Preparing for

Learning Objectives Review the TAPS component of the Cobb Keys for Teacher Effectiveness Explore the Teacher Performance Standards Examine the rubric associated with each standard Discuss acceptable evidence for a proficient level of performance for each standard Review the use of Student Surveys of Instructional Practice

State of GeorgiaCobb County School District Teacher Keys Effectiveness System (TKES) Cobb Keys for Teacher Effectiveness (Cobb Keys) Leader Keys Effectiveness System (LKES) Cobb Keys for Leader Effectiveness (Cobb Keys)

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 (SGP) Teachers of Non-Tested Subjects Student Learning Objectives (SLOs)

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 (SGP) Teachers of Non-Tested Subjects Student Learning Objectives (SLOs) TAPS

TAPS TA PS TAPS T eacher A ssessment on P erformance S tandards Consists of ten teacher performance standards Requires two 30 minute observations/formative assessments Requires four 10 minute walk-throughs Requires student surveys of instructional practice in grades 3-12 Requires one summative assessment

Teacher Performance 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 7 5 Domains 10 Standards

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: 1.1Addresses 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 Exemplary* In addition to meeting the requirements for Proficient… Proficient Proficient is the expected level of performance. Needs DevelopmentIneffective The teacher continually demonstrates extensive content and pedagogical knowledge, enriches the curriculum, and guides others in enriching the curriculum. (Teachers rated 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. PERFORMANCE APPRAISAL RUBRIC 8 Crosswalk Activity

9 1.Work in PAIRS to identify similarities and differences between the new Teacher Performance Standards and our current Cobb Keys. 2. SHARE your conclusions with another pair.

Divide into groups: – GROUP A : Standards 1 & 2 – GROUP B : Standards 3 & 4 – GROUP C : Standards 5 & 6 – GROUP D : Standards 7 & 8 – GROUP E : Standards 9 & 10

Facilitating discussion: – Person with the shortest hair Recording on poster paper: – Person with the most buttons on his/her shirt Reporting out to group: – Person with the closest birthday (to today!)

 Examine your group’s assigned standard(s) and appraisal rubric  Identify and discuss the shifts in the levels of performance and underline those words/phrases that differentiate the levels STEP ONE:

List evidence would reflect a teacher assessment at the Proficient level for your group’s assigned standard(s). Examples of tangible or concrete documentation Examples of what you would SEE or HEAR during an observation _____ STEP TWO:

Compare your group’s generated list of evidence to the list of Performance Indicators:  Which ones are the same?  What did your group think of that is not included on the list of indicators?  What would you add to your list? STEP THREE:

Working collaboratively to create a ONE- PAGER around your group’s standard: name the standard list evidence of Proficient level that includes both observational data and concrete documentation include a visual image, symbol, or representation of the central idea of the standard STEP FOUR:

20 minutes to work in groups 10 minutes to report out – 1 minute per standard

Examine your standard and rubric. Underline the words that differentiate the levels on the rubric. Discuss! STEP ONE: STEP TWO: STEP THREE: STEP FOUR: List evidence of a teacher assessment at the Proficient level. What would you see/hear? What documentation? Compare your group’s list of evidence to the list of Performance Indicators. What’s the same? What’s different? Work collaboratively to create a 1 page organizer around your group’s standard(s).

Grades 3-5 Grades 6-8 Grades 9-12

Survey data informs Standards 3, 4, 7, 8

Provide student perception of the teacher’s practice as an additional source of documentation of teacher performance Reflect the direct experience of students in classrooms

Are completed anonymously to promote honest feedback Are administered by a certified professional, other than the teacher of the surveyed student/students Are administered with all appropriate accommodations made for students with disabilities and English Language Learners

Putting it all Together Teacher Self-Assessment Pre-conference Two walk-throughs (10 min.) One observation (formative; 30 min.) Mid-year conference Two walk-throughs (10 min.) One observation (formative; 30 min.) Complete Evaluation (summative) Summative Conference (totality of evidence)

Crosswalk document Fact Sheets and Quick Guides Teacher Resource Bundles Available at:

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 (SGP) Teachers of Non-Tested Subjects Student Learning Objectives (SLOs) TAPS

Preparing for