Transcript Teacher Keys Effectiveness System
Teacher Keys Effectiveness System
Overview for Teachers 2013-2014
Dr. John D. Barge, State School Superintendent
“
Making Education Work for All Georgians
” www.gadoe.org
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• • • •
Implementation Cohorts for the Teacher Keys Effectiveness System
2011-2012: – Cohort 1, Race to the Top Districts: 26, Pilot 2012-2013 – – Cohort 1, Full Implementation Cohort 2, Volunteer Districts: 20; Volunteer IIA Grant Districts: 9; SIG/Priority/Relocation Schools: 21; and Study Districts: 6, Pilot 2013-2014 – – Cohort 1: Full Implementation Cohort 2: Combination Full Implementation and Pilot – Cohort 3: New Volunteer Districts: 106, Pilot (current 6.27.2013) 2011-2013 Institutions of Higher Education: 20 “
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House Bill 244
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Passed during 2013 legislative session
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Mandates use of single, state-wide evaluation system for teachers of record
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Multiple observations required
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Student Achievement contributes 50%
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Contracts must be offered by May 15
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House Bill 244
• Feedback must be provided for all observations within 5 working days • Evaluations will yield one of four explicit summative ratings: – Exemplary, Proficient, Needs Development and Ineffective • Evaluators must be trained and credentialed using an approved program • All components of a teacher ’ s evaluation are confidential “
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Because teachers matter
So, why TKES?
There are 1, 702,758 reasons to have effective teachers and leaders in Georgia.
Dr. John D. Barge, State School Superintendent
“
Making Education Work for All Georgians
” www.gadoe.org
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Teacher Keys Effectiveness System
Primary Purposes
• • • Optimize student learning and growth Improve the quality of classroom instruction Support the continuous growth of teachers
Dr. John D. Barge, State School Superintendent
“
Making Education Work for All Georgians
” www.gadoe.org
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Do teachers have an impact on student achievement?
Dr. John D. Barge, State School Superintendent
“
Making Education Work for All Georgians
” www.gadoe.org
Which factor has the largest effect on student achievement?
Mixed Ability Grouping 4 Class Size 3 Prior Achievement 2
The Teacher
Study Highlight: Wright, S.P., Horn, S.P., & Sanders, W.L. (1997)
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Predictors of student achievement gains are a combination of…
Multiple observations (TAPS)
Student feedback (Surveys)
Prior student achievement gains (Student Growth and Academic Achievement)
Source: Kane, Thomas J. and Staiger, Douglas O.
“
Gathering Feedback for Teaching.
”
www.gatesfoundation.org
January 2012.
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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 Tested Subjects
- Student Growth Percentile - Achievement Gap Reduction
Teachers of Non-Tested Subjects
- DOE-approved, district-developed Student Learning Objectives “
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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 Tested Subjects
- Student Growth Percentile - Achievement Gap Reduction
Teachers of Non-Tested Subjects
- DOE-approved, district-developed Student Learning Objectives “
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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. Assessment Strategies 6. Assessment Uses
LEARNING ENVIRONMENT
7. Positive Learning Environment 8. Academically Challenging Environment
PROFESSIONALISM AND COMMUNICATION
9. Professionalism 10. Communication 5 Domains 10 Standards “
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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. Assessment Strategies 6. Assessment Uses
LEARNING ENVIRONMENT
7. Positive Learning Environment 8. Academically Challenging Environment
PROFESSIONALISM AND COMMUNICATION
9. Professionalism 10. Communication 5 Domains 10 Standards “
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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. Assessment Strategies 6. Assessment Uses
LEARNING ENVIRONMENT
7. Positive Learning Environment 8. Academically Challenging Environment
PROFESSIONALISM AND COMMUNICATION
9. Professionalism 10. Communication 5 Domains 10 Standards “
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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. Assessment Strategies 6. Assessment Uses
LEARNING ENVIRONMENT
7. Positive Learning Environment 8. Academically Challenging Environment
PROFESSIONALISM AND COMMUNICATION
9. Professionalism 10. Communication 5 Domains 10 Standards “
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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. Assessment Strategies 6. Assessment Uses
LEARNING ENVIRONMENT
7. Positive Learning Environment 8. Academically Challenging Environment
PROFESSIONALISM AND COMMUNICATION
9. Professionalism 10. Communication 5 Domains 10 Standards “
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DOMAIN
TAPS Main Components
PERFORMANCE STANDARD Instructional Delivery Performance Standard 3: Instructional Strategies
The teacher promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning and to facilitate the students
’
acquisition of key knowledge and skills.
Sample Performance Indicators
Examples may include, but are not limited to:
The teacher:
3.1 Engages students in active learning and maintains interest.
PERFORMANCE INDICATORS
3.2 Builds upon students ’ existing knowledge and skills.
3.3 Reinforces learning goals consistently throughout the lesson. 3.4 Uses a variety of research-based instructional strategies and resources
PERFORMANCE APPRAISAL RUBRIC Exemplary
In addition to meeting the requirements for Proficient…
The teacher continually facilitates students ’ engagement in metacognitive learning, higher-order thinking skills, and application of learning in current and relevant ways. (Teachers rated as Exemplary continually seek ways to serve as role models or teacher leaders.)
Proficient
Proficient is the expected level of performance.
The teacher consistently promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning, and to facilitate the students ’ acquisition of key skills.
Needs Development Ineffective
The teacher inconsistently uses research-based instructional strategies. The strategies used are sometimes not appropriate for the content area or for engaging students in active learning or for the acquisition of key skills. The teacher does not use research-based instructional strategies, nor are the instructional strategies relevant to the content area. The strategies do not engage students in active learning or acquisition of key skills.
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Rating Performance
Totality of Evidence and Consistency of Practice Performance Standard 3: Instructional Strategies Exemplary
In addition to meeting the requirements for Proficient…
The teacher continually facilitates students' engagement in metacognitive learning, higher-order thinking skills, and application of learning in current and relevant ways.(Teachers
rated as Exemplary continually seek ways to serve as role models or teacher leaders.)
Proficient
Proficient is the expected level of performance.
The teacher consistently promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning, and to facilitate the students' acquisition of key skills.
Needs Development
The teacher inconsistently uses research-based instructional strategies. The strategies used are sometimes not appropriate for the content area or for engaging students in active learning or for the acquisition of key skills.
Ineffective
The teacher does not use research-based instructional strategies, nor are the instructional strategies relevant to the content area. The strategies do not engage students in active learning or acquisition of key skills.
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TAPS Process Overview
Orientation & Familiarization Self-Assessment & Pre-Evaluation Conference Observation and Collection of Evidence Formative Assessment & Mid-Year Evaluation Conference Summative Assessment & Summative Evaluation Conference “
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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 Tested Subjects
- Student Growth Percentile - Achievement Gap Reduction
Teachers of Non-Tested Subjects
- DOE-approved, district-developed Student Learning Objectives “
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Why do Student Surveys Inform TAPS?
• Observations, used alone, are narrow in scope and inadequate to capture the complexities of teaching .
• Evaluations of teachers must include multiple data sources.
• Students provide perceptions of the routine practices within a classroom.
Dr. John D. Barge, State School Superintendent
“
Making Education Work for All Georgians
” www.gadoe.org
21
Surveys of Instructional Practice
Surveys of Instructional Practice provide student perception data as an
additional source of documentation
of teacher performance for four of the ten performance standards within the TAPS component of the Teacher Keys Effectiveness System. “
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Surveys of Instructional Practice
Survey questions will be aligned with the following standards that students directly experience: Standard 3. Instructional Strategies Standard 4. Differentiated Instruction Standard 7. Positive Learning Environment Standard 8. Academically Challenging Environment “
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Grades 9-12 Survey Sample
My teacher ensures the rules and procedures are followed in class. My teacher encourages me to try new things, even when they are difficult.
Strongly Agree
3
Agree Disagree Strongly Disagree
2 1 0 3 2 1 0
Dr. John D. Barge, State School Superintendent
“
Making Education Work for All Georgians
” www.gadoe.org
Abbreviated Sample Form for Training Purposes 24
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 Tested Subjects
- Student Growth Percentile - Achievement Gap Reduction
Teachers of Non-Tested Subjects
- DOE-approved, district-developed Student Learning Objectives
Dr. John D. Barge, State School Superintendent
“
Making Education Work for All Georgians
” www.gadoe.org
25
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 Tested Subjects
- Student Growth Percentile - Achievement Gap Reduction
Teachers of Non-Tested Subjects
- DOE-approved, district-developed Student Learning Objectives
Dr. John D. Barge, State School Superintendent
“
Making Education Work for All Georgians
” www.gadoe.org
26
Growth and Achievement Growth
• Measures a student’s progress between two points in time. • Compares a student’s performance to his/her own prior performance.
A more complete picture of student learning
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Achievement
•Measures a student’s performance at a single point of time.
•Compares a student’s performance to a standard.
Dr. John D. Barge, State School Superintendent
“
Making Education Work for All Georgians
” www.gadoe.org
27
Two Measures of Growth
• • •
Tested Subjects
Utilize Student Growth Percentiles Generated based on CRCT and EOCT performance Will be calculated at the state level • • •
Non-Tested Subjects
Utilize Student Learning Objectives Generated based on performance on pre- and post-assessment measures Will be calculated at the district level for all state funded courses without a standardized test “
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Growth Projections and Targets
Exceeds High Exceeds Target Meets Typical Meets Target Low Does Not Meet This Year Future “
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SGPs for Individual Students
• • Each student obtains a growth percentile, which indicates how his or her current achievement compares with that of his or her academic peers – Academic peers are other students statewide with a similar score history – Priors are the historical assessment scores used to model growth Growth percentiles range from 1 to 99 – Lower percentiles indicate lower academic growth and higher percentiles indicate higher academic growth “
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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 Tested Subjects
- Student Growth Percentile - Achievement Gap Reduction
Teachers of Non-Tested Subjects
- DOE-approved, district-developed Student Learning Objectives “
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What Is an SLO?
An SLO is a measurable, long-term academic goal set to determine student growth. Student learning objectives demonstrate a teacher’s impact on student learning.
– Two data points using district-determined pre-and post-assessment – SMART goal criteria “
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High School Social Studies SLO
From September 2013 to May 2014, 100% of American Government and Civics students will demonstrate growth from the pre-assessment to the post assessment as measured by Down County’s locally developed measures as follows: • The minimum expectation for individual student growth is based on the formula which requires students to grow by increasing his/her score by 60% of his/her potential growth. • Pre-assessment score + (100 – pre-assessment score) / x .6 = Post-assessment Target Score. Students scoring more than 10 points higher than their target would be considered exceeding their target.
Example using 40 on a pre-assessment: 40 + (100-40) x .6
40 + (60) x .6
40 + 36 76 is the target for post-assessment *A score of 87 denotes exceeding
Dr. John D. Barge, State School Superintendent
“
Making Education Work for All Georgians
” www.gadoe.org
33
QUESTIONS, Comments Concerns
about the process?
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The Electronic Platform
https://tle.gadoe.org
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Resources
• • • •
gadoe.org
Electronic Platform Implementation Guide Quick Guides
Dr. John D. Barge, State School Superintendent
“
Making Education Work for All Georgians
” www.gadoe.org
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