Observations and Documentation) Surveys of Instructional Practice (Grades 3-5, Grades 6-8, Grades 9-12) Student Growth and Academic Achievement Teachers of Non-Tested Subjects - DOE-approved, district-developed Student Learning Objectives • Teachers of Tested Subjects • - Student Growth Percentile • - Achievement Gap Reduction

  36. What is an SGP?

  37. SGP Final Points SGPs not only show how individualstudentsare 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.

  38. Teacher Keys Effectiveness System Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure ) Teacher Assessment on Performance Standards (Observations and Documentation) Surveys of Instructional Practice (Grades 3-5, Grades 6-8. Grades 9-12) Student Growth and Academic Achievement Teachers of Non-Tested Subjects - DOE-approved, district-developed Student Learning Objectives • Teachers of Tested Subjects • - Student Growth Percentile • - Achievement Gap Reduction

  39. Purpose of Student Learning Objectives

  40. Characteristics of SLOs

  41. Overview of SLO Process May 15 data submission to GaDOE Beginning of Course August - May *includes mid-year review

  42. Pilot SLO Evaluation Rubric

  43. TLE Electronic Platform

  44. Teacher Keys Effectiveness System 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

  45. Teacher & Leader Effectiveness Avis King, Deputy Superintendent of School Improvement aking@doe.k12.ga.us Barbara Lunsford, Associate Superintendent of School Improvement blunsford@doe.k12.ga.us Martha Ann Todd, TLE Division Director mtodd@doe.k12.ga.us Susan White, TLE Program Manager suwhite@doe.k12.ga.us Cindy Saxon, Interim TLE Program Manager csaxon@doe.k12.ga.us Pam Colvin, TLE Program Manager pcolvin@doe.k12.ga.us

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