Transcript Document

Georgia Department of Education
CLASS Keys
Classroom Analysis of State Standards
A Teacher Evaluation Process Standards
Barbara Lunsford
Associate Superintendent
School Improvement
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
6/19/2011
1
CLASS Keys Strands and Elements
SM
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
6/19/2011
2
STRAND
STANDARD
ELEMENT
ASSESSMENT - The collecting and analyzing of student performance data to identify
patterns of achievement and underachievement in order to design and implement
appropriate instructional interventions.
Assessment of Student Learning Teacher Standard 1: The teacher uses a variety of
effective and balanced assessment techniques which are systematically implemented.
Continuum of Improvement
AL 1.1 The teacher uses diagnostic assessment strategies to identify individual and
class strengths, misconceptions, and areas of weaknesses in order to inform planning.
 Not Evident
The teacher does not
use diagnostic
assessment data to
determine student or
class strengths and
weaknesses or to
plan for instruction.
The teacher does not
identify student or
class strengths or
weaknesses.
 Emerging
The teacher uses some
diagnostic strategies to
identify student
strengths and
weaknesses and prior
knowledge to guide
planning for
instruction; however,
diagnostic assessment
is not an integral part of
unit planning.
 Proficient
The teacher uses a
variety of diagnostic
assessment strategies
to identify individual and
class strengths,
misconceptions, and
areas of weakness.
Diagnostic assessment
is part of most planning.
 Exemplary
The teacher makes
diagnostic
assessment a
systematic
component of all
instructional units.
The teacher uses a
variety of formal and
informal types of
diagnostic
assessments to
inform planning and
teaching.
CONTINUUM OF IMPROVEMENT RUBRIC
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
6/19/2011
3
Examples of Evidence
 Not Evident
 Emerging
 Proficient
 Exemplary
Teacher Evidence
Lesson plans and units:
 Do not include diagnostic
assessments in plans.
Teacher Evidence
Lesson plans or units:
 Include diagnostic
assessments at the beginning
of some instructional units.
Teacher Evidence
Teacher Evidence
Lesson plans or units:
Lesson plans or units:
 Use a variety of diagnostic  Use a variety of diagnostic
activities at the beginning of
assessment strategies in all
most lessons and units.
instructional planning.
Observation:
 Does not use informal or
formal diagnostic
assessments at the
beginning of a lesson or
unit.
Observation:
 Uses at least one formal or
informal diagnostic
assessment at the beginning
of a lesson or unit.
Observation:
 Differentiates the lesson to
address the needs of
students.
Observation:
 Involves students in deciding
how instruction will be
differentiated based on
diagnostic data results.
Conference:
Conference:
 Cannot describe how a
 Understands the need to
unit or lesson was planned
differentiate to address the
based on diagnostic data.
needs of students, but is not
certain how to plan for a
differentiated lesson.
Conference:
 Describes how a unit or
lesson was adapted based
on diagnostic assessment
data.
Conference:
 Explains the different forms of
assessments used, why
diagnostic work is not graded,
and how it is used.
Student Evidence
 Cannot recall the teacher
using diagnostic
assessment strategies.
Student Evidence
Student Evidence
 Gives limited examples of how  Gives a variety of examples
the teacher assesses prior
of how the teacher
knowledge.
assesses prior knowledge
at the beginning of most
units/courses, etc.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Student Evidence
 Expects diagnostic assessments
to be used at the beginning point
of instruction.
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Data Sources
Artifacts: Lesson plans and/or curriculum units which
evidence planned use of diagnostic tools, pre-assessment
activities, activating strategies, and planning for developing
differentiated instruction based on pre-assessment data.
Conference Discussion Topics: The teacher can explain
how diagnostic data are used to inform instruction.
Discussion Prompts:
 Discuss how you are using assessment data to inform
your lesson or unit plans.
 Describe how you are differentiating based on diagnostic
data.
 What is your process for analyzing and interpreting
diagnostic data that you collect on students?
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
6/19/2011
5
Performance on the elements of the CLASS Keys
is identified on a four-level continuum.
Not Evident
Emerging
Proficient
SM
Exemplary
This continuum is not utilized to label teachers as Not
Evident, Emerging, Proficient, or Exemplary.
The continuum is used to describe a teacher’s
PERFORMANCE on specific elements.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
6/19/2011
6
An array of evidence is collected from
multiple sources during the year.
Announced,
Longer
Observations
Unannounced,
Short
Observations
Annual
Evaluation
GTDR
Performance
Student Achievement Data
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Other artifacts and
evidence from
conferences,
meetings, review
of teacher and
student products
6/19/2011
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CLASS Keys Modules
SM
Module 1: Content and Structure (The What?)
Module 2: Overview of the Evaluation Process (The How?)
Module 3: Self-Assessment and Reflection
Module 4: Professional Growth Plan
CLASS KeysSM
Module 5: Pre-Evaluation Conference
Module 6: Informal Observations
Modules
Module 7: Formal Observations
Module 8: Georgia Teacher Duties and Responsibilities
Module 9: Annual Evaluation
Module 10: Professional Development Plan
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
6/19/2011
8
Evaluator Training Assessment
Three Sections:
• Scoring the Elements in a Classroom Video
• Annual Evaluation Performance Task
• Technical Questions Regarding Process
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
6/19/2011
9
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
6/19/2011
10