Transcript Engaging in the Standards - Cobb County School District

Preparing for 2014-2015
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
State of Georgia
Cobb County School District
Teacher Keys
Effectiveness System
(TKES)
Cobb Keys for Teacher
Effectiveness (Cobb Keys)
Leader Keys
Effectiveness System
(LKES)
Cobb Keys for Leader
Effectiveness (Cobb Keys)
Teacher Effectiveness System
(Generates a Teacher Effectiveness Measure Score)
Teacher Assessment on
Performance Standards
Data sources include observations,
documentation and student perception surveys
Student Growth and
Academic Achievement
Teachers of
Tested Subjects
Teachers of
Non-Tested Subjects
Student Growth Percentile (SGP)
Student Learning Objectives (SLOs)
Teacher Effectiveness System
(Generates a Teacher Effectiveness Measure Score)
Teacher Assessment on
Performance Standards
Data sources include observations,
documentation and student perception surveys
Student Growth and
Academic Achievement
Teachers of
Tested Subjects
Teachers of
Non-Tested Subjects
Student Growth Percentile (SGP)
Student Learning Objectives (SLOs)
TAPS
Teacher 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
Teacher Performance 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
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DOMAIN
PERFORMANCE
STANDARD
PLANNING
Crosswalk
Activity
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.
1.2 Facilitates 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.
Exemplary*
Proficient
In addition to meeting the requirements
for Proficient…
Proficient is the expected level of
performance.
The teacher continually demonstrates
extensive content and pedagogical
knowledge, enriches the curriculum, and
guides others in enriching the curriculum.
(Teachers rated 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
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.
PERFORMANCE
APPRAISAL
RUBRIC
Ineffective
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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Crosswalk
Activity
1. 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.
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Divide into groups:
– GROUP
– GROUP
– GROUP
– GROUP
– GROUP
A: Standards 1 & 2
B: Standards 3 & 4
C: Standards 5 & 6
D: Standards 7 & 8
E: Standards 9 & 10
• Facilitating discussion:
– Person with the shortest hair
• Recording on poster paper:
– Person with the most buttons on his/her
shirt
• Reporting out to group:
– Person with the closest birthday (to today!)
STEP ONE:
 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 TWO:
List evidence would reflect a teacher assessment at the
Proficient level for your group’s assigned standard(s).
Examples of tangible or concrete
documentation
•
•
•
_____
_____
_____
Examples of what you would SEE or
HEAR during an observation
• _____
• _____
• _____
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?
STEP FOUR:
Working collaboratively to create a ONEPAGER 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
• 20 minutes to work in groups
• 10 minutes to report out
– 1 minute per standard
STEP ONE:
Examine your standard and rubric. Underline the words
that differentiate the levels on the rubric. Discuss!
STEP TWO:
List evidence of a teacher assessment at the Proficient
level. What would you see/hear? What documentation?
STEP THREE:
Compare your group’s list of evidence to the list of
Performance Indicators. What’s the same? What’s
different?
STEP FOUR:
Work collaboratively to create a 1 page organizer
around your group’s standard(s).
Grades
6-8
Survey data informs Standards 3, 4, 7, 8
• 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
• 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
Putting it all Together
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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)
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Crosswalk document
Fact Sheets and Quick Guides
Teacher Resource Bundles
Available at:
http://www.cobbk12.org/centraloffice/hr/tkes/
Teacher Effectiveness System
(Generates a Teacher Effectiveness Measure Score)
Teacher Assessment on
Performance Standards
Data sources include observations,
documentation and student perception surveys
Student Growth and
Academic Achievement
Teachers of
Tested Subjects
Teachers of
Non-Tested Subjects
Student Growth Percentile (SGP)
Student Learning Objectives (SLOs)
Preparing for 2014-2015