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Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Dr. John D. Barge, State School Superintendent “Making.

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Presentation on theme: "Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Dr. John D. Barge, State School Superintendent “Making."— Presentation transcript:

1 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” WELCOME 1 Katherine Wood Race to the Top Teacher -Leader Advisor Dr. John D. Barge State Superintendant Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians”

2 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Teacher Keys Effectiveness System Teacher Orientation School Year Pilot and Full Year Implementation 2 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians”

3 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” 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 Teacher Keys pilot and full year implementation. 3

4 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” 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 4

5 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” 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 5

6 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” 6 TEACHERS MATTER

7 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” 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) 7

8 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” 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) 8

9 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Why do we need effective teachers?

10 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Time in School Year Needed to Achieve Same Amount of Learning Source: Leigh, A. (n.d.). Estimating Teacher Effectiveness From Two-Year Changes in Students’ Test Scores. Retrieved May 22, 2007, from March June 10

11 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” 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. 11

12 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Teacher Keys Effectiveness System ( Generates a Teacher Effectiveness Measure ) Surveys of Instructional Practice (Grades 3-5, Grades 6-8, Grades 9-12) Teacher Assessment on Performance Standards (Observations and Documentation) Student Growth and Academic Achievement Teachers of Tested Subjects - Student Growth Percentile - Student Growth Percentile Achievement Gap Reduction - Achievement Gap Reduction Teachers of Non-Tested Subjects - DOE-approved, district-developed - DOE-approved, district-developed Student Learning Objectives Student Learning Objectives 12

13 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Teacher Keys Effectiveness System ( Generates a Teacher Effectiveness Measure ) Surveys of Instructional Practice (Grades 3-5, Grades 6-8, Grades 9-12) Teacher Assessment on Performance Standards (Observations and Documentation) Student Growth and Academic Achievement Teachers of Tested Subjects - Student Growth Percentile - Student Growth Percentile Achievement Gap Reduction - Achievement Gap Reduction Teachers of Non-Tested Subjects - DOE-approved, district-developed - DOE-approved, district-developed Student Learning Objectives Student Learning Objectives 13

14 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Teacher Keys Effectiveness System 14 Teacher Keys Effectiveness System ( Generates a Teacher Effectiveness Measure ) Surveys of Instructional Practice (Grades 3-5, Grades 6-8, Grades 9-12) Teacher Assessment on Performance Standards (Observations and Documentation) Student Growth and Academic Achievement Teachers of Tested Subjects - Student Growth Percentile - Student Growth Percentile Achievement Gap Reduction - Achievement Gap Reduction Teachers of Non-Tested Subjects - DOE-approved, district-developed - DOE-approved, district-developed Student Learning Objectives Student Learning Objectives

15 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” 5 Domains 10 Standards TAPS Domains and StandardsPLANNING 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 15

16 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” 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. Sample Performance Indicators Examples may include, but are not limited to: The teacher: 1.1Addresses appropriate curriculum standards and integrates key content elements. 1.2Implements students’ use of higher-level thinking skills in instruction. 1.3Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real-world experiences and applications. DOMAIN PERFORMANCE STANDARD PERFORMANCE INDICATORS TAPS Main Components PERFORMANCE APPRAISAL RUBRIC Exemplary In addition to meeting the requirements for Proficient… Proficient Proficient is the expected level of performance. Needs DevelopmentIneffective 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.) The teacher consistently demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences. 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. 16

17 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” The teacher demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences. Domain: Planning Performance Standard 1: Professional Knowledge 17 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. Performance Standard 2: Instructional Planning

18 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” 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. Domain : Instructional Delivery Performance Standard 3: Instructional Strategies 18 The teacher challenges and supports each student’s learning by providing appropriate content and developing skills which address individual learning differences. Performance Standard 4: Differentiated Instruction

19 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” 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. Domain: Assessment of and For Learning Performance Standard 5: Assessment Strategies 19 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. Performance Standard 6: Assessment Uses

20 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” The teacher provides a well-managed, safe, and orderly environment that is conducive to learning and encourages respect for all. Domain: Learning Environment Performance Standard 7: Positive Learning Environment 20 The teacher creates a student-centered, academic environment in which teaching and learning occur at high levels and students are self-directed learners. Performance Standard 8: Academically Challenging Environment

21 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” 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. Domain: Professionalism & Communication Performance Standard 9: Professionalism 21 The teacher communicates effectively with students, parents or guardians, district and school personnel, and other stakeholders in ways that enhance student learning. Performance Standard 10: Communication

22 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” TAPS Process Flow 22 OrientationFamiliarizationSelf-Assessment Observations & Documentation* Collection Formative Assessment and Feedback Summative Assessment and Feedback Feedback Documentation includes data from walkthroughs and surveys.

23 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” TAPS Process Flow 23 Orientation Familiarization Self- Assessment Observations & Documentation * Collection Formative Assessment and Feedback Summative Assessment and Feedback Feedback Documentation includes data from walkthroughs and surveys.

24 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Self-Assessment Form (Abbreviated) Must be completed electronically prior to pre-conference. 24 PlanningRatingComments 1.Professional Knowledge ­­­­­_____Exemplary _____Proficient _____Needs Development _____Ineffective Strengths: Areas for Growth: ExemplaryProficientNeeds DevelopmentIneffective 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.) 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. 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. 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.

25 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” TAPS Data Sources ObservationsObservations  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 RequestDocumentation 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. 25

26 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Examples of Documentation Lesson Plans Summary of Conference with Teacher Parent Contact Log Data Used to Differentiate s to Parents Assessments Professional Learning 26

27 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Rating Performance Totality of the Evidence and Most Consistent Practice Performance Standard 1: Professional Knowledge Exemplary In addition to meeting the requirements for Proficient… Proficient Proficient is the expected level of performance. Needs DevelopmentIneffective 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.) The teacher consistently demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences. 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. 27

28 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Rating Teacher Performance 28 Terms ranked by degree of frequency DefinitionExample ConsistentlyOccurs at regular intervals Every Week (Regular intervals will vary depending on the standard and the task.) Continually Occurs with high frequency, appropriately, and over time Every Day, Every Class (Frequency will vary depending on the standard and the task.)

29 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Formative Assessment (Abbreviated) Totality of the Evidence and Most Consistent Practice 29 PlanningRatingSpecific Comments 1.Professional Knowledge ­­­­­_____Exemplary _____Proficient _____Needs Development _____Ineffective ExemplaryProficientNeeds DevelopmentIneffective 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.) The teacher consistently demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences. 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.

30 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Summative Assessment 30 PlanningRatingSpecific Comments 1.Professional Knowledge ­­­­­_____Exemplary _____Proficient _____Needs Development _____Ineffective ExemplaryProficientNeeds DevelopmentIneffective 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.) The teacher consistently demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences. 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.

31 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Teacher Keys Effectiveness System 31 Teacher Keys Effectiveness System ( Generates a Teacher Effectiveness Measure ) Surveys of Instructional Practice (Grades 3-5, Grades 6-8, Grades 9-12) Teacher Assessment on Performance Standards (Observations and Documentation) Student Growth and Academic Achievement Teachers of Tested Subjects - Student Growth Percentile - Student Growth Percentile Achievement Gap Reduction - Achievement Gap Reduction Teachers of Non-Tested Subjects - DOE-approved, district-developed - DOE-approved, district-developed Student Learning Objectives Student Learning Objectives

32 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Surveys of Instructional Practice Are administered through the TLE Electronic PlatformAre administered through the TLE Electronic Platform Use three different surveys (Grades 3-5, 6-8, 9-12)Use three different surveys (Grades 3-5, 6-8, 9-12) Require anonymous responses (no commentary)Require anonymous responses (no commentary) Allow for multiple district-selected survey windowsAllow for multiple district-selected survey windows Open on October 1, 2012 and close on April 30, 2013Open on October 1, 2012 and close on April 30, 2013 Allow for multiple administrations for same teacherAllow for multiple administrations for same teacher 32

33 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Grades 6-8 Survey Sample Strongly Agree Disagree Strongly Disagree My teacher uses different ways to teach and help me learn My teacher sets high learning standards for the class Abbreviated Sample Form for Training Purposes 33

34 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” TKES Survey Results 34 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. Teacher3. Instructional Strategies 4. Differentiated Instruction 7. Positive Learning Environment 8. Academically Challenging Environment

35 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Teacher Keys Effectiveness System 35 Teacher Keys Effectiveness System ( Generates a Teacher Effectiveness Measure ) Surveys of Instructional Practice (Grades 3-5, Grades 6-8, Grades 9-12) Teacher Assessment on Performance Standards (Observations and Documentation) Student Growth and Academic Achievement Teachers of Tested Subjects - Student Growth Percentile - Achievement Gap Reduction Teachers of Non-Tested Subjects - DOE-approved, district-developed - DOE-approved, district-developed Student Learning Objectives Student Learning Objectives

36 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” 36 What is an SGP? 76 Why is it a percentile? Who is a student measured against? How much growth is enough? What does the percentile tell us about instruction?

37 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” 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. 37

38 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Teacher Keys Effectiveness System ( Generates a Teacher Effectiveness Measure ) Surveys of Instructional Practice (Grades 3-5, Grades 6-8. Grades 9-12) Teacher Assessment on Performance Standards (Observations and Documentation) Student Growth and Academic Achievement Teachers of Tested Subjects - Student Growth Percentile - Student Growth Percentile Achievement Gap Reduction - Achievement Gap Reduction Teachers of Non-Tested Subjects - DOE-approved, district-developed Student Learning Objectives 38

39 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” 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. 39

40 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Characteristics of SLOs Represent the most important learning for an instructional period Are developed by District and approved by the GaDOE Are specific, measurable, time-bound Are aligned to Common Core, State, and/ or National standards, as well as other district and school priorities Student Learning Objectives 40

41 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” 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 Evaluator / teacher determines Student Learning Objective attainment Beginning of Course August - May *includes mid-year review May 15 data submission to GaDOE 41

42 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Pilot SLO Evaluation Rubric 42

43 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” TLE Electronic Platform 43

44 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Teacher Assessment on Performance Standards (Observations and Documentation) Student Growth and Academic Achievement Teachers of Tested Subjects - Student Growth Percentile Achievement Gap Reduction - Achievement Gap Reduction Teacher Keys Effectiveness System 44 Teacher Keys Effectiveness System ( Generates a Teacher Effectiveness Measure ) Teachers of Non-Tested Subjects - DOE-approved, district-developed Student Learning Objectives Surveys of Instructional Practice (Grades 3-5, Grades 6-8, Grades 9-12)

45 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Teacher & Leader Effectiveness Avis King, Deputy Superintendent of School Improvement Barbara Lunsford, Associate Superintendent of School Improvement Martha Ann Todd, TLE Division Director Susan White, TLE Program Manager Cindy Saxon, Interim TLE Program Manager Pam Colvin, TLE Program Manager 45


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