1. Moving from Good to Great
New Evaluation Model for
Tennessee Teachers

2. Flow Chart

3. True Learning

6. TEAM = Tennessee Educator Acceleration Model

7. What is the Tap Concept?

8. Why the TAP Rubric? A differentiated model

9. Why Tap?
Effectiveness rating indicators of teachers’ strategies were research based (J. Eckert, 2009)
Multiple observations each year
Reforms had been isolated as stand-alones that were not sustainable/ leverage came when these were aligned
Evaluation Structure
Professional development
Measure of effectiveness
Compensation
Differentiated roles for teachers

10. What does research tell us?
Studies reveal that teacher quality has a tremendous effect on student achievement and that this effect varies widely.
Eric Hanushek found that the difference in student performance from having an effective teacher versus an ineffective teacher in a single academic year could be more than one full year of standardized achievement using a value-added model.
In a study of students in Texas, results suggest that there is greater benefit in improving the quality of the teacher in a classroom by one standard deviation as measure by student achievement than a ten-student reduction in class size.
A study of teacher effect on Tennessee students found that differences in student achievement of percentile points were observed between students having three consecutive year of highly effective versus ineffective teachers.

11. Achievement differences based on three years with an ineffective teacher

12. Designing and Planning Instruction
TAP Rubric
Designing and Planning Instruction
Professional
Instruction
The Learning Environment

13. Three Basic Pillars of a Lesson (Teacher Evaluation 101)
1. What did the teacher teach? 2. What did the teacher and students do to work toward mastery? 3. What did the students learn and how do we know?

14. Designing and Planning Instruction
Instructional Plans
Student Work
Assessment

15. The Learning Environment
Expectations
Managing Student Behavior
Environment
Respectful Culture

16. Instructional Standards & Objectives Motivating Students
Presenting Instructional Content
Lesson Structure and Pacing
Academic Feedback
Grouping Students
Teacher Content Knowledge
Activities and Materials
Teacher Knowledge of Students
Questioning
Thinking
Problem Solving

17. Professionalism Community Involvement School Responsibilities
Growing and Developing Professionally
Reflecting on Teaching

18. Apprentice Teachers: Suggested Sequence Type Length Rubric
Pre-Conference
Post-Conference Type
First
Informal
Announced
15 Min
Designing and Planning Rubric = 3 indicators
(Teacher Provides Lesson Plan)
Yes
Second
Formal
Unannounced
Lesson
First 12 Indicators from Instructional Rubric No
Third
Environment Rubric = 4 indicators
Fourth
Instructional Rubric = all 12 indicators
Fifth
Designing and Planning Rubric + Environment Rubric = 7 indicators
Sixth

19. Professional Teachers:
Suggested Sequence
Type
Length
Rubric
Pre-Conference
Post-Conference Type
First
Informal
Announced
15 Min
Designing and Planning Rubric = 3 indicators
(Teacher Provides Lesson Plan)
Yes
Second
Formal
Lesson
First 12 Indicators from Instructional Rubric
Third
Unannounced
Environment Rubric = 4 indicators No
Fourth
Instructional Rubric = all 12 indicators