Moving from Good to Great New Evaluation Model for Tennessee Teachers

Flow Chart

True Learning

TEAM = Tennessee Educator Acceleration Model

What is the Tap Concept?

Why the TAP Rubric? A differentiated model

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

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 52-54 percentile points were observed between students having three consecutive year of highly effective versus ineffective teachers.

Achievement differences based on three years with an ineffective teacher

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

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?

Designing and Planning Instruction Instructional Plans Student Work Assessment

The Learning Environment Expectations Managing Student Behavior Environment Respectful Culture

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

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

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

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