Cobb Keys for Teacher and Leader Effectiveness

1. Cobb Keys for Teacher and LeaderEffectiveness Preparing for 2014-2015

2. Learning Objectives • Review the TAPS component of the Cobb Keys for Teacher Effectiveness • Explore the Teacher Performance Standards • Examine the rubric associated with each standard • Discuss acceptable evidence for a proficient level of performance for each standard • Review the use of Student Surveys of Instructional Practice

3. Comparing State and Local Evaluation Systems

4. Cobb Keys for Teacher Effectiveness Teacher Effectiveness System (Generates a Teacher Effectiveness Measure Score) Teacher Assessment on Performance StandardsData sources include observations, documentation and student perception surveys Student Growth and Academic Achievement Teachers of Tested SubjectsStudent Growth Percentile (SGP) Teachers of Non-Tested SubjectsStudent Learning Objectives (SLOs)

5. Cobb Keys for Teacher Effectiveness Teacher Effectiveness System (Generates a Teacher Effectiveness Measure Score) TAPS Teacher Assessment on Performance StandardsData sources include observations, documentation and student perception surveys Student Growth and Academic Achievement Teachers of Tested SubjectsStudent Growth Percentile (SGP) Teachers of Non-Tested SubjectsStudent Learning Objectives (SLOs)

6. TAPSTeacher Assessment on Performance Standards • Consists of ten teacher performance standards • Requires two 30 minute observations/formative assessments • Requires four 10 minute walk-throughs • Requires student surveys of instructional practice in grades 3-12 • Requires one summative assessment

7. Teacher Performance Standards 5 Domains 10 Standards

8. DOMAIN Crosswalk Activity performance standard PERFORMANCE INDICATORS PERFORMANCE appraisal rubric

9. How similar are the TAPS and the current Cobb Keys? Crosswalk Activity • Work in PAIRS to identify similarities and differences between the new Teacher Performance Standards and our current Cobb Keys. 2. SHARE your conclusions with another pair.

10. Exploring theTeacher Performance Standards Divide into groups: • GROUP A: Standards 1 & 2 • GROUP B: Standards 3 & 4 • GROUP C: Standards 5 & 6 • GROUP D: Standards 7 & 8 • GROUP E: Standards 9 & 10

11. Group Roles • Facilitatingdiscussion: • Person with the shortest hair • Recordingon poster paper: • Person with the most buttonson his/her shirt • Reportingout to group: • Person with the closest birthday (to today!)

12. Exploring theTeacher Performance Standards • Examine your group’s assigned standard(s) and appraisal rubric • Identify and discuss the shifts in the levels of performance and underline those words/phrases that differentiate the levels STEP ONE:

13. Exploring the Teacher Performance Standards STEP TWO: List evidence would reflect a teacher assessment at the Proficient level for your group’s assigned standard(s).

14. Exploring the Teacher Performance Standards STEP THREE: Compare your group’s generated list of evidence to the list of Performance Indicators: • Which ones are the same? • What did your group think of that is not included on the list of indicators? • What would you add to your list?

15. Exploring the Teacher Performance Standards Working collaboratively to create a ONE-PAGER around your group’s standard: • name the standard • list evidence of Proficient level that includes both observational data and concrete documentation • include a visual image, symbol, or representation of the central idea of the standard STEP FOUR:

16. Exploring the Teacher Performance Standards • 20 minutes to work in groups • 10 minutes to report out • 1 minute per standard

17. Exploring the Teacher Performance Standards Examine your standard and rubric. Underline the words that differentiate the levels on the rubric. Discuss! STEP ONE: List evidence of a teacher assessment at the Proficient level. What would you see/hear? What documentation? STEP TWO: Compare your group’s list of evidence to the list of Performance Indicators. What’s the same? What’s different? STEP THREE: Work collaboratively to create a 1 page organizer around your group’s standard(s). STEP FOUR:

18. Student Surveys of Instructional Practice Grades 3-5 Grades 9-12 Grades 6-8

19. Student Surveys of Instructional Practice Survey data informs Standards 3, 4, 7, 8

20. Student Surveys of Instructional Practice • Provide student perception of the teacher’s practice as an additional source of documentation of teacher performance • Reflect the direct experience of students in classrooms

21. Student Surveys of Instructional Practice • Are completed anonymously to promote honest feedback • Are administered by a certified professional, other than the teacher of the surveyed student/students • Are administered with all appropriate accommodations made for students with disabilities and English Language Learners

22. Putting it all Together • Teacher Self-Assessment • Pre-conference • Two walk-throughs (10 min.) • One observation (formative; 30 min.) • Mid-year conference • Two walk-throughs (10 min.) • One observation (formative; 30 min.) • Complete Evaluation (summative) • Summative Conference (totality of evidence)

23. Teacher Performance Standards • Crosswalk document • Fact Sheets and Quick Guides • Teacher Resource Bundles • Available at: http://www.cobbk12.org/centraloffice/hr/tkes/

24. Cobb Keys for Teacher Effectiveness Teacher Effectiveness System (Generates a Teacher Effectiveness Measure Score) TAPS Teacher Assessment on Performance StandardsData sources include observations, documentation and student perception surveys Student Growth and Academic Achievement Teachers of Tested SubjectsStudent Growth Percentile (SGP) Teachers of Non-Tested SubjectsStudent Learning Objectives (SLOs)

25. Cobb Keys for Teacher and LeaderEffectiveness Preparing for 2014-2015