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“RACE TO THE TOP” UPDATE – TKES/LKES & THE G.O.L.D. ACADEMY SEPTEMBER 4, 2013 BOE STUDY SESSION Dan Ray, Ed.S. Director – “Race to the Top” Henry County.

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Presentation on theme: "“RACE TO THE TOP” UPDATE – TKES/LKES & THE G.O.L.D. ACADEMY SEPTEMBER 4, 2013 BOE STUDY SESSION Dan Ray, Ed.S. Director – “Race to the Top” Henry County."— Presentation transcript:

1 “RACE TO THE TOP” UPDATE – TKES/LKES & THE G.O.L.D. ACADEMY SEPTEMBER 4, 2013 BOE STUDY SESSION Dan Ray, Ed.S. Director – “Race to the Top” Henry County Schools – McDonough, GA

2 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Teacher Keys Evaluation System (Generates a Teacher Effectiveness Measure) Surveys of Instructional Practice (given in grades ) Teacher Assessment on Performance Standards (TAPS) (Data sources include observations and documentation) Student Growth and Academic Achievement Teachers of Tested Subjects - Student growth percentile/ - Student growth percentile/ value-added measure from value-added measure from CRCT/EOCT CRCT/EOCT Teachers of Non-Tested Subjects - DOE-approved Student Learning Objectives utilizing district-identified growth measure (SLOs) - DOE-approved Student Learning Objectives utilizing district-identified growth measure (SLOs) Teacher Keys Evaluation System Surveys inform Standards 3, 4, 7, 8

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

4 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. 1.2Facilitates 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 Exemplary* In addition to meeting the requirements for Proficient… Proficient Proficient is the expected level of performance. Needs Development Ineffective 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 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. PERFORMANCE APPRAISAL RUBRIC

5 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Teacher Keys Evaluation System (Generates a Teacher Effectiveness Measure) Surveys of Instructional Practice (will be given in grades ) Teacher Assessment on Performance Standards (Data sources include observations and documentation) Student Growth and Academic Achievement Teachers of Tested Subjects - Student growth percentile/ value-added measure from CRCT/EOCT Teachers of Non-Tested Subjects - DOE-approved Student Learning Objectives utilizing district-identified growth measure (SLOs) Teacher Keys Evaluation System Surveys inform Standards 3, 4, 7, 8

6 Surveys – another data point for teacher performance Teachers see the questions early in the school year Teachers do not administer the survey to their own students The survey covers TAPS Standards 3, 4, 7, 8 How we administered the surveys….flexibility was the key… An from a Luella High teacher about student surveys Question examples – next few slides…

7 GRADES 3 – 5 EXAMPLES My teacher explains things so I understand. My teacher makes class interesting and challenging. My teacher uses different ways to teach and help me learn. My teacher makes it okay for me to ask questions when I don’t understand something. My teacher shows respect to all students.

8 GRADES 6 – 8 EXAMPLES My teacher explains things so I understand. My teacher makes class interesting and challenging. My teacher uses different ways to teach and help me learn. My teacher gives me help when I need it.

9 GRADES EXAMPLES GRADES EXAMPLES My teacher uses a variety of activities and methods to engage me. My teacher makes class interesting and challenging. My teacher shares feedback about my learning progress with me and my parents. My teacher shows respect to all students. My teacher communicates and maintains classroom rules, routines, and procedures.

10 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Teacher Keys Evaluation System (Generates a Teacher Effectiveness Measure) Surveys of Instructional Practice (Primary, Intermediate, Middle, and High School) Teacher Assessment on Performance Standards (Data sources include observations and documentation) Student Growth and Academic Achievement Teachers of Tested Subjects - Student growth percentile/ value-added measure from CRCT/EOCT Teachers of Non-Tested Subjects - DOE-approved Student Learning Objectives utilizing district-identified growth measure (SLOs) Teacher Keys Evaluation System Surveys inform Standards 3, 4, 7, 8

11 STUDENT LEARNING OBJECTIVES ( SLO S ) A Student Learning Objective is comprised of a pre and post test which then includes setting a target for student growth for courses that do not have either the CRCT or EOCT:  Aligns with curriculum standards (Common Core in ELA and Math)  Contains measurable objectives  Contains expected gains or growth  Contains intervals of instructional time  Lets parent, student and teacher know “where the student” is Objectives

12 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Leader Keys Evaluation System (Generates a Leader Effectiveness Measure) Governance and Leadership -Climate Survey -Student Attendance -Retention of Effective Teachers (tentatively in ) Leader Assessment on Performance Standards -Performance Goal Setting -Documentation of Practice Student Growth and Academic Achievement - Student growth percentile (CRCT/EOCT) - Achievement gap measure -DOE- approved Student Learning Objectives utilizing district-identified growth measure (SLOs) Surveys & Student Attendance inform their LAPS score

13 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” LAPS Domains and Standards 4 Domains 8 Standards 8 Standards SCHOOL LEADERSHIP 1. Instructional Leadership 2. School Climate ORGANIZATIONAL LEADERSHIP 3. Planning and Assessment 4. Organizational Management HUMAN RESOURCES LEADERSHIP 5. Human Resources Management 6. Teacher/Staff Evaluation PROFESSIONALISM AND COMMUNICATION 7. Professionalism 8. Communication

14 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” The leader fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to school improvement. Domain: School Leadership Performance Standard 1: Instructional Leadership The leader promotes the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders. Performance Standard 2: School Climate

15 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Leader Keys Evaluation System (Generates a Leader Effectiveness Measure) Governance and Leadership -Climate Survey -Student Attendance -Retention of Effective Teachers (tentatively in ) Leader Assessment on Performance Standards -Performance Goal Setting -Documentation of Practice Student Growth and Academic Achievement - Student growth percentile (CRCT/EOCT) - Achievement gap measure -DOE –approved Student Learning Objectives utilizing district-identified growth measure (SLOs) Surveys & Student Attendance inform their LAPS score

16 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Survey Example My principal… Strongly Agree Agree Agree Disagree Strongly Disagree 1. Is interested in a quality school which provides quality education. 2. Maintains open lines of communication with employees. 3. Visits my classroom or work space on a regular basis. 4. Makes helpful recommendations to me for improvement of performance.

17 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Leader Keys Evaluation System (Generates a Leader Effectiveness Measure) Governance and Leadership -Climate Survey -Student Attendance -Retention of Effective Teachers (tentatively in ) (tentatively in ) Leader Assessment on Performance Standards -Performance Goal Setting -Documentation of Practice Student Growth and Academic Achievement - Student growth percentile (CRCT/EOCT) - Achievement gap measure - DOE-approved Student Learning Objectives utilizing district-identified growth measure (SLOs) Surveys & Student Attendance inform their LAPS score

18 First TEM & LEM scores… When: Summer of 2015 How they are calculated – TEM score - 50% is based on the TAPS score and 50% is based on Student Growth of that teacher’s students LEM score – 30% is based on the LAPS score, 50% based on School’s Student Growth, 20% is based on the Achievement Gap Reduction Merit Pay – One time award (stipend) to teachers and administrators that are in the top 10% of all teachers or administrators in Henry County based on their TEM or LEM score

19 FIVE STAR G.O.L.D. ACADEMY COMPONENTS  A.S.P.I.R.E.  L.E.A.D.  M.O.D.E.L.  D.R.I.V.E.  V.A.L.U.E.

20 STAKEHOLDER GROUPS INVOLVED… STAKEHOLDER GROUPS INVOLVED…  Senior Leadership – Superintendent, Assistant Superintendents, Executive Officers, Directors, and Coordinators  Principal Advisory Team  Assistant Principal Advisory Team  Henry County Board of Education members  Teacher Leader Advisory Team  Teachers of the Year  External Review Team – includes the following:  Educational Leadership staff members from UGA, Mercer Univ., Univ. of West GA, and Clark-Atlanta Univ.  Georgia Association of Educational Leaders (GAEL)  Georgia Department of Education – (GADOE)  Georgia Leadership Institute for School Improvement (GLISI)  Georgia Professional Standards Commission (GAPSC)  Georgia School Superintendents Association (GSSA)  Governor’s Office – Education Policy and the Office of Student Achievement  Southern Regional Education Board (SREB)  Georgia Partnership for Excellence in Education (GPEE)  Henry County Chamber of Commerce’s Education Committee

21 A.S.P.I.R.E. A.S.P.I.R.E.  Develop expertise for those who desire to remain in classrooms  Train teacher leaders who aspire to enter the field of administration  Cohort Model (not self-selected)  Four seminars will be a part of the cohort  Portfolio  Capstone projects  Anticipated start date (January 2015)

22 L.E.A.D. L.E.A.D.  Assistant principals and district-level leaders  Vital to succession planning  Cohort model (not self-selected)  NASSP Principal Simulations  Leadership seminars with special emphasis on instructional leadership  Capstone Project  Begins - July 2014

23 M.O.D.E.L. M.O.D.E.L.  Induction level leaders (1-3 years)  Coaching element conducted by a trained school district coach  Began – August 2013

24 D.R.I.V.E. D.R.I.V.E.  For Principals  Monthly leadership seminars  Level Alike meetings  Networking and idea sharing  Began May 2013

25 V.A.L.U.E. V.A.L.U.E.  Selected and trained leadership coaches (from our district)  Nurture/Support novice leaders (that are in M.O.D.E.L.) with job embedded sustainable processes  Begins October 2013

26 Any other comments and/or questions… “Everything rises and falls on Leadership” – John Maxwell John Maxwell


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