1. Welcome to CLASS Keys™ Study Session 1 February 22, 2010 Our session will begin at 4:00 p.m. While you are waiting, please do the following: Configure your microphone and speakers by going to: Tools – Audio – Audio setup wizard Confirm your connection speed by going to: Tools – Preferences – Connection speed Enter/edit your profile information by going to: Tools - Preferences - My Profile… Fill out the info on the “Identity” tab and click “OK” To view the profile of another use, hover your mouse over his or her name in the Participants window “We will lead the nation in improving student achievement.”

3. CLASS Keys™ Studying the Standards Teacher & Leader Quality Georgia Department of Education Elluminate Session 1 Strands 2 and 3 The PGP and Formative CLASS Keys™ Analysis February 22, 2010 “We will lead the nation in improving student achievement.” Marlo Mong Program Specialist mmong@doe.k12.ga.us

4. GOALS of GaDOE Strategic Plan

5. 5  Familiarize teachers with the CLASS Keys™ Professional Growth Plan.  Empower individual teachers to use their Self Assessment to identify areas for inclusion in a sample PGP.  Empower individual teachers to identify and reflect on elements of Strands 2 and 3.  Assist professional learning communities in analyzing simulated informal observations in terms of elements from CLASS Keys™ Strands 2 and 3 using the Formative CLASS Keys™ Analysis form.  Relate activities in this CLASS Keys™ Study segment to the CLASS Keys™ process in which teachers will participate in the 2010-2011 academic year.

6. 6  Familiarize teachers with the CLASS Keys™ Professional Growth Plan (PGP).  Empower individual teachers to use their Self Assessment to identify areas for inclusion in a sample PGP.

7. The CLASS Keys™ notebook, the Self-Assessment and Reflection and the Professional Growth Plan forms will be used for this activity. 7

8. Elements CLASS Keys TM ElementsNEEMPREX CP 1.1 Plans with deep knowledge of content and delivery techniques. CP 1.2 Demonstrates clear understanding of the curriculum. CP 1.3 Plans interdisciplinary instruction with real world connections. CP 2.1 Uses the required curriculum to plan instruction and assessment. CP 2.2 Uses an organizing framework to plan instruction. CP 2.3 Plans assessment to measure mastery of the curriculum. X X X X X X Example of Self Assessment of Curriculum and Planning Strand 8

9. Example of Reflection Based on your self-assessment, reflect on your strengths and growth areas. STRENGTHS (Elements marked at Proficient or Exemplary) CP 2.2 Organizing Framework My daily lessons nearly always contain an opening, a work Session, and a closing. I could model this element for teachers during peer observations. P 1.2 Maximizing Instructional Time None of my class time is wasted at the beginning, end, or during transitions. I could coach beginning teachers on this element during orientation. GROWTH AREAS (Elements marked at Not Evident or Emerging) SBI 1.5 Accessible Technology My technology skills are minimal; therefore, I am not comfortable using technology in my classroom. AL 1.1 Diagnostic Assessment Strategies I have little or no experience designing and using diagnostic assessments. P 3.1 Job-Embedded Professional Learning Most teachers at my school plan separately, and most professional learning is done at workshops off site. 9

10. Professional Growth Plan 10  Assists individuals and groups of teachers to translate areas of strength and needs for growth from their self-assessments into action.  Personalizes the CLASS Keys™ elements, rubrics, evidence, and artifacts to meet identified needs.  Focuses collaborative discussion on common needs for growth and strategies to work together toward individual and collective improvement.  Creates teacher ownership in professional learning.

11. Preparation for PGP Development  Identify common elements for growth as individuals or within a team setting, if appropriate.  Select one to three CLASS Key elements that support the identified needs of the teacher and learner. Administrators may assist with or assign the selection of elements.  Think of each selected element as a learning target. How will the teacher’s practices change in order to improve implementation of this element? How will these instructional changes impact student learning? What evidence supports student learning? 11

12.  Discuss and select strategies for strengthening performance on these elements.  Establish the evidence of success as reflected in student learning with appropriate data sources.  Determine checkpoint dates (typically in the fall and winter) when teachers will monitor progress on implementation as well as review formative results of student learning. 12 Preparation for PGP Development

13. PGP: Step 1 - Record the Elements  Record the demographic information at the top of the PGP form.  Identify the first targeted element to be included. 13 CLASS Keys™ Professional Growth Plan (PGP) Teacher: John RiteGrade/Content: 4thSchool/Location: Key Elementary Evaluator: Sue HamelSchool Year: 2010-2011Date: 9-9-10 Select at least two CLASS Keys elements based on the CLASS Keys Self-Assessment, school improvement plan, and/or the district initiatives that will be the focus of the teacher’s work this year. The selected elements may be developed individually, collaboratively, or with assistance from the evaluator. CLASS Keys™ Targeted Element Strategies Assistance, Support, Resources Needed Checkpoint and Completion Dates Evidence of Impact on Student Learning including Data Sources

14. PGP: Step 2 - Identify Strategies for a Targeted Element  Examine the teacher evidence found under Proficient and Exemplary in the CLASS Keys™ notebook for the targeted element.  If appropriate, select pieces of evidence as teacher strategies from the notebook for working on the element. Strategies from other sources may be included.  Ask, “How will this strategy improve teacher practice and student learning?” 14

15. SAMPLE Strategies in the PGP Strategies 15 Strategies - The teacher will… 1.Through collaborative discussion, clearly define flexible grouping strategies. 2.Schedule small group instruction to target identified areas of need. 3.Help students to perform productive group roles and to self-assess their performance with limited teacher intervention. 4.Use diagnostic and formative assessments and other tools to determine student understanding and adapt grouping accordingly. Page 36 CK Notebook

16. PGP: Step 3 – Determine Expected Results for the Targeted Element  Think of each selected element as a learning target. How will the teacher’s practices change in order to improve implementation of this element? How will these instructional changes impact student learning? What evidence supports student learning? 16

17. PGP: Step 3 – Recording and Monitoring Results in Targeted Elements  Examine the student evidence found under Proficient and Exemplary in the CLASS Keys™ rubric and the data sources for appropriate artifacts for the targeted element.  Select evidence or artifacts that support improved student learning. Consider additional student evidence discussed in collaborative teams.  Record the selected evidence for each targeted element on the PGP form. 17

18. SAMPLE Evidence of Student Learning in the PGP Strategies 18 Evidence of Student Learning with data sources The students will… 1.Practice leadership and support roles in groups with the teacher’s help, at least once a week.(lesson plans, observation) 2.Provide feedback to the teacher about how they learn best, when they are confused, and what help they need through tickets-out-the door and teacher-student conferences.(observation, student work artifacts, teacher notes) Page 37 CK Notebook

19. 19  Empower individual teachers to identify and reflect on elements of Strands 2 and 3.  Assist professional learning communities in analyzing simulated informal observations in terms of elements from CLASS Keys™ Strands 2 and 3 using the Formative CLASS Keys™ Analysis form.

20. The CLASS Keys™ notebook, the Formative CLASS Keys™ Analysis form and a large piece of paper for each group will be used for this activity. 20

21. Informal Observation(s) Are unannounced. Are five to fifteen minutes in length. Focus on a limited number of elements. Assess elements using the Formative CLASS Keys™ Analysis form. Provide specific, clarifying feedback to teachers using the language of the elements and standards. Occur at least twice during the year.

22. A Closer Look at the CLASS Keys TM Emerging ProficientExemplary Teacher Evidence: What should you look for in the lesson and/or unit plans? Conferences: What would you discuss with the teacher to gain a greater understanding of the lesson? Observations: What do you expect to see when you observe the lesson? Student Evidence: What questions should you ask students about their learning?

23. Observing with the Formative CLASS Keys™ Analysis Form 23 1.Review the selected elements that you will observe while watching the video clip. 2.View the classroom video clip. 3.Review the selected elements in the CLASS Keys™ notebook. 4.Score the teacher’s performance on the selected elements. Use the reverse side to list support comments. 5.In groups, discuss ratings to reach consensus on the scoring of the selected elements.

24. Video Scoring Practice: 6 th ELA 24 ELEMENTSNEEMPREX CP 1.3 Plans interdisciplinary instruction with real world connections. (page 10) CP 2.2 Uses an organizing framework to plan instruction. (page 16) SBI 1.1 Demonstrates research-based practices for student engagement. (page 24) SBI 1.2 Engages students in higher order thinking skills. (page 27) SBI 2.2 Communicates clearly the learning expectations. (page 46)

25. FEEDBACK 25

26. 26  Relate activities in this CLASS Keys™ Study segment to the CLASS Keys™ process in which teachers will participate in the 2010-2011 academic year.

27. Self Assessment /Reflection Professional Growth Plan Pre-Evaluation Conference Informal Observations Formal Observations Other Evidence Collection Element/Strand Evaluation Overall Evaluation GTDR Evaluation FEEDBACK Three Phases of the CLASS Keys™ Process FEEDBACK

28. Pre- Evaluation Phase 1 Self Assessment/Reflection: Teachers self-assess and reflect on their performance of the elements. Professional Growth Plan: Teachers design a PGP to improve their performance on the elements. Pre-Evaluation Conference: Teachers and evaluators meet to review the PGP, set student achievement goals, and clarify expectations of the elements and duties and responsibilities.

29. Data Collection Phase Informal Observations: Evaluators conduct two, 5 to 15-minute, unannounced classroom observations to assess a few elements. Formal Observation: Evaluators conduct a 30 to 50-minute announced classroom observation to assess as many elements as possible. Other Evidence Collection: Evaluators collect evidence from multiple sources such as conferences, meetings, planning and professional learning sessions, examination of student and adult products, etc. 2

30. Annual Evaluation Annual EvaluationPhase3 Element/Strand Evaluation: Evaluators review the data collected and score the teacher’s performance on the rubrics. When the element scores are aggregated, all strands must be rated at least at the Emerging level. GTDR Evaluation: The reviewed performance on all duties and responsibilities must be Satisfactory to receive a Satisfactory rating. Overall Evaluation: Both sections, the Strands and GTDR must receive Satisfactory ratings for a teacher to received a Satisfactory Annual Evaluation.

31. “We will lead the nation in improving student achievement.” The CLASS Keys™ Performance Evaluation Program is a copyrighted work developed by the Georgia Department of Education on behalf of the State of Georgia. It was created to assist school systems and other educational agencies in reforming teacher evaluations. Therefore, all school systems and educational agencies are welcome and encouraged to use the Program. However, if you desire to use the CLASS Keys™ mark, you must implement the Georgia Department of Education’s CLASS Keys™ Performance Evaluation Program in its entirety. Alternatively, you can use portions of the CLASS Keys™ Performance Evaluation Program, but alter it in form and substance. If you elect this option, then GaDOE requests that on every altered page, you include the phrase “Adapted from CLASS Keys™ Performance Evaluation Program, © 2008 by the Georgia Department of Education.” If you have questions, please contact the Legal Services Division of the Georgia Department of Education at (404) 656-4689.

32. State Contact Information “We will lead the nation in improving student achievement.” Susan McGlohon, Ed.D. Program Manager Division of Teacher and Leader Quality smcgloho@doe.k12.ga.us Veta New, Ph.D. Director Division of Teacher and Leader Quality vnew@doe.k12.ga.us Lynda Martin Associate Superintendent School Improvement lmartin@doe.k12.ga.us Diane Bradford, Ed.D. Deputy Superintendent Education Support and Improvement dbradfor@doe.k12.ga.us

33. Marlo Mong mmong@doe.k12.ga.us Douglas County CLASS Keys™ Project Contact Information 33 “We will lead the nation in improving student achievement.”