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Gwinnett Teacher Effectiveness System Training. Agenda Rationale/Purpose Overview of Gwinnett Teacher Effectiveness System (GTES) Introduction to Teacher.

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Presentation on theme: "Gwinnett Teacher Effectiveness System Training. Agenda Rationale/Purpose Overview of Gwinnett Teacher Effectiveness System (GTES) Introduction to Teacher."— Presentation transcript:

1 Gwinnett Teacher Effectiveness System Training

2 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

3 Why is GCPS changing its personnel evaluation system? In , 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.

4 Qualities of Effective Teachers Model The Person Source: Stronge, Qualities of Effective Teachers, ASCD, 2007 Diagram used with the Permission of Linda Hutchinson, Doctoral Student, The College of William and Mary Background Prerequisites Knowledge of subject matter Experience Verbal ability Classroom Management & Instruction Organizing for Instruction Implementing Instruction Job Responsibilities and Practices EFFECTIVE TEACHERS Monitoring Student Progress & Potential

5 Overview of Gwinnett Teacher Effectiveness System

6 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 DOE approved district Student Performance Goals

7 GTES Evaluation Cycle: Orientation Self- Assessment Pre- Evaluation Conference Formative Observations and Documentation Mid-Year Conference Summative Assessment Summative Evaluation Conference Annual Evaluation Summary Planning Phase Implementation Phase Evaluation Phase

8 Introduction to Teacher Assessment on Performance Standards

9 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. 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

10 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

11 TAPS Data Sources Observations  Four brief observations  A minimum of 10 minutes  Two formative observations  A minimum of 30 minutes in duration  All information collected electronically Documentation  Captured electronically  Reviewed along with formative observations  Submitted by teachers and evaluators

12 Performance Rubrics

13 Professional Knowledge ExemplaryProficient Needs Development Ineffective 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. “Totality of the evidence and most consistent practice.” Rating Scale

14 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

15 Why Use Student Perception Surveys?

16 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

17 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.

18 Student Perception Survey Samples 1My teacher knows a lot about what is taught. 2My teacher is prepared and ready for teaching every day. 3My teacher explains things so I understand. 3-5 Student Perception Survey 1My teacher knows a lot about what is taught. 2My teacher uses a variety of teaching practices during class. 3My teacher prepares materials in advance and has them ready to use. 6-8 Student Perception Survey 1My teacher has deep knowledge of the subject he/she teaches. 2My teacher uses a variety of teaching strategies during class. 3My teacher creates well-organized and well-developed lessons Student Perception Survey

19 Student Growth and Academic Achievement

20 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 Tested Subjects Student growth percentile Student growth percentile Teachers of Non-Tested Subjects DOE approved district Student Performance Goals

21 Student Growth and Academic Achievement Categories Student Performance Goals (SPG’s): Non-Tested Subjects Student Performance Goals and Assessments Developed by the District, approved by the DOE Student Growth Percentile (SGP’s): Tested Subjects Grades 4 – 8 in CRCT Subjects High School Subjects with End of Course Tests

22 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.


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