Teacher -Leader Advisor WELCOME Note to Principal: Please click the link to play Superintendent Barge’s video introduction. Subsequent to that, please click the link to play RT3’s Teacher-Leader Advisor, Katherine Wood’s, video.   From this point forward, any boldfaced and italicized content enclosed in brackets are instructions for the Principal, and any boldfaced type included in the script should receive special emphasis indicated by a change in tone. Katherine Wood Race to the Top Teacher -Leader Advisor Dr. John D. Barge State Superintendant Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org

Teacher Keys Effectiveness System Teacher Orientation 2012-2013 School Year Pilot and Full Year Implementation Welcome to the Teacher Keys Effectiveness System Orientation. During January through May 2012, as part of the Race to the Top Initiative (RT3), Georgia piloted the Teacher Keys Evaluation System (TKES), now known as the Teacher Keys Effectiveness System, a common evaluation system that will allow the state to ensure consistency and comparability across districts, based on a common definition of teacher effectiveness . Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org

Today’s Learning Targets Introduce and explain all three components of the Teacher Keys Effectiveness System. Understand that the Teacher Assessment on Performance Standards (TAPS) is one component of the Teacher Keys Effectiveness System (TKES). Provide expectations and orientation for the 2012-2013 Teacher Keys pilot and full year implementation. Today’s orientation will provide a common understanding of the Teacher Keys Effectiveness System, which includes the Teacher Assessment on Performance Standards, also called TAPS. Additionally, we will discuss content and process for the 2012-2013 pilot and full year implementations of Teacher Keys.

Resources and Materials Teachers will need the following resources and materials for this orientation: Teacher Keys Effectiveness System Handbook, Electronic Copy TKES Orientation Notes Handout TAPS Reference Sheet: Performance Standards and Sample Performance Indicators Before beginning our orientation session, you will need the following resources and materials: an electronic copy of the Teacher Keys Effectiveness System Handbook, a hard copy of the Teacher Keys Orientation Notes Handout, which is optional, and the TAPS Reference Sheet, which is also located on pages 66 through 67 of the Handbook. The TAPS Reference Sheet is a summary of the performance standards and indicators for use by teachers and evaluators throughout the evaluation cycle.   Please take a few minutes to ensure that you have all of the needed materials and resources listed on the slide. [Note to Principal: Pause for two minutes to provide participants an opportunity to ensure they have all of the needed materials.]

Teacher Keys Effectiveness System Electronic Handbook Overview Introduction to Teacher Keys Part I: Teacher Assessment on Performance Standards Part II: Student Growth and Academic Achievement Part III: Surveys Appendix 1: Performance Standards Appendix 2: Forms and Tools Appendix 3: Glossary References End Notes Figures Please take a few moments to review the electronic Teacher Keys Effectiveness System Handbook that has been provided to you by the Georgia Department of Education. We will use this document as a reference tool during the orientation session today. Please note that the beginning of the Handbook offers an “Introduction to Teacher Keys”. The Handbook is divided into three appendices followed by references, end notes, and figures. [Note to Principal: Pause a few moments after you read the description of each part listed below to provide participants a chance to scan the section of the Table of Contents.]

TEACHERS MATTER Why TKES? The answer to this question is … Teachers Matter! Numerous studies reveal the tremendous impact teachers can have on student growth and academic achievement. Teacher Keys provides a performance evaluation system that encourages collaboration between the teacher and evaluator and promotes self-growth, instructional effectiveness, and improvement of teachers’ overall job performance including student growth and academic achievement.   6

Which factor had the largest effect on student achievement? Mixed Ability Grouping? Class Size? Prior Achievement? The Teacher? Let’s answer a question together. Which factor on this list has the largest effect on student achievement? Please number your choices from one through four. The number one would indicate the factor you determine as having the largest effect on student achievement.   [Note to Principal: Pause for 30 seconds to provide time for teachers to discuss their rankings.] Study Highlight: Wright, S.P., Horn, S.P., & Sanders, W.L. (1997)

Which factor had the largest effect on student achievement? Mixed Ability Grouping? 4 Class Size? 3 Prior Achievement? 2 The Teacher? 1 If you selected the teacher as the number one factor, you are correct. By far, a teacher has the largest effect on student learning of all the factors that are within the control of a school. Most certainly, prior student achievement will make a difference, and so will class size. However, class size and the configuration of the classroom--whether it’s homogeneous or heterogeneous--will pale in comparison to the influence of the teacher. Teachers really do matter the most! Study Highlight: Wright, S.P., Horn, S.P., & Sanders, W.L. (1997)

Why do we need effective teachers? In order for a teacher to improve student achievement levels, the teacher must be effective. Effective teachers greatly influence students’ lives—not only for the current academic year, but for the students’ foreseeable future. There is strong evidence to indicate that the carry-over, or residual, impact of an effective teacher will stay with a student for years to come.

Time in School Year Needed to Achieve Same Amount of Learning March June This graph displays the results of a study that compared the time it would take a child to learn identical content and skills with an effective teacher versus an ineffective teacher. The study revealed that when we place a child in an ineffective teacher’s class, or a teacher in the bottom quartile, it takes that child a full academic year to learn the required knowledge and skills. However, if we place that same child in a high performing teacher’s class, or a teacher in the high quartile, we find that the child learns the same knowledge and skills in three-quarters of the time. Source: Leigh, A. (n.d.). Estimating Teacher Effectiveness From Two-Year Changes in Students’ Test Scores. Retrieved May 22, 2007, from http://econrsss.anu.edu.au/~aleigh/.

Theory of Action If educators have specific performance standards for effective teaching, and If educators are provided professional learning support to develop classroom behaviors that meet the performance standards, then The professional capacity of teachers to positively impact student learning will increase. Also, then, teachers will hold higher expectations for student learning, and Students will learn more and achieve at higher levels. In thinking about why we focus on teacher effectiveness, the bottom line is focused on increased student achievement in all Georgia classrooms. Teacher Keys focuses on student learning through a Theory of Action that promotes specific curriculum standards, professional growth opportunities for teachers, and higher expectations for students as a basis for attaining increased capacity levels for students and teachers. The primary purpose of Teacher Keys is to optimize student learning, provide quality instruction, and contribute to the achievement of goals and objectives for Georgia’s Public Schools, while ensuring accountability for teacher effectiveness.

Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure ) Surveys of Instructional Practice (Grades 3-5, Grades 6-8, Grades 9-12) Teacher Assessment on Performance Standards (Observations and Documentation) Student Growth and Academic Achievement Teachers of Tested Subjects - Student Growth Percentile - Achievement Gap Reduction Teachers of Non-Tested Subjects - DOE-approved, district-developed Student Learning Objectives Let’s take a moment to review the three components of the Teacher Keys Effectiveness System, which provide a comprehensive evaluation system based on multiple sources of data. The three components of Teacher Keys consist of: Teacher Assessment on Performance Standards, or TAPS, Student Growth and Academic Achievement, and Surveys of Instructional Practice. Each component contributes to the overall Teacher Effectiveness Measure score.

Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure ) Surveys of Instructional Practice (Grades 3-5, Grades 6-8, Grades 9-12) Teacher Assessment on Performance Standards (Observations and Documentation) Student Growth and Academic Achievement Teachers of Tested Subjects - Student Growth Percentile - Achievement Gap Reduction Teachers of Non-Tested Subjects - DOE-approved, district-developed Student Learning Objectives Teachers will receive a Teacher Effectiveness Measure score, or TEM score, based on documentation and data from the three components of Teacher Keys. Teachers employed for the full school year, or for a minimum time equivalent to 65% of the instructional days, shall be evaluated using all components of the Teacher Keys. Teachers, who are not employed for a full year, or for a minimum time equivalent to 65% of the instructional days, will be evaluated using the components as determined by the district to be appropriate.   Another calculation used for the TEM score is the length of time a student is taught by the teacher. In 2012-2013, the Georgia Department of Education will continue to research the appropriate minimum amount of time a student should be enrolled in a course before the student can be included in the calculations of the teacher’s TEM score for certain measures of Teacher Keys.

Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure ) Surveys of Instructional Practice (Grades 3-5, Grades 6-8, Grades 9-12) Teacher Assessment on Performance Standards (Observations and Documentation) Student Growth and Academic Achievement Teachers of Tested Subjects - Student Growth Percentile - Achievement Gap Reduction Teachers of Non-Tested Subjects - DOE-approved, district-developed Student Learning Objectives We’ll now look at the Teacher Assessment on Performance standards component. Clearly defined professional responsibilities for teachers constitute the foundation for TAPS. A fair and comprehensive evaluation system provides sufficient detail and accuracy so that both teachers and evaluators (e.g., principal or assistant principal) will reasonably understand the job expectations.

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 Professionalism Communication 5 Domains 10 Standards Domains describe the major categories under which a teacher’s duties and responsibilities fall. TAPS is comprised of five domains: Planning, Instructional Delivery, Assessment of and for Learning, Learning Environment, and Professionalism and Communication. Each domain of TAPS includes two associated performance standards.   Performance standards refer to the major duties performed by a teacher. Teachers are rated on all ten standards. At this time, we will briefly look at the characteristics of each performance standard. Please take out the TAPS Reference Sheet Handout or Handbook, as we review the next few slides. [Note to Principal: Pause for 30 seconds to allow time for locating the page.] 

PERFORMANCE INDICATORS PERFORMANCE appraisal rubric TAPS Main Components DOMAIN performance standard 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: 1.1 Addresses appropriate curriculum standards and integrates key content elements. 1.2 Implements students’ use of higher-level thinking skills in instruction. 1.3 Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real-world experiences and applications. PERFORMANCE INDICATORS PERFORMANCE appraisal rubric 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, 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. These are the main components of TAPS. There are ten performance standards, or duties, and five domains, or categories, which serve as the basis for TAPS. Performance indicators are examples of the types of performance that will occur if a standard is being successfully met. Teachers will be rated on the performance standards using performance appraisal rubrics, which are provided to increase reliability among evaluators and help teachers enhance their teaching practice. It is important to note that teachers are evaluated against the standards, not the indicators.   The list of domains, standards, and possible indicators are in the Handbook.

Domain: 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. 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. The first standard, Professional Knowledge, is related to how well teachers understand the subject content, how best to teach the material, and how the material connects to other areas of the curriculum, as well as the teacher’s understanding of the needs of the students in their class. Please take a moment to review the indicators related to this performance standard on the TAPS Reference Sheet. [Note to Principal: Pause for 30 seconds to allow time for reading.]   Instructional Planning, the second standard, relates to whether teachers are using the prescribed curricula and standards to plan lessons, whether they use data to inform their planning, and whether their planning addresses the strategies and resources necessary to meet the different needs of their students.

Domain : Instructional Delivery Performance Standard 3: Instructional Strategies The teacher promotes student learning by using research-based instructional strategies relevant to the content area to engage students in active learning and to facilitate the students’ acquisition of key knowledge and skills. 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. Standard three, Instructional Strategies, looks at what types of instructional strategies teachers use. Do they use the same strategy for all students every day, or do they modify strategies to engage the students in active learning? Please take a moment to review the indicators related to this performance standard on the TAPS Reference Sheet. [Note to Principal: Pause for 30 seconds to allow time for reading.]  The fourth standard, Differentiated Instruction, considers whether the teacher takes individual learning differences into consideration when instructing.

Domain: Assessment of and For Learning 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. Standard five focuses on the types of assessment strategies teachers use and whether they are appropriate both for the content and the students in the class. Please take a moment to review the indicators related to this performance standard on the TAPS Reference Sheet. [Note to Principal: Pause for 30 seconds to allow time for reading.]  Assessment Uses is standard six. This standard examines the various ways that teachers utilize assessments. Are teachers gathering, analyzing, and using the data to inform instruction? Do they use data to measure student progress and provide feedback to both students and parents?

Domain: Learning Environment 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. Standard seven, Positive Learning Environment, focuses on whether the teacher provides a safe, secure environment where all students are respected and where rules and routines are in place to ensure the classroom is conducive to learning. Please take a moment to review the indicators related to this performance standard on the TAPS Reference Sheet. [Note to Principal: Pause for 30 seconds to allow time for reading.]  The eighth standard, Academically Challenging Environment, relates to the intellectual challenge provided to the students. Are there high expectations for all students? Are students encouraged to take intellectual risks?  

Domain: Professionalism & Communication 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. 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. The ninth standard, Professionalism, is related to a teacher’s professional ethics and demeanor, as well as his or her willingness to participate in opportunities to develop professionally. Please take a moment to review the indicators related to this performance standard on the TAPS Reference Sheet. [Note to Principal: Pause for 30 seconds to allow time for reading.]  The tenth and final standard, Communication, is related to how well teachers communicate with students, parents, and other members of the school community.

TAPS Process Flow Orientation Familiarization Self-Assessment Observations & Documentation* Collection Formative Assessment and Feedback Summative Assessment and Feedback Feedback This slide depicts the process by which participating school districts will implement the TAPS portion of the Teacher Keys Effectiveness System. Today, we are focusing on the orientation and expectations of the pilot and full year implementations for the 2012-2013 school year. In the days following the orientation, a familiarization process designed to help teachers gain a greater understanding of Teacher Keys will occur. Teachers will begin the school year with a self-assessment focused on professional growth. Formal assessments using two data sources will be provided for each teacher. Using the evidence collected from the two formatives, a summative assessment will be completed. Documentation includes data from walkthroughs and surveys.

TAPS Process Flow Orientation Familiarization Self-Assessment Observations & Documentation* Collection Formative Assessment and Feedback Summative Assessment and Feedback Feedback Each Teacher Keys building administrator will conduct a TKES orientation session for classroom teachers using this video, once school begins, or within the first month of hiring a new teacher. As soon as feasible following this orientation session, administrators should provide teachers an opportunity to become more familiar with their evaluation system. The TAPS familiarization process is ongoing throughout the school year. We will continue to examine the TAPS process flow as we progress further in this orientation. Documentation includes data from walkthroughs and surveys.

Self-Assessment Form (Abbreviated) Must be completed electronically prior to pre-conference. Planning Rating Comments Professional Knowledge ­­­­­_____Exemplary _____Proficient _____Needs Development _____Ineffective   Strengths: Areas for Growth: Exemplary Proficient Needs Development Ineffective The teacher continually demonstrates expertise and leads others to determine and develop a variety of strategies and instruments that are valid and appropriate for the content and student population and guides students to monitor and reflect on their own academic progress. (Teachers rated as Exemplary continually seek ways to serve as role models or teacher leaders.) The teacher systematically and consistently chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population. The teacher inconsistently chooses a variety of diagnostic, formative, and summative assessment strategies or the instruments are sometimes not appropriate for the content or student population. The teacher chooses an inadequate variety of diagnostic, formative, and summative assessment strategies or the instruments are not appropriate for the content or student population. At the beginning of the school year, teachers will be required to complete a self-assessment form to reflect on areas of strength and growth specifically related to each performance standard. Understanding one’s own strengths and weaknesses is an important part of developing a teacher’s instructional skills and competencies. Teachers are encouraged to use the results of their self-assessment to inform their strategies for professional growth. This will be used as a source of information during the preconference. Both the orientation and pre-conference must be completed prior to observations beginning. This Self-Assessment will need to be completed in the TLE Electronic Platform. Although a Professional Growth Plan is not a required component of the TKES pilot, teachers should be encouraged to use the results of their self-assessment to help guide their own professional growth.

TAPS Data Sources Observations Documentation Upon Evaluator’s Request 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 and/or hard-copy). Documentation sources may vary. Evaluator collects notes on Formative Assessment Form. Documentation is collected in the electronic platform. Two data sources will be used in the TAPS component—Observations and Documentation. Evaluators are required to conduct two formative assessments. One observation will be announced and/or one will be unannounced. The observations must be at least 30 minutes in duration and both must take place prior to the summative assessment. These observations will require you to score all 10 standards. Evaluators must conduct a minimum of four walkthroughs for all teachers which are at least 10 minutes each. Evaluators will focus on a very limited number of standards during the walkthrough observations. Information gathered during the walkthroughs should be considered in rating the teacher at the formative level especially with any standards that might not have been observed. Remember to focus on the totality and consistency of the evidence. Evaluators are not required to have a conference with the teacher following a formative observation, but for a formative assessment to inform a teacher’s practice, the evaluator must ensure the teacher receives feedback in some appropriate manner. Both formative assessments must be completed prior to completion of the summative evaluation. The evaluator is responsible for providing feedback to the teacher within 5 days of each formative observation using an appropriate means. Documentation of teacher practice and process is the second data source for the TAPS component. Documentation is not required for all standards. Documentation provides evaluators with information related to specific standards that they likely would not receive in an observation and provides the teacher with an opportunity for self-reflection, demonstration of quality work, and a basis for two-way communication with an evaluator. Specific documentation should be submitted by the teacher when requested by the administrator. Documentation may take the form of written artifacts or it may be information that is documented by the evaluator based on a conversation or conference with the teacher. Site administrators will determine whether teachers should provide documentation in hard-copy, electronic form, or both. The emphasis should be on the quality of work, not the quantity of materials presented. Teachers should only submit documentation to support specific standards that have been identified by the evaluator.

Examples of Documentation Lesson Plans Summary of Conference with Teacher Parent Contact Log Data Used to Differentiate Emails to Parents Assessments Professional Learning Documentation may be collected through various means such as conversations, meetings, observations outside the classroom, examination of student work, written artifacts, and other anecdotal information gathered over time. The observer should submit a request for specific written documentation only when a standard cannot be fully rated based on the observation or other means of collecting documentation. The electronic platform will enable both teachers and administrators to upload documentation to inform ratings of standards. It will be important to help your teachers identify documentation sources that are normal functions of their jobs so that their work is valued and recognized. You will be able to rate many standards based on the classroom observation. Remember that documentation can take many forms and may be gathered in nontraditional ways.

Totality of the Evidence and Most Consistent Practice Rating Performance Totality of the Evidence and Most Consistent Practice Performance Standard 1: Professional Knowledge 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, 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. Teachers will be rated using a four level performance appraisal rubric. The performance rubric is a behavioral summary scale that guides evaluators in assessing how well a standard is performed. It states the measure of performance expected of teachers and provides a qualitative description of performance at each level. The resulting performance appraisal rubric provides a clearly delineated step-wise progression, moving from highest to lowest levels of performance. Each level is intended to be qualitatively superior to all lower levels. The description provided in the Proficient level of the performance appraisal rubric is the actual performance standard, thus Proficient is the expected level of performance. Teachers who earn an Exemplary rating must meet the requirements for the Proficient level and go beyond it. Performance appraisal rubrics are provided to increase reliability among evaluators and to help teachers focus on ways to enhance their teaching practice. The TKES Handbook contains the performance appraisal rubric for each standard.

Rating Teacher Performance Terms ranked by degree of frequency Definition 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.) The specific language in the TAPS rubrics will be used to help determine the rating for each standard. This chart gives some general guidance related to specific terms with distinct differences in the TAPS rubrics, like “Consistently” and “Continually.” When thinking about Assessment Uses, or Standard #6, a teacher who consistently demonstrates assessment uses would do this in every class, every day. Continually demonstrating assessment uses might be at intervals that exceed every day and every class.

Formative Assessment (Abbreviated) Totality of the Evidence and Most Consistent Practice Planning Rating Specific Comments Professional Knowledge ­­­­­_____Exemplary _____Proficient _____Needs Development _____Ineffective   Exemplary Proficient 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. This is the form evaluators may use to write comments during all classroom observations. Evaluators will gain information from either observation and/or documentation. Using the information from observations and documentation, the evaluator will then provide a formative assessment rating on each of the 10 performance standards using the performance appraisal rubrics and develop specific commentary for the purpose of feedback. The final rating and commentary will be entered in the electronic platform. Evaluators are required to conduct two formative assessments along with a minimum of four walkthroughs for all teachers. Evaluators are not required to have a conference with the participating teacher, but for a formative assessment to inform a teacher’s practice, the evaluator must ensure the teacher receives feedback in some appropriate manner. The commentary provided to each teacher must be specific, aligned to the standards, and clearly articulate strengths and areas for improvement. The specificity will be very important as you determine the totality of evidence at the summative level.

Summative Assessment Planning Rating Specific Comments Professional Knowledge ­­­­­_____Exemplary _____Proficient _____Needs Development _____Ineffective   Exemplary Proficient 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. After collecting information throughout the school year, evaluators will provide a summative assessment of a teacher’s performance. Evaluators will use the Summative Assessment Report Form in the electronic platform to complete the evaluation of performance on each standard using the four-category rating scale. By receiving a rating on each individual standard, the teacher is provided with a diagnostic profile of his or her performance for the evaluation cycle.   In making judgments for the summative assessment on each of the 10 teacher performance standards, the evaluator must consider the totality and consistency of practice. Evidence from formal observations, documentation, walkthroughs, commentary, and results from the Student Surveys of instructional Practice will be used to determine the final rating. It is a comprehensive look at a teacher’s performance based on multiple sources of evidence.

Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure ) Surveys of Instructional Practice (Grades 3-5, Grades 6-8, Grades 9-12) Teacher Assessment on Performance Standards (Observations and Documentation) Student Growth and Academic Achievement Teachers of Tested Subjects - Student Growth Percentile - Achievement Gap Reduction Teachers of Non-Tested Subjects - DOE-approved, district-developed Student Learning Objectives Now let’s review the second component of the Teacher Keys Effectiveness System: Surveys of Instructional Practice. Surveys provide information about student perceptions of a teacher’s performance. A benefit of using student surveys is that the collected information may help the teacher set goals for continuous improvement by providing feedback directly to the teacher for professional growth and development. Student surveys are considered documentation for the TAPS component and will inform the ratings of specific TAPS standards. Student surveys provide information to evaluators that may not be obtained during an observation or through other types of documentation.

Surveys of Instructional Practice Are administered through the TLE Electronic Platform Use three different surveys (Grades 3-5, 6-8, 9-12) Require anonymous responses (no commentary) Allow for multiple district-selected survey windows Open on October 1, 2012 and close on April 30, 2013 Allow for multiple administrations for same teacher Three different versions of the student survey are provided. These different versions were designed to reflect developmental differences in students’ ability to provide useful feedback regarding their teacher. The survey window will be open from October to April for the 2012-2013 Pilot/Full Implementation year. Classroom teachers will not be involved in administering the survey to their own students. Instead, a certified professional, such as a library media specialist or an instructional technology specialist will administer the survey in a media center or computer lab, if at all possible. The survey should be administered in secure conditions outside the presence of the teacher of record. All appropriate accommodations will be made for students with disabilities, based on Individualize Education Programs (IEPs), and the survey will be read to any students not proficient enough to understand the survey questions. All surveys are to be completed anonymously to promote honest feedback. There will not be an option to provide comments.

Grades 6-8 Survey Sample Strongly Agree Disagree Strongly Disagree My teacher uses different ways to teach and help me learn. 3 2 1 My teacher sets high learning standards for the class. This graphic is an example of what survey questions for students in grades 6-8 might look like. All questions will be at an appropriate reading level for the students. All surveys will be administered electronically. Abbreviated Sample Form for Training Purposes

TKES Survey Results 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 and the summative rating within the Teacher Keys Effectiveness System. Teacher 3. Instructional Strategies 4. Differentiated Instruction 7. Positive Learning Environment 8. Academically Challenging Environment 0.9 2.1 3.0 1.7 Survey results can be generated by the Principal at anytime during the survey window as documentation to enhance the formative and/or summative rating. The summary table will provide the mean survey response for the four performance standards. At the end of the survey window, the results will be analyzed by the GaDOE and reported to the district, building principal and teacher as an element of the Teacher Effectiveness Measure at the time of the overall performance review. If the TAPS rating on any standards for which survey data is provided differs significantly from the rating that would be indicated by those data, the evaluator is required to provide written documentation within the GaDOE TKES electronic platform to explain why the performance rating on the standard is not aligned within the survey data. Additionally, a summary of results for each question will be provided to individual teachers. The Survey Results Summary will include: The number of students with valid responses The percentage of responses for each question that were rated at each level of the response scale The mean, the median, the standard deviation to all other teachers at the grade level band ( 3-5, 6-8, and 9-12) Teachers will also be provided the above summary table for the four performance standards.

Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure ) Surveys of Instructional Practice (Grades 3-5, Grades 6-8, Grades 9-12) Teacher Assessment on Performance Standards (Observations and Documentation) Student Growth and Academic Achievement Teachers of Tested Subjects - Student Growth Percentile - Achievement Gap Reduction Teachers of Non-Tested Subjects - DOE-approved, district-developed Student Learning Objectives The Student Growth and Academic Achievement component recognizes and values every teacher’s impact on student learning by providing evidence of each teacher’s instructional impact on student learning. This component is slightly different for teachers of tested subjects and teachers of non-tested subjects. Teachers of tested subjects are considered to be those who teach subjects with state standardized tests, and teachers of non-tested subjects teach subjects without state standardized tests.

76 What is an SGP? Who is a student measured against? Why is it a percentile? Who is a student measured against? How much growth is enough? What does the percentile tell us about instruction? So, let’s talk about what a Student Growth Percentile really is. These are the questions that we are going to answer in the next few minutes, but let’s frame these with a student whose SGP is 76. First, this number is a percentile. This means that there is no conversion of scores or difficult explanations to provide for students or parents. This percentile will show how a particular student grew in relation to other students who began the year with a similar achievement history. In our case, our student whose growth percentile is 76 grew at a higher rate than 76% of students with similar achievement histories and at a lower rate than 24% of that group. We will talk more specifically in the next few minutes about what this percentile means, but before we get into those details, let’s talk about the big picture questions in regard to SGPs. What does the percentile tell us about instruction? The student growth percentile represents the instructional impact that a teacher has had on students during a given period of time. It defines how much a particular student grew relative to other students who have previously performed as he or she has performed, and this helps us to understand the impact that his or her teacher has had on that student’s achievement. Percentiles also shift instructional discussions away from absolute bar types of measures and help us to look more closely at the gains that students are or are not making on an individual level. With scaled measures like the CRCT, it is often hard to understand if a child is making progress year to year or even losing ground from year to year. This measure will help to show which classrooms are having the most significant impact with all students and particular types of students (i.e. high-achieving students, SWDs, etc.).

SGP Final Points 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. This model can transition to PARCC when implemented. A few final notes on the SGPs. 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. This model can transition to PARCC when implemented.

Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure ) Surveys of Instructional Practice (Grades 3-5, Grades 6-8. Grades 9-12) Teacher Assessment on Performance Standards (Observations and Documentation) Student Growth and Academic Achievement Teachers of Tested Subjects - Student Growth Percentile - Achievement Gap Reduction Teachers of Non-Tested Subjects - DOE-approved, district-developed Student Learning Objectives Now let’s look at teachers of non-tested subjects. Non-tested subjects include all courses not listed as tested subjects. Approximately 70-75% of all teachers teach non-tested subjects for at least some portion of the instructional day. For teachers of non-tested subjects, this component consists of the district developed and Georgia Department of Education (GaDOE)-approved Student Learning Objectives (SLOs) utilizing district-identified achievement growth measures. The SLO measure will be weighted at 40% of the TEM score for teachers of non-tested subjects. SLOs must have appropriate assessments and measures in order to accurately determine student growth and academic gains. Since student learning gains differ substantially based on the learners’ grade level, content area, and ability level, the type and format of assessments should vary based on the standards to be measured.

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. The primary purpose of SLOs is to improve student achievement at the classroom level. An equally important purpose of SLOs is to provide evidence of each teacher’s instructional impact on student learning. The process of setting and using SLOs requires teachers to use assessments to measure student growth. This allows teachers to plan for student success by ensuring that every minute of instruction is moving students, teachers, and schools toward the common vision of exemplary instruction and high levels of student academic growth. Additionally, SLOs honor the work that all teachers in all subjects do everyday. In the past, we have focused often on reading and math, but SLOs focus on the growth students make in ALL subjects.

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 This slide lays out Georgia's definition of a Student Learning Objective. As we have stated student learning is at the heart of the Teacher Keys Effectiveness System. SLOs demand a new level of clarity about what the essential learning is for students by measuring student growth on critical standards. SLOs are developed at the district level, not at the teacher level as is in some other states. Setting district goals for student learning emphasizes student outcomes, rather than inputs. Districts utilize past student performance or baseline data to set specific learning targets for students within a course. Once SLOs are developed at the district level, they are submitted to the GaDOE for approval. In order to document and focus teacher impact, SLOs must be specific, measureable, realistic, and are time-bound, typically defined by the length of the course. (Trainers should reference SMART acronym.) They are aligned to standards (CCGPS, State, or national) and district and school priorities.

Overview of SLO Process Teacher administers pre- assessments Teacher creates and implements teaching and learning strategies Teacher monitors student progress through on-going formative assessments Evaluator / teacher determines Student Learning Objective attainment This slide depicts an overview of the SLO Process. Using the approved district SLO for the specified course, teachers apply the SLO for their particular class(es). They administer the pre-assessment(s) and complete the district-designated teacher SLO form which specifies how the teacher will implement the SLO with his/her class(es). Teachers and their evaluators meet to discuss the teacher’s SLO form/plan . (Refer to 2nd and 3rd boxes.) The next two boxes in this illustration are part of a recursive process, whereby the teacher continues to monitor student progress toward the given target. Teachers and their evaluators will meet at the mid-point of the instructional period to review student progress. The purpose of this review is to determine if all students are on track to meet their growth targets or whether instructional interventions are warranted. Near the end of the year or instructional period, evaluators and teachers will meet once again to review the results of the SLO. The teacher will receive a rating based on the SLO Evaluation Rubric and the student and teacher’s data will be submitted to the GaDOE by May 15. May 15 data submission to GaDOE Beginning of Course August - May *includes mid-year review

Pilot SLO Evaluation Rubric This is a modified copy of the SLO Evaluation Rubric used during this past year’s pilot. The GaDOE is currently analyzing the SLO pilot data using this rubric but also using two other possible rubric options. The rubric you see here will be revised. Using this rubric, note that in order for a teacher to be rated as proficient, greater than or equal to 80% of his or her students should meet and/or exceed the SLO learning target. Greater than or equal to 50% of students would have to exceed their SLO learning targets, 40% would have to meet, and no more than 10% could not have met the SLO target in order for the teacher to receive an exemplary rating.

TLE Electronic Platform The overarching goal of Teacher Keys is to support the continuous growth and development of each teacher by compiling data within a system of meaningful feedback. Evaluators and teachers are responsible for recording, monitoring, analyzing, and applying Teacher Keys data by appropriate means through the Electronic platform. The electronic platform is designed to enhance the Teacher Keys processes by providing the following services: Collection and management of data and documentation Evaluation feedback on the Formative and Summative Assessment Report forms Maintenance of Self-Assessment Forms, Conferences, and Professional Development Plans Videos and documents to provide growth and development opportunities for teachers and evaluators Submission and review of additional documentation requested by the evaluator Completion of student surveys online while under the supervision of a certified professional Training on the Electronic Platform will be provided for all teachers being evaluated with the 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 6-8, Grades 9-12) Student Growth and Academic Achievement Teachers of Tested Subjects - Student Growth Percentile - Achievement Gap Reduction Today’s orientation provided a detailed overview of the Teacher Keys Effectivness System, placing a specific emphasis on the first component, Teacher Assessment on Performance Standards (TAPS). As you continue in the Teacher Keys process, your principal will provide familiarization activities designed to help you become more familiar with your evaluation system. It takes courage to launch into something truly unknown. Re-imagine the possibilities and the impact that this work will have on teachers and leaders, but, more specifically, our future: Our Students. Teachers of Non-Tested Subjects - DOE-approved, district-developed Student Learning Objectives

Teacher & Leader Effectiveness Avis King, Deputy Superintendent of School Improvement aking@doe.k12.ga.us Barbara Lunsford, Associate Superintendent of School Improvement blunsford@doe.k12.ga.us Martha Ann Todd, TLE Division Director mtodd@doe.k12.ga.us Susan White, TLE Program Manager suwhite@doe.k12.ga.us Cindy Saxon, Interim TLE Program Manager csaxon@doe.k12.ga.us Pam Colvin, TLE Program Manager pcolvin@doe.k12.ga.us For additional information, questions, or concerns regarding the TKES pilot, please visit the site provided or contact the individuals listed on this slide.