Transcript 2. Orientation Powerpoint
WELCOME
Dr. John D. Barge State Superintendant
Dr. John D. Barge, State School Dr. John D. Barge, State School
“Making Education Work for All Georgians”
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. Barge, State School
“Making Education Work for All Georgians”
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
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
www.gadoe.org
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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
www.gadoe.org
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TEACHERS MATTER
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
www.gadoe.org
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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
www.gadoe.org
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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
www.gadoe.org
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Why do we need effective teachers?
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
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Time in School Year Needed to
Time in School Year Needed to Achieve the Same Amount
Achieve Same Amount of Learning
75th Percentile Teacher
March
25th Percentile Teacher
June
0 1/ 4 1/ 2 Years Needed 3/ 4 1
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
www.gadoe.org
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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
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
12
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
13
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
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. 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
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
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DOMAIN PLANNING
TAPS Main Components
PERFORMANCE STANDARD 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.
Sample Performance Indicators
Examples may include, but are not limited to:
The teacher:
1.1 Addresses appropriate curriculum standards and integrates key content elements.
PERFORMANCE INDICATORS
1.2 Implements students’ use of higher-level thinking skills in instruction.
PERFORMANCE
1.3 Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real-world experiences and applications.
RUBRIC 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
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.
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.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
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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
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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
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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 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 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 1.
Professional Knowledge Rating
_____Exemplary _____Proficient _____Needs Development _____Ineffective
Comments
Strengths: Areas for Growth:
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
Needs Development
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.
Ineffective
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 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 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
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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
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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
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.
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.
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 Continually
Occurs with high frequency, appropriately, and over time Every Week
(Regular intervals will vary depending on the standard and the task.)
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
Specific Comments 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.)
Proficient
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.
Ineffective
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
29
Summative Assessment
Planning 1.
Professional Knowledge Rating
_____Exemplary _____Proficient _____Needs Development _____Ineffective
Specific Comments 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.)
Proficient
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.
Ineffective
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
www.gadoe.org
30
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
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
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Grades 6-8 Survey Sample
My teacher uses different ways to teach and help me learn.
My teacher sets high learning standards for the class.
Strongly Agree
3
Agree
2
Disagree Strongly Disagree
1 0 3 2 1 0
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
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Abbreviated Sample Form for Training Purposes 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
0.9
4. Differentiated Instruction
2.1
7. Positive Learning Environment
3.0
8. Academically Challenging Environment
1.7
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
34
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
www.gadoe.org
35
What is an SGP?
Why is it a percentile?
What does the percentile tell us about instruction?
76 How much growth is enough?
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
www.gadoe.org
Who is a student measured against?
36
SGP Final Points
•
SGPs not only show how individual students are progressing, but they also can be aggregated to show how 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
www.gadoe.org
37
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
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
www.gadoe.org
39
Characteristics of SLOs
Represent the most important learning for an instructional period Are developed by District and approved by the GaDOE
Student Learning Objectives
Are specific, measurable, time-bound Are aligned to Common Core, State, and/ or National standards, as well as other district and school priorities
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
www.gadoe.org
40
Overview of SLO Process
Teacher administers pre assessments Teacher creates and implements teaching and learning strategies Teacher monitors student progress through on-going formative assessments
Beginning of Course August - May *includes mid-year review Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
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Evaluator / teacher determines Student Learning Objective attainment
May 15 data submission to GaDOE
41
Pilot SLO Evaluation Rubric
Student Learning Objective Evaluation Rubric Exemplary Proficient Needs Development Ineffective
Greater than 50% of the students exceeded the Student Learning Objective, at least 40% met the Student Learning Objective, and no more than 10% did not meet the Student Learning Objective. Greater than or equal to 80% of students met or exceeded their Student Learning Objective and no more than 20% did not meet the Student Learning Objective. Great than or equal to 50% of students met or exceeded their Student Learning Objective. Fewer than 50% of students met or exceeded their Student Learning Objective.
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
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
www.gadoe.org
44
Teacher & Leader Effectiveness
Avis King, Deputy Superintendent of School Improvement [email protected]
Barbara Lunsford, Associate Superintendent of School Improvement [email protected]
Martha Ann Todd, TLE Division Director [email protected]
Susan White, TLE Program Manager [email protected]
Cindy Saxon, Interim TLE Program Manager [email protected]
Pam Colvin, TLE Program Manager [email protected]
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
www.gadoe.org
45