Welcome to CLASS Keys™ Study Session 2 March 15, 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.”

CLASS Keys™ Studying the Standards Teacher & Leader Quality Georgia Department of Education Elluminate Session 4: Strands 4 and 5, The GTDR and the CLASS Keys™ Annual Evaluation March 15, 2010 “We will lead the nation in improving student achievement.” Marlo Mong Program Specialist

4 GOALS of GaDOE Strategic Plan

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7 Elements of the Professionalism Strand P 1.1 Maintains a positive learning environment through rules and procedures. P 1.2 Maximizes instructional time. P 1.3 Fosters a sense of community and belonging. P 1.4 Helps students take responsibility for behavior and learning. P 2.1 Establishes relationships with families and the community. P 3.1 Grows professionally through job-embedded learning. P 3.2 Enhances knowledge and skills through professional learning. P 4.1 Actively supports the school improvement plan. Found in Notebook pages Found in CLASS Keys™ Notebook pages *Think about using the 5-Step Protocol for Implementing Learning Activity

8 5-Step Protocol for Implementing Learning Activity *Provide learner with a clear and understandable vision of the learning target. *Use examples of strong and weak work. 1.Determine vocabulary. Identify and define key terms within the standards and/or elements. 2.Study the standards and/or elements. Generate and answer key questions related to the standards and/or elements. 3.Identify strong and weak work. Collect and rate strong and weak samples of work related to the standards and/or elements. 4.Scaffold understanding of the standards and/or elements. Paraphrase the standards and/or elements. Create a “script” that details how teachers would describe the standards and/or elements to students. 5.Develop “I can” statements. Describe the standards and/or elements as statements of intended learning. (e.g., “I can make good inferences.” OR “I can use mathematical vocabulary to describe how I solved a problem.”)

Learning Activity 1 Outline 9  View the selected video segment with a group of teachers or a PLC.  Use the “ Handout for Activity 3” and the Strand 4 section of the CLASS Keys™ Notebook (pages 69-94) to reflect on how the professional conversations captured in the video segments you viewed provided evidence for the teacher’s performance on the elements of Strand 4.

10 Handout for Activity 1: Gathering Evidence from Professional Conversations Video Segment Interview Source: Introduction and Overview segment at this URL: Videos-Cedar-Shoals.aspx ( approximately 9 minutes) Videos-Cedar-Shoals.aspx CLASS Keys™ Professionalism Strand Element Reference pages in CLASS Keys™ Notebook Comments on Evidence from Video Interview Segment P 1.1 Maintains a positive learning environment through rules and procedures.pp P 1.2 Maximizes instructional time.pp P 1.4 Helps students take responsibility for behavior and learning.pp P 3.1 Grows professionally through job- embedded learning.pp P 3.2 Enhances knowledge and skills through professional learning.pp P 4.1 Actively supports the school improvement plan.pp.92-93

11  Familiarize teachers with the Georgia Teacher Duties and Responsibilities (GTDR) instrument.

Georgia Teacher Duties and Responsibilities (GTDR) 12 Identifies non-negotiable professional behaviors for teachers. Introduced at Orientation and reviewed at Pre- Evaluation conference. Used for corrective or positive feedback at anytime during the year. Scored at the Annual Evaluation.

Georgia Teacher Duties and Responsibilities SUNA 1. Models correct language, oral and written. 2. Provides adequate information, plans, and materials for substitute teacher. 3. Enforces regulations concerning student conduct and discipline. 4. Assumes responsibility for supervising students in out-of-class setting on campus and while away from the building on school-related activities. 5. Follows district and / or school prescribed assessment strategies and procedures. 6. Maintains accurate records to document student performance. (S = Satisfactory U = Unsatisfactory NA = Not Applicable) A Closer Look…

Examples of GTDR Expectations 4. Assumes responsibility for supervising students in out-of-class settings on campus and while away from the building on school-related activities. Has the required permission forms for participation in off-campus activities and emergency contact information for each student (both parental and district approval). Follows all school and district procedures for taking students off campus. Makes sure someone in the building knows the location of the teacher and his/her students at all times. 14

Georgia Teacher Duties and Responsibilities SUNA 7. Assumes responsibility for the safety and good order of the total school program. 8. Maintains confidentiality of students and records. 9. Maintains accurate, complete, and appropriate records and submits reports as required. 10. Demonstrates ethical behavior as outlined in the Code of Ethics for Educators. 11. Works cooperatively with school / district leaders, support personnel, colleagues, families. 12. Attends and participates in faculty meetings and other assigned meetings and activities according to school / district policy.

Examples of GTDR Expectations 7. Assumes responsibility for the safety and good order of the total school program. Takes precautions to protect records, equipment, materials, and facilities. Follows procedures for the safe and secure use of equipment, including the use of computers over the Internet. Attempts to minimize the opportunity for theft to occur. Reports any suspicious persons on campus. Enforces security procedures such as use of name badges, visitor sign-in procedures, etc. 16

Georgia Teacher Duties and Responsibilities SUNA 13. Reports to work as assigned. 14. Interacts in a professional manner with students, family members, staff, and school / district leaders. 15. Complies with conditions as stated in the teacher’s contract. 16. Mitigates deficiencies through a Professional Development Plan for Improvement. 17. Implements a Professional Growth Plan each school year. 18. Additional duties or responsibilities added locally:

Examples of GTDR Expectations 14. Interacts in a professional manner with students, family members, staff, and school leaders. Acts in a confidential, ethical, and legal manner. Advocates appropriately for students. Strives to develop respect with students, family members, staff, and school leaders. Listens to various points of view. Shows courtesy, integrity, and follow-through. Demonstrates good listening skills. Communicates effectively with families, students, and colleagues. 18

The Other Side of the GTDR 19 Your records documenting student performance need to identify areas where your students struggle and should include progress monitoring data as well as plans for students who are exceeding expectations. Please resubmit within one week of today’s date. 1/29/10 6. Maintains accurate records to document student performance. 2. Provides adequate information, plans, and materials for substitute teacher. Your emergency plans are accessible and up to date. Thank you for sharing your plans with your department and ensuring all plans are prepared to maximize student learning in case of teacher absences. 1/29/10

Learning Activity #2: GTDR List items with comments of support to qualify the scored performance level. Duties/Responsibilities Comments 7. Assumes responsibility for the safety and good order of the total school program. Example of a positive comment: Example of a corrective comment:

When There Is An Issue: 21 Unsatisfactory performance on a GTDR item(s) can be documented at any time during the year using the GTDR form. When an unsatisfactory performance is identified, the administrator will notify the teacher in writing using the GTDR form. The teacher is expected to contact the administrator as soon as possible to schedule a conference to discuss the unsatisfactory performance. If the determination is made that a Professional Development Plan for Improvement (PDP) is required, the evaluator begins development of the PDP in this conference. Unsatisfactory performance must be resolved prior to annual to receive an overall satisfactory evaluation.

Any unresolved GTDR item results in an unsatisfactory Annual Evaluation. For an “Unsatisfactory” annual evaluation, the teacher will continue on the current PDP; it may or may not include revisions based on the Annual Evaluation. If there is no PDP, one will be developed at this time. When A Teacher Scores An Unsatisfactory On the GTDR At the Annual Conference:

23  Assist teachers to understand the CLASS Keys™ Annual Evaluation process.

The CLASS Keys™ Annual Evaluation Form Summary Sheet 24

25 GTDR Performance An array of evidence is collected from multiple sources during the year. AnnualEvaluation Announced, Longer Observations Unannounced, Short Observations Other Artifacts/Evidence Student Achievement Data

The Annual Evaluation The evaluation of performance occurs at the ELEMENT level with the following points awarded: Elements scores are then aggregated to determine a STRAND score using Strand Scales. The Strand Scoring Scales for Curriculum and Planning, Standards-Based Instruction, Assessment of Student Learning, and Professionalism are displayed on the next slide. 26 Not Evident EmergingProficientExemplary 2103

27 Curriculum and Planning Exemplary 9-14 Proficient 3-8 Emerging 0-2 Not Evident Standards-Based Instructio Standards-Based Instruction Exemplary Proficient 4-11 Emerging 0-3 Not Evident Professionalism Exemplary Proficient 4-11 Emerging 0-3 Not Evident Assessment of Learning Exemplary 6-9 Proficient 2-5 Emerging 0-1 Not Evident Strand Scoring Scales for Annual Evaluation

Professionalism Exemplary Proficient 4-11 Emerging 0-3 Not Evident Strand Total = 9 Points Establishes Relationships with Families and Community Grows Professionally through Job- Embedded Learning Enhances Knowledge and Skills through Professional Learning Professionalism Maintains a Positive Learning Environment Maximizes Instructional Time Fosters a Sense of Community and Belonging Helps Students Take Responsibility for Behavior and Learning Actively Supports the School Improvement Plan NE = 0 EX = 3 EM = 1 PR = 2

STRAND SUMMARYANNUAL RATING Curriculum and PlanningPROFICIENT Standards-Based InstructionEMERGING Assessment of Student LearningEMERGING Professionalism EMERGING Student AchievementEMERGING 29 For a Satisfactory Annual Evaluation, ALL FIVE STRANDS must be scored at least “EMERGING” or higher.

30 TEACHER’S ANNUAL EVALUATION CLASS Keys Strand Scores Georgia Teacher Duties and Responsibilities Remember: +

31 Unsatisfactory Annual Review and reflect upon evaluator feedback. Meet with Evaluator to begin development of Professional Development Plan (PDP) to address issues with CLASS Keys™ Elements and/or GTDR items. Satisfactory Annual Review and reflect upon evaluator feedback. Revise Professional Growth Plan (PGP) to address weakest elements. Revise PGP to reflect changes in student and school needs as reflected in the school improvement plan. Determine how to share strengths with the rest of team, grade level, or staff. NEXT STEPS

32  Engage in discussion with leaders and teachers to promote multiple measures that capture student achievement data.

Something to think about… 33 How would this work to help us individualize? As we begin to dig into Strand 5, how would you answer this question. Please share your thoughts in the chat window.

34 GradesSubjectMeasure(s) KCore ContentPre- Post- Benchmark; Rubric of Project Sample; GKIDS 5Core ContentPre- Post- Benchmark; 5 th Grade Writing Assessment Score; CRCT 6-8PEDistrict Physical Fitness Test Battery; Pre/Post Skill Assessment Welding Programming Satisfactory Performance on Three Standard Weld Types/Satisfactory design and build of a computer code for a program Industry Certification Test Pre-Post Benchmark 11ELARubric on Writing Sample; State Writing Assessment; EOCT CLASS Keys offers flexibility to districts regarding the impact on student achievement requirement.

Student Achievement Teacher Standard 1: The teacher has a positive impact on student learning and academic achievement. SA 1.1 Students taught by the teacher demonstrate GPS-related academic achievement progress on measures of student learning including state-mandated achievement tests or other measures as determined by the school system.  Not Evident  Emerging  Proficient  Exemplary Continuum of Improvement No quantifiable evidence exists that student achievement has increased, based on pre- and post- assessments using measures identified by the school district. Quantifiable evidence exists that student achievement has increased, but has not met the established benchmark identified by the school district. Quantifiable evidence exists that student achievement has met the benchmark based on pre- and post- assessments using measures identified by the school district. Quantifiable evidence exists that student achievement has exceeded the benchmarks based on multiple measures of student learning including pre-and post- measures identified by the school district and also includes data from multiple measures of student learning. 35

Something to think about… 36 How would this work to help us individualize?

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

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

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.

“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)

State Contact Information “We will lead the nation in improving student achievement.” Lynda Martin Associate Superintendent School Improvement Susan McGlohon Program Manager Division of Teacher and Leader Quality Douglas County Contact Information Marlo Mong Diane Bradford, Ed.D. Deputy Superintendent Education Support and Improvement