WELCOME Dr John D Barge State Superintendant Dr

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

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

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. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org 3

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 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org 4

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 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org 5

TEACHERS MATTER Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org 6

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) Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org 7

Which factor had the largest effect on student achievement? Mixed Ability Grouping? 4 Class Size? 3 Prior Achievement? 2 The Teacher? 1 Study Highlight: Wright, S. P. , Horn, S. P. , & Sanders, W. L. (1997) Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org 8

Why do we need effective teachers? Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org

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/. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org 10

Theory of Action If 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. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org 11

Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure ) Teacher Assessment on Performance Standards Surveys of Instructional Practice (Observations and Documentation) (Grades 3 5, Grades 6 8, Grades 9 12) Student Growth and Academic Achievement Teachers of Tested Subjects Teachers of Non-Tested Subjects Student Growth Percentile Achievement Gap Reduction DOE approved, district developed Student Learning Objectives Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org 12

Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure ) Teacher Assessment on Performance Standards Surveys of Instructional Practice (Observations and Documentation) (Grades 3 5, Grades 6 8, Grades 9 12) Student Growth and Academic Achievement Teachers of Tested Subjects Teachers of Non-Tested Subjects Student Growth Percentile Achievement Gap Reduction DOE approved, district developed Student Learning Objectives Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org 13

Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure ) Teacher Assessment on Performance Standards Surveys of Instructional Practice (Observations and Documentation) (Grades 3 5, Grades 6 8, Grades 9 12) Student Growth and Academic Achievement Teachers of Tested Subjects Teachers of Non-Tested Subjects Student Growth Percentile Achievement Gap Reduction DOE approved, district developed Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org Student Learning Objectives 14

TAPS Domains and Standards PLANNING 1. Professional Knowledge 2. Instructional Planning INSTRUCTIONAL DELIVERY 3. Instructional Strategies 4. Differentiated Instruction ASSESSMENT OF AND FOR LEARNING 5 Domains 10 Standards 5. Assessment Strategies 6. Assessment Uses LEARNING ENVIRONMENT 7. Positive Learning Environment 8. Academically Challenging Environment PROFESSIONALISM AND COMMUNICATION 9. Professionalism 10. Communication Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org 15

DOMAIN TAPS Main Components PERFORMANCE STANDARD PLANNING Performance Standard 1: Professional Knowledge The teacher demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences. PERFORMANCE Sample Performance Indicators INDICATORS Examples may include, but are not limited to: The teacher: 1. 1 Addresses appropriate curriculum standards and integrates key content elements. PERFORMANCE 1. 2 Implements students’ use of higher level thinking skills in instruction. APPRAISAL 1. 3 Demonstrates ability to link present content with past and future learning experiences, other subject areas, RUBRIC and real world experiences and applications. Exemplary Proficient In addition to meeting the requirements for Proficient… The teacher continually demonstrates extensive content and pedagogical knowledge, enriches the curriculum, and guides others in enriching the curriculum. (Teachers rated as Exemplary Proficient is the expected level of performance. The teacher consistently demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences. continually seek ways to serve as role models or teacher leaders. ) Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org Needs Development Ineffective 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. 16

Domain: Planning Performance Standard 1: Professional Knowledge 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. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org 17

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. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org 18

Domain: Assessment of and For Learning Performance Standard 5: Assessment Strategies 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. 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. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org 19

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. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org 20

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. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org 21

TAPS Process Flow Orientation Familiarization Self-Assessment Observations & Documentation* Collection Formative Assessment and Feedback Summative Assessment and Feedback Documentation includes data from walkthroughs and surveys. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org 22

TAPS Process Flow Orientation Familiarization Self. Assessment Observations & Documentation * Collection Formative Assessment and Feedback Summative Assessment and Feedback Documentation includes data from walkthroughs and surveys. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org 23

Self-Assessment Form (Abbreviated) Must be completed electronically prior to pre-conference. Planning Rating Comments 1. _____Exemplary _____Proficient _____Needs Development _____Ineffective Strengths: Professional Knowledge Exemplary The 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. ) Proficient 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. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org Areas for Growth: Needs Development Ineffective 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. 24

TAPS Data Sources • Observations v v v 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 v v 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. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org 25

Examples of Documentation • Lesson Plans • Summary of Conference with Teacher • Parent Contact Log • Data Used to Differentiate • Emails to Parents • Assessments • Professional Learning Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org 26

Rating Performance Totality of the Evidence and Most Consistent Practice Performance Standard 1: Professional Knowledge Exemplary In addition to meeting the requirements for Proficient… 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. ) Proficient is the expected level of performance. Needs Development Ineffective 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. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org 27

Rating Teacher Performance 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. ) Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org 28

Formative Assessment (Abbreviated) Totality of the Evidence and Most Consistent Practice Planning 1. Professional Knowledge Rating _____Exemplary _____Proficient _____Needs Development _____Ineffective Exemplary 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. ) Specific Comments Proficient The teacher consistently demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org Needs Development The teacher inconsistently demonstrates understanding of curriculum, subject content, pedagogical knowledge, and student needs, or lacks fluidity in using the knowledge in practice. Ineffective The teacher inadequately demonstrates understanding of curriculum, subject content, pedagogical knowledge and student needs, or does not use the knowledge in practice. 29

Summative Assessment Planning 1. Professional Knowledge Rating _____Exemplary _____Proficient _____Needs Development _____Ineffective Exemplary 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. ) Specific Comments Proficient The teacher consistently demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org Needs Development The teacher inconsistently demonstrates understanding of curriculum, subject content, pedagogical knowledge, and student needs, or lacks fluidity in using the knowledge in practice. Ineffective The teacher inadequately demonstrates understanding of curriculum, subject content, pedagogical knowledge and student needs, or does not use the knowledge in practice. 30

Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure ) Teacher Assessment on Performance Standards Surveys of Instructional Practice (Observations and Documentation) (Grades 3 5, Grades 6 8, Grades 9 12) Student Growth and Academic Achievement Teachers of Tested Subjects Teachers of Non-Tested Subjects Student Growth Percentile Achievement Gap Reduction DOE approved, district developed Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org Student Learning Objectives 31

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 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org 32

Grades 6 -8 Survey Sample Strongly 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 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org 33

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. Teacher 3. Instructional Strategies 4. Differentiated Instruction 7. Positive Learning Environment 8. Academically Challenging Environment 0. 9 2. 1 3. 0 1. 7 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org 34

Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure ) Teacher Assessment on Performance Standards Surveys of Instructional Practice (Observations and Documentation) (Grades 3 5, Grades 6 8, Grades 9 12) Student Growth and Academic Achievement Teachers of Tested Subjects Teachers of Non-Tested Subjects Student Growth Percentile Achievement Gap Reduction DOE approved, district developed Student Learning Objectives Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org 35

What is an SGP? Why is it a percentile? What does the percentile tell us about instruction? 76 Who is a student measured against? How much growth is enough? Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org 36

SGP Final Points • SGPs not only show individual students are progressing, but they also can be aggregated to show groups of students, schools, districts, and the state are progressing. • This model can transition to PARCC when implemented. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org 37

Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure ) Teacher Assessment on Performance Standards Surveys of Instructional Practice (Observations and Documentation) (Grades 3 5, Grades 6 8. Grades 9 12) Student Growth and Academic Achievement Teachers of Tested Subjects Teachers of Non-Tested Subjects Student Growth Percentile Achievement Gap Reduction DOE approved, district developed Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org Student Learning Objectives 38

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. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org 39

Characteristics of SLOs Represent the most Are developed by District important learning for an and approved by the instructional period Ga. DOE Student Learning Objectives Are specific, measurable, time bound Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org Are aligned to Common Core, State, and/ or National standards, as well as other district and school priorities 40

Overview of SLO Process Teacher administers pre assessments Beginning of Course Teacher creates and implements teaching and learning strategies Teacher monitors student progress through on going formative assessments August - May *includes mid-year review Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org Evaluator / teacher determines Student Learning Objective attainment May 15 data submission to Ga. DOE 41

Pilot SLO Evaluation Rubric Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org 42

TLE Electronic Platform Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org 43

Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure ) Teacher Assessment on Performance Standards Surveys of Instructional Practice (Observations and Documentation) (Grades 3 5, Grades 6 8, Grades 9 12) Student Growth and Academic Achievement Teachers of Tested Subjects Student Growth Percentile Achievement Gap Reduction Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org Teachers of Non-Tested Subjects DOE approved, district developed Student Learning Objectives 44

Teacher & Leader Effectiveness Avis King, Deputy Superintendent of School Improvement aking@doe. k 12. ga. us Barbara Lunsford, Associate Superintendent of School Improvement blunsford@doe. k 12. ga. us Martha Ann Todd, TLE Division Director mtodd@doe. k 12. ga. us Susan White, TLE Program Manager suwhite@doe. k 12. ga. us Cindy Saxon, Interim TLE Program Manager csaxon@doe. k 12. ga. us Pam Colvin, TLE Program Manager pcolvin@doe. k 12. ga. us Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www. gadoe. org 45