Transcript 30 min. Teacher Training PPT

Gwinnett Teacher Effectiveness
System Training
Agenda
• Rationale/Purpose
• Overview of Gwinnett Teacher Effectiveness
System (GTES)
• Introduction to Teacher Assessment on
Performance Standards (TAPS)
• Introduction to Student Growth Academic
Achievement
• Q & A session
Why is GCPS changing its
personnel evaluation system?
0.6%
Satisfactory Teachers
Unsatisfactory Teachers
99.4%
In 2008-09,
approximately
11,700 teachers
were rated
satisfactory, while
only about 70
received an
unsatisfactory
rating.
These results
provide little useful
information about
the variation in the
effectiveness of our
teaching staff.
Qualities of Effective Teachers Model
EFFECTIVE TEACHERS
Background
Prerequisites
Knowledge of subject matter
Experience
Verbal ability
Job Responsibilities and
Practices
Classroom
Management
& Instruction
The Person
Implementing
Instruction
Organizing
for
Instruction
Monitoring
Student
Progress &
Potential
Source: Stronge, Qualities of Effective Teachers, ASCD, 2007
Diagram used with the Permission of Linda Hutchinson, Doctoral Student, The College of
William and Mary
Overview of
Gwinnett Teacher
Effectiveness
System
Gwinnett Teacher Effectiveness
System
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 Student growth
percentile
Teachers of Non-Tested
Subjects
DOE approved district
Student Performance
Goals
GTES Evaluation Cycle:
Planning
Phase
Orientation
SelfAssessment
Evaluation
Phase
Implementation
Phase
PreEvaluation
Conference
Formative
Observations
and
Documentation
Mid-Year
Conference
Summative
Assessment
Summative
Evaluation
Conference
Annual
Evaluation
Summary
Introduction to Teacher
Assessment on Performance
Standards
DOMAIN
TAPS Main Components
PERFORMANCE
STANDARD
PLANNING
Performance Standard 1: Professional Knowledge
The teacher consistently 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 Facilitates 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
RUBRIC
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, regularly
enriches the curriculum,
and guides others in
enriching the curriculum.
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
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.
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
TAPS Data Sources
• Observations

Four brief observations


Two formative observations


A minimum of 10 minutes
A minimum of 30 minutes in duration
All information collected electronically
• Documentation



Captured electronically
Reviewed along with formative observations
Submitted by teachers and evaluators
Performance Rubrics
Performance Rubrics
Professional Knowledge
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.
Rating Scale
“Totality of the evidence and most consistent practice.”
Observations
Brief Observations
• Four during the year
• Minimum of 10 minutes
each
• Rate and comment only
on the standards you
observe
• Specific requirements for
Brief Observations will be
shared at a later date
Formative Assessments
• Two during the year
• Minimum of 30 minutes
each
• One announced and one
unannounced
• Standards that are
observed will be rated on
the rubric
• May request additional
documentation to support
ratings
• Comments can include
areas for strength and
growth for each standard
Why Use Student
Perception Surveys?
Why use student surveys?
• Past reliance on observations as the sole
source for teacher evaluation
• Observations are narrow in scope
• Observations fail to capture the complexity
of teaching
• Evaluations of teachers must include
multiple data sources
• Surveys offer teachers an opportunity to
reflect on perceptions about their practice
Surveys of Instructional Practice
• Three developmentally different surveys


Grades 3-5; 6-8; 9-12
Reviewed for content validity and readability (Flesch-Kincaid
Readability Scale)
• Survey questions aligned with TAPS standards•
•
•
•
3 – Instructional Strategies
4 – Differentiated Instruction
7 – Positive Learning Environment
8 - Academically Challenging Environment
• Administered by certified specialist
• Surveys are anonymous; no comment fields
• Survey results must be considered for the summative
assessment rating.
Student Perception Survey
Samples
3-5 Student Perception Survey
1 My teacher knows a lot about what is taught.
2 My teacher is prepared and ready for teaching every day.
3 My teacher explains things so I understand.
6-8 Student Perception Survey
1 My teacher knows a lot about what is taught.
2 My teacher uses a variety of teaching practices during class.
3 My teacher prepares materials in advance and has them ready to
use.
9-12 Student Perception Survey
1
2
3
My teacher has deep knowledge of the subject he/she teaches.
My teacher uses a variety of teaching strategies during class.
My teacher creates well-organized and well-developed lessons.
Student Growth and Academic
Achievement
Gwinnett Teacher
Effectiveness System
Teacher Evaluation 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 Non-Tested
Subjects
DOE approved district
Student Performance
Goals
Teachers of Tested
Subjects
Student growth
percentile
Student Growth and Academic
Achievement Categories
Student Performance
Goals (SPG’s):
Student Growth
Percentile (SGP’s):
Non-Tested Subjects
Tested Subjects
•Student
Performance Goals
and Assessments
Developed by the
District, approved
by the DOE
•Grades 4 – 8 in
CRCT Subjects
•High School
Subjects with End of
Course Tests
GTES
Training Dates
• May 30, 2013: 9-11 a.m.
• June 14, 2013: 9-11 a.m.
• June 27, 2013: 9-11 a.m.
• July 11, 2013: 9-11 a.m.