Teacher Keys Effectiveness System Teacher Orientation Training for teachers FY15 July 28,

Welcome to TKES Overview TAPS Self Assessment Data Sources/ Documentation Rubrics and Formative and Summative Assessment Surveys of Instructional Practice Student Growth and Academic Achievement Student Learning Objectives 2

Today’s Learning Targets Introduce and explain all three components of the Teacher Keys Effectiveness System. Provide expectations and orientation for implementation. 3

Resources and Materials Teachers will need the following resources and materials for this orientation: Teacher Keys Effectiveness System Handbook, Electronic Copy (I will show you where to find this after the video.) TAPS Reference Sheets: Performance Standards and Sample Performance Indicators (This is your yellow handout.) Performance Standards and Rubrics (This is your blue handout.) 4

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Why TKES? There are 1,702,758 reasons to have effective teachers and leaders in Georgia. 6

Which factor had the largest effect on student achievement? Mixed Ability Grouping? Class Size? Prior Achievement? The Teacher?

Teacher Keys Effectiveness System Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure) Teacher Assessment on Performance Standards (Observations and Documentation) Surveys of Instructional Practice (Grades 3-5, Grades 6-12, Grades 9-12) Student Growth and Academic Achievement Teachers of Tested Subjects Student Growth Percentiles Teachers of Non-Tested Subjects LEA-Developed, DOE-Approved Student Learning Objectives 8

Teacher Keys Effectiveness System Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure) Teacher Assessment on Performance Standards (Observations and Documentation) Surveys of Instructional Practice (Grades 3-5, Grades 6-12, Grades 9-12) Student Growth and Academic Achievement Teachers of Tested Subjects Student Growth Percentiles Teachers of Non-Tested Subjects LEA-Developed, DOE-Approved Student Learning Objectives 9

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 5 Domains 10 Standards 10

TAPS Main Components Instructional Delivery Performance Standard 3: Instructional Strategies The teacher promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning and to facilitate the students’ acquisition of key knowledge and skills. Sample Performance Indicators Examples may include, but are not limited to: The teacher: Engages students in active learning and maintains interest. Builds upon students’ existing knowledge and skills. Reinforces learning goals consistently throughout the lesson. Uses a variety of research-based instructional strategies and resources. Reinforces learning goals consistently throughout the lesson. Uses a variety of research-based instructional strategies and resources. DOMAIN Performance Standard Performance Indicators 11 Level IV In addition to meeting the requirements for Level III… Level III Level III is the expected level of performance. Level IILevel I The teacher continually facilitates students’ engagement in metacognitive learning, higher-order thinking skills, and application of learning in current and relevant ways. The teacher consistently promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning, and to facilitate the students’ acquisition of key skills. The teacher consistently uses research-based instructional strategies. The strategies used are sometimes not appropriate for the content area or for engaging students in active learning or for the acquisition of key skills. The teacher does not use research-based instructional strategies, nor are the instructional strategies relevant to the content area. The strategies do not engage students in active learning or acquisition of key skills. Performance Appraisal Rubric

Performance Standards 12

Standards 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. Performance Standard 2: Instructional Planning –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 3: Instructional Strategies – The teacher promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning and to facilitate the students’ acquisition of key knowledge and skills. 13

Standards Performance Standard 4: Differentiated Instruction – The teacher challenges and supports each student’s learning by providing appropriate content and developing skills which address individual learning differences. Performance Standard 5: Assessment Strategies – 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. Performance Standard 6: Assessment Uses – 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. 14

Standards Performance Standard 7: Positive Learning Environment – The teacher provides a well-managed, safe, and orderly environment that is conducive to learning and encourages respect for all. Performance Standard 8: Academically Challenging Environment – 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 9: Professionalism – 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. 15

Standards Performance Standard 10: Communication – The teacher communicates effectively with students, parents or guardians, district and school personnel, and other stakeholders in ways that enhance student learning. 16

17 TAPS

TAPS Process Flow 18 Orientation Formative Assessment Process Observation / Documentation Formative Assessment /Surveys of Instructional Practice Summative Performance Evaluation July -August Familiarization September - April April – May May 15 DOE deadline Mid-year Conference: December-January Survey Window: October-March Self- Assessment Pre- Evaluation Conference Summative Conference Mid-Year Conference

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TAPS Data Sources Observations  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 Request  Site administrator determines format (electronic or hard copy)  Documentation sources may vary  Documentation is collected in the electronic platform 20

Examples of Documentation Lesson Plans Summary of Conference with Teacher Parent Contact Log Data Used to Differentiate s to Parents Assessments Professional Learning 21

Rating Performance Totality of Evidence and Consistency of Practice Performance Standard 1: Professional Knowledge Level IV In addition to meeting the requirements for Level III Level III Level III is the expected level of performance. Level IILevel I The teacher continually demonstrates extensive content and pedagogical knowledge, enriches the curriculum, and guides others in enriching the curriculum. (Teachers rated as Level IV 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. 22

Rating Teacher Performance Frequency Terminology Terms ranked by degree of frequency Definition (Webster’s) Example Consistently Occurs 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.) 23

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Teacher Keys Effectiveness System Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure) Teacher Assessment on Performance Standards (Observations and Documentation) Surveys of Instructional Practice (Grades 3-5, Grades 6-12, Grades 9-12) Student Growth and Academic Achievement Teachers of Tested Subjects Student Growth Percentiles Teachers of Non-Tested Subjects LEA-Developed, DOE-Approved Student Learning Objectives 26

Surveys of Instructional Practice Are administrated through the GaDOE TLE Platform Use three different surveys (Grades 3-5, 6-8, 9- 12) Require anonymous responses (no commentary) Allow for multiple district-selected survey windows Opens in October and closes in March Allow for multiple administrations for same teacher 27

Grades 6 – 8 Survey Sample Strongly Agree AgreeDisagreeStrongly Agree My teacher uses different ways to teach and help me learn My teacher sets high learning standards for the class

TKES Survey Results Teacher3. Instructional Strategies 4. Differentiated Instruction 7. Positive Learning Environment 8. Academically Challenging Environment Xavier 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 (if available) and the summative ratings within the Teacher Keys Effectiveness System. 29

Teacher Keys Effectiveness System Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure) Teacher Assessment on Performance Standards (Observations and Documentation) Surveys of Instructional Practice (Grades 3-5, Grades 6-12, Grades 9-12) Student Growth and Academic Achievement Teachers of Tested Subjects Student Growth Percentiles Teachers of Non-Tested Subjects LEA-Developed, DOE-Approved Student Learning Objectives 30 Support and Documentation

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? 31

Student Growth Percentiles 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. 32

Teacher Keys Effectiveness System Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure) Teacher Assessment on Performance Standards (Observations and Documentation) Surveys of Instructional Practice (Grades 3-5, Grades 6-12, Grades 9-12) Student Growth and Academic Achievement Teachers of Tested Subjects Student Growth Percentiles Teachers of Non-Tested Subjects LEA-Developed, DOE-Approved Student Learning Objectives 33 Support and Documentation

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. 34

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 35

Overview of SLO Process Teacher administers pre- assessments and shares data with school leader Teacher and learning strategies implemented and shared with school leader Teacher and school leader monitor progress through a formative process School leader and teacher determine SLO attainment based on post- assessment Beginning of Course August – May Data submission to GaDOE 36

SLO Evaluation Rubric Level IVLevel IIILevel IILevel I The work of the teacher results in exceptional growth. Fifty percent (50%) of the students demonstrated high growth on the SLO and no more than ten (10%) percent demonstrated low growth on the SLO. The work of the teacher results in appropriate student growth. Eighty percent (80%) or more students demonstrated expected and/or high growth on the SLO. The work of the teacher does not result in appropriate student growth. Between seventy- nine (79%) and fifty percent (50%) of students demonstrated expected and/or high growth on the SLO. The work of the teacher results in minimal student growth. Forty-nine percent (49%) or less of the students demonstrated expected and/or high growth on the SLO. 37

GaDOE TLE Electronic Platform 38

Teacher Keys Effectiveness System Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure) Teacher Assessment on Performance Standards (Observations and Documentation) Surveys of Instructional Practice (Grades 3-5, Grades 6-12, Grades 9-12) Student Growth and Academic Achievement Teachers of Tested Subjects Student Growth Percentiles Teachers of Non-Tested Subjects LEA-Developed, DOE – Approved Student Learning Objectives 39 Support and Documentation

TLE Electronic Platform Information Exploring Site Teacher Login Username: training.teacher# (the # can be 1 – 500) Password: training123 40

Thank you for your time and attention! If you need any assistance, please let me know. You may also visit and/or tle.gadoe.org for more information. 41