Teacher Keys Effectiveness System

Teacher Keys Effectiveness System
7/10/15 Teacher Keys Effectiveness System Teacher Orientation Welcome to the Teacher Keys Effectiveness System Orientation. The Teacher Keys Effectiveness System is a common evaluation system that will allow the state to ensure consistency and comparability across Local Education Agencies (also called LEAs), based on a common definition of teacher effectiveness. 7/1/2018 7/10/15

Today’s Learning Targets
7/10/15 Today’s Learning Targets Introduce and explain all three components of the Teacher Keys Effectiveness System. Provide expectations and orientation for implementation. Today’s Orientation will provide a common understanding of the Teacher Keys Effectiveness System. We will also discuss content and process for the implementation of Teacher Keys. 7/1/2018 7/10/15

Resources and Materials
7/10/15 Resources and Materials Teachers will need the following resources and materials for this Orientation: Teacher Keys Effectiveness System Handbook TAPS Reference Sheets: Performance Standards Performance Appraisal Rubrics Before beginning our Orientation session, please gather the following resources: a copy of the Teacher Keys Effectiveness System Implementation Handbook, and the TAPS Reference Sheets (blue and yellow cards). The Teacher Keys Effectiveness System Implementation Handbook outlines the process for implementing the Teacher Keys Effectiveness System and will serve as an important resource for you throughout the school year. The TAPS Reference Sheets provide a summary of the Performance Standards and sample Indicators, as well as the Performance Appraisal Rubrics for use by teachers and evaluators throughout the evaluation cycle. You can find all resources in the Orientation container in the GaDOE TLSD Electronic Platform which is now housed in the Statewide Student Longitudinal System or SLDS or visit the Teacher and Leader Effectiveness website at Please take a few minutes to ensure that you have all of the needed resources listed on the slide. 7/1/2018 7/10/15

Teacher Keys Effectiveness System Teacher Keys Effectiveness System
(Generates a Teacher Effectiveness Measure) Professional Growth 20% Teacher Assessment on Performance Standards 50% Observations and Documentation Student Growth 30% Teachers of SGP Grades and Courses - Student Growth Percentiles Teachers of Non-SGP Grades and Courses - LEA Determined Measures 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 (TAPS), Professional Growth and Student Growth. Each component contributes to the overall Teacher Effectiveness Measure. 7/1/2018

(Generates a Teacher Effectiveness Measure) Professional Growth 20% Teacher Assessment on Performance Standards 50% Observations and Documentation Student Growth 30% Teachers of SGP Grades and Courses - Student Growth Percentiles Teachers of Non-SGP Grades and Courses - LEA Determined Measures 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. 7/1/2018

10 Performance Standards
TAPS Domains and Standards 7/10/15 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 Performance Standards These are the main components of TAPS. There are ten Performance Standards and five Domains which serve as the basis for TAPS. 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 the ten Standards. Please examine your Teacher Keys Effectiveness System Implementation Handbook and the TAPS Reference Sheets (blue and yellow cards) as we review the next few slides. 7/1/2018 7/10/15

PERFORMANCE Indicators PERFORMANCE appraisal rubric
7/10/15 TAPS Main Components DOMAIN performance Standard 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 PERFORMANCE Indicators 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. Performance Indicators are examples of the types of performance that may occur if a Standard is being successfully met. The list of Domains, Standards, and possible Indicators are located in the Teacher Keys Effectiveness System Implementation Handbook and the TAPS Reference Sheets (yellow cards). PERFORMANCE appraisal rubric Level IV In addition to meeting the requirements for Level III… Level III Level III is the expected level of performance. Level II Level I The teacher continually facilitates students’ engagement in metacognitive learning, higher-order thinking skills, and application of learning in current and relevant ways. (Teachers rated at Level IV continually seek ways to serve as role models or teacher leaders.) 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 inconsistently 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. 7/1/2018 7/10/15

Performance Standards
Let’s take a moment to review the 10 Performance Standards. 7/1/2018

Performance Standard 1: Professional Knowledge
7/10/15 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. 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 classes. 7/1/2018 7/10/15

Performance Standard 2: Instructional Planning
7/10/15 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. 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. 7/1/2018 7/10/15

Performance Standard 3: Instructional Strategies
7/10/15 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. 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? 7/1/2018 7/10/15

Performance Standard 4: Differentiated Instruction
7/10/15 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. The fourth Standard, Differentiated Instruction, addresses whether the teacher takes individual learning differences into consideration when instructing. 7/1/2018 7/10/15

Performance Standard 5: Assessment Strategies
7/10/15 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. 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. 7/1/2018 7/10/15

Performance Standard 6: Assessment Uses
7/10/15 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. 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? 7/1/2018 7/10/15

Performance Standard 7: Positive Learning Environment
7/10/15 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. 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. 7/1/2018 7/10/15

Performance Standard 8:
7/10/15 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. 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? 7/1/2018 7/10/15

Performance Standard 9: Professionalism
7/10/15 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. 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. 7/1/2018 7/10/15

Performance Standard 10: Communication
7/10/15 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 tenth and final Standard, Communication, is related to how well teachers communicate with students, parents, and other members of the school community. Now that we have completed reviewing all 10 Performance Standards, we will now discuss the TAPS Flow Process. 7/1/2018 7/10/15

TAPS Flow Process July-August September-April April-May Orientation
7/10/15 Orientation Self-Assessment Pre-Evaluation Conference Formative Assessment Process Observations  Documentation Mid-Year Conference Summative Performance Evaluation Summative Conference Familiarization July-August September-April Mid-year Conference: December-January April-May GaDOE Deadline June 15 This slide depicts the process by which schools will implement the TAPS portion of the Teacher Key Effectiveness System. 7/1/2018 7/10/15

TAPS Flow Process July-August September-April April-May Orientation
7/10/15 Orientation Self-Assessment Pre-Evaluation Conference Formative Assessment Process Observations  Documentation Mid-Year Conference Summative Performance Evaluation Summative Conference Familiarization July-August September-April Mid-year Conference: December-January April-May GaDOE Deadline June 15 Today, we are focusing on the Orientation and expectations of the TKES implementation and process. Following the Orientation, an ongoing familiarization process occurs designed to help teachers gain a greater understanding of Teacher Keys. Teachers will begin the school year with a Self-Assessment focused on professional growth. We will continue to examine the TAPS process flow as we progress further in this Orientation. 7/1/2018 7/10/15

Self-Assessment (Abbreviated)
Shall be completed electronically by teacher prior to Pre-Evaluation Conference. At the beginning of the school year, teachers will be required to complete a Self-Assessment 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 Self-Assessment will be completed in the GaDOE TLSD Electronic Platform which is now located in SLDS. This will be used as a source of information during the Pre-Evaluation Conference. Both the Orientation and Pre-Evaluation Conference must be completed prior to the beginning of observations. 7/1/2018

TAPS Process Full vs Flexible
Orientation Self-Assessment Three Conferences (Pre-Evaluation, Mid-year, and Summative) Two Formative Assessments – Consisting of four Walk-throughs, two Formative Observations, and documentation Summative Assessment Full Formative Process Two Observations, at a minimum, as defined by the district Flexible Process The implementation process, as defined by Senate Bill 364, is reflected in the TAPS process. All teachers will be required to participate in the TAPS process. However, the differentiated implementation requirements are based on years of experience, ratings, and specific categories of educators as defined by GaPSC. Teachers will participate in either the full formative process or the flexible process. We will discuss these requirements in greater detail on the next few slides. 7/1/2018

Full TAPS Formative Process
Required for all educators who fall into one of these categories: Induction Teachers (three or less years of experience will participate in the full TAPS Formative Process) Teaching out-of-field New position Out of the profession for a period of time Moving into the state Evaluation performance of Needs Development or Ineffective on the prior year’s Summative Assessment All educators who fall into one of these categories will be required to participate in the full TAPS formative process. These are induction teachers (teachers with three or less years of experience). Teachers who are teaching out-of-field. Teachers new to a position, Out of the profession for a period of time, Moving into the state, or teachers who have received an Evaluation performance of Needs Development or Ineffective on the prior year’s Summative Assessment. 7/1/2018

Full TAPS Data Sources Observations
7/10/15 Full TAPS Data Sources Observations Two Formative Observations, at least 30 minutes each Announced or unannounced Four Walk-throughs, minimum of 10 minutes each Observations must be completed prior to the Summative Assessment 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 In the full TAPS Formative Process, two data sources will be used in the TAPS component—Observations and Documentation. Evaluators are required to complete two Formative Assessment phases consisting of Walk-Through Observations and Formative Observations. The Formative Observations must be at least 30 minutes in duration and both must take place prior to the Summative Assessment. These observations will require the administrators to rate all 10 Standards. Evaluators must conduct a minimum of four Walk-Throughs which are at least 10 minutes each. Evaluators will focus on a very limited number of Standards during the Walk-Through Observations. Information gathered during the Walk-Throughs should be considered in rating the teacher on Formative Assessments especially with any Standards that might not have been observed. Evaluators will focus on the totality of evidence and consistency of practice when rating Performance Standards. 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 the GaDOE Electronic Platform within ten working days of the Formative Observation. Both Formative Assessments must be completed prior to completion of the Summative Assessment. 7/1/2018 7/10/15

Flexible TAPS Data Sources
7/10/15 Flexible TAPS Data Sources Observations Two observations Announced or unannounced Both observations must be documented using the Electronic Platform Observations must be completed prior to the Summative Assessment Documentation Upon Evaluator’s Request Site administrator determines format (electronic or hard copy) Documentation sources may vary Documentation is collected in the Electronic Platform Teachers who do not fall into one of the aforementioned categories will participate in the Flexible TAPS Process. Two data sources will be used in the TAPS component—Observations and Documentation. Evaluators are required to complete two observations and a Summative Assessment. Evaluators will focus on the totality of evidence and consistency of practice when rating Performance Standards. Evaluators are not required to have a conference with the teacher following an observation, but for an observation to inform a teacher’s practice, the evaluator must ensure the teacher receives feedback in the GaDOE Electronic Platform within ten working days of the observation. The type and duration of the two observations are determined by the district. Both observations must be completed prior to completion of the Summative Assessment. 7/1/2018 7/10/15

Examples of Documentation
7/10/15 Examples of Documentation Lesson Plans Summary of Conference with Teacher Parent Contact Log Data Used to Differentiate s to Parents Assessments Professional Learning Documentation of teacher practice and process is the second data source for both the Full and Flexible TAPS Process. 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. Documentation should reinforce observed classroom behaviors rather than be used as the sole basis for a rating on a given Standard. Teachers are only required to submit documentation at the request of an evaluator, and evaluators should only request documentation when sufficient evidence is not present to rate a teacher’s performance. Teachers have the option at any time prior to the finalizing a Formative Assessment or observation to submit documentation to their evaluators for review. Evaluators can also add documentation at any time that is not tied directly to a classroom observation. This could include notes from collaborative planning sessions, leadership team meetings, extra-curricular activities or other relevant forms of evidence. When documentation is submitted within the GaDOE TLSD Electronic Platform, it should be entered as documentation and tagged to the Standards for which it establishes evidence. 7/1/2018 7/10/15

Rating Performance Totality of Evidence and Consistency of Practice
7/10/15 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 II Level 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. 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 Level III of the Performance Appraisal Rubric is the actual Performance Standard, thus Level III is the expected level of performance. Teachers who earn a Level IV rating must meet the requirements for Level III 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 Teacher Keys Effectiveness System Implementation Handbook and the TAPS Reference Sheets (blue cards) contain the Performance Appraisal Rubric for each Standard. 7/1/2018 7/10/15

Totality of Evidence and Consistency of Practice
Summative Assessment 7/10/15 Totality of Evidence and Consistency of Practice After collecting information throughout the school year, evaluators will provide a Summative Assessment of a teacher’s performance. Evaluators will complete the Summative Assessment in the GaDOE TLSD Electronic Platform. 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. The Summative Assessment is based on the totality of evidence and consistency of practice. Evidence from all applicable observations and documentation will be used to determine the final rating. 7/1/2018 7/10/15

(Generates a Teacher Effectiveness Measure) Professional Growth 20% Teacher Assessment on Performance Standards 50% Observations and Documentation Student Growth 30% Teachers of SGP Grades and Courses - Student Growth Percentiles Teachers of Non-SGP Grades and Courses - LEA Determined Measures Now let’s review the second component of the Teacher Keys Effectiveness System: Professional Growth which counts 20% towards a Teachers Effectiveness Measure (TEM). 7/1/2018

Professional Growth Professional Growth shall be measured by progress toward or attainment of Professional Growth Goals or Professional Growth Plans. These goals or plans may or may not be reflective of the Professional Learning Goals or Professional Learning Plans as defined by the GaPSC. For additional information concerning GaPSC recertification requirements, see GaPSC adopted rule which went into effect July 1, 2017. Professional Growth shall be measured by progress toward or attainment of Professional Growth Goals or Plans. These goals or plans may or may not be reflective of the Professional Learning Goals or Professional Learning Plans as defined by the GaPSC. For additional information concerning GaPSC recertification requirements, see GaPSC adopted rule which went into effect July 1, 2017. 7/1/2018

Professional Growth LEAs must determine the criteria for rating this component. It is highly recommended this component mirror the expectation of the GaPSC recertification requirements. Professional Growth Goals or Professional Growth Plans may extend beyond a single school year. This component should be rated based on progress toward attainment of the goal(s) and/or completion of the plan(s). LEAs must determine the criteria for rating this component. It is highly recommended this component mirror the expectation of the GaPSC recertification requirements. Professional Growth Goals or plans may extend beyond a single school year. This component should be rated based on progress toward attainment of the goal(s) and/or completion of the plan(s). 7/1/2018

(Generates a Teacher Effectiveness Measure) Professional Growth 20% Teacher Assessment on Performance Standards 50% Observations and Documentation Student Growth 30% Teachers of SGP Grades and Courses - Student Growth Percentiles Teachers of Non-SGP Grades and Courses - LEA Determined Measures The third component of the Teacher Keys Effectiveness System is student growth which counts 30% of a teachers effectiveness measure. Student Growth is a vital component of the Teacher Keys Effectiveness System. Measuring student learning can be challenging. The TAPS component of the Teacher Keys Effectiveness System provides teachers with opportunities to demonstrate their skills. The Student Growth Component measures students’ responses to those practices. Student learning is the ultimate measure of the success of a teacher and an instructional leader. Georgia educators responsible for direct instruction fall into one of two categories: Teachers of SGP Grades and Courses and Teachers of Non-SGP Grades and Courses. 7/1/2018

(Generates a Teacher Effectiveness Measure) Professional Growth 20% Teacher Assessment on Performance Standards 50% Observations and Documentation Student Growth 30% Teachers of SGP Grades and Courses - Student Growth Percentiles Teachers of Non-SGP Grades and Courses - LEA Determined Measures For Teachers of SGP Grades and Courses, this component consists of a student growth percentile measure. This percentile score reflects a student’s growth relative to his or her academically similar peers. Annual calculations of student growth for SGP grades and courses are based on state assessment data (Georgia Milestones EOGs in grades 4-8 ELA/Reading and Mathematics and high school EOCs in ELA and Mathematics). 7/1/2018

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? What does a Student Growth Percentile truly mean? 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 more than 76% of students with similar achievement histories. What does the percentile tell us about instruction? The Student Growth Percentiles define how much a particular student grew relative to other students who have previously performed as he or she has performed. This helps us to understand the impact that his or her teacher has had on that student’s performance. Percentiles shift instructional discussions regarding state Performance Standardized achievement scores 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 Georgia Milestones End Of Grade and End Of Course , it is often hard to understand if a child is making progress year to year. Student Growth Percentiles help to show which classrooms are having the most significant impact with all students and with particular groups of students (i.e. high-achieving students, SWDs, etc.). 7/1/2018 34

(Generates a Teacher Effectiveness Measure) Professional Growth 20% Teacher Assessment on Performance Standards 50% Observations and Documentation Student Growth 30% Teachers of SGP Grades and Courses - Student Growth Percentiles Teachers of Non-SGP Grades and Courses - LEA Determined Measures The second student growth category is Teachers of Non-SGP Grades and Courses. For Teachers of Non-SGP Grades and Courses, this component consists of LEA Determined Measures. We will now review the three options available to districts for these teachers of Non-SGP grades and courses. Because these decisions are district driven, please communicate with your building administrators to determine how Student Growth for teachers of Non-SGP grades and courses will be evaluated. 7/1/2018

LEA Determined Measures
For teachers of non-SGP grades and courses, this component is comprised of LEA Determined Measures which may be Student Learning Objectives or another similar pre to post measure, the School or District Mean Growth Percentile, or additional measures identified or developed and implemented by the LEA. For teachers of non-SGP grades and courses, this component is comprised of LEA Determined Measures which may be Student Learning Objectives or another similar pre to post measure, the School or District Mean Growth Percentile, or additional measures identified or developed and implemented by the LEA. 7/1/2018

District Roster Verification
District Roster Verification processes will be determined by the LEA. The GaDOE State Data Collection process will ensure accurate student/teacher linkages for the purposes of evaluating teachers’ effectiveness. It is highly recommended that districts provide teachers the opportunity to periodically verify their rosters. This may be part of the district FTE verification process. Roster verification is a critical part of the TKES process. Accurate data entry, review and verification of student rosters by teachers and leaders is necessary to ensure the correct student/teacher linkages for the purpose of evaluating teacher effectiveness. Teacher and Leader growth ratings depend upon the accuracy of the student rosters reported in the LEA’s Student Information System. 7/1/2018

90% Attendance Students shall attend 90% of the instructional length of the course in order for the student’s data to be included in the growth score for evaluation. This attendance requirement will be phased in over a three year period. Phase In Plan for 90% Attendance Requirement Applicable high school courses only Applicable middle and high school courses only Applicable elementary, middle, and high school courses only Read slide as written. 7/1/2018 7/1/2016

90% Attendance The first official TEM and LEM will not be produced until there is at least one full data set to use for a preliminary run. As a result, is the “dry run” for official TEM and LEM results, and the first official TEM and LEM will not be calculated until Districts may determine if ISS, field trips, athletic events, etc. are to be considered absences. GaDOE recommends district-wide determination and not school by school determination. Additionally, GaDOE will apply attendance only to the tested grades and courses that generate SGPs. This will be ELA and math only. Read slide as written. Then read this statement: It is recommended that LEAs also consider teacher attendance when determining whether student growth should be included in teachers’ evaluations. 7/1/2018

Georgia Professional Standards Commission Professional Learning for Recertification
The next few slides outline the changes made by the Georgia Professional Standards Commission to the state’s certification renewal process. 7/1/2018

GaPSC – Professional Learning for Recertification
Professional Learning Goals (PLGs) are designed to enhance professional performance. Professional Learning Plans (PLPs) are designed to address the needs of educators including those with Remediation Plans due to summative ratings below Proficient (Needs Development or Ineffective). Remediation Plans that include a PLP is required for any educator receiving a rating that must be reported to the GaPSC (Level I or II on the TAPS or LAPS Summative Assessment, or an Unsatisfactory rating). Based on recommendations from various stakeholders, the following changes were incorporated to Georgia’s certificate renewal rule: All GA educators will be required to have a Professional Learning Plan (PLP), a Remediation Plan that includes a (PLP), or Professional Learning Goal(s) (PLG). 7/1/2018

Professional Learning Goals
Professional Learning Goals (PLGs) will be developed by all educators: 1. with summative performance ratings of Proficient (Satisfactory) or Exemplary 2. who do not fall into one of the six categories that require a Professional Learning Plan (PLP) Most Georgia educators will develop PLGs rather than PLPs. This means those who have good to excellent performance (proficient, satisfactory, or exemplary)and do not fall into one of the six categories that require PLPs will create one or more goals to support continued good to excellent performance. These goals will be developed by the teacher and approved by the school administration. The template for the Professional Goal is located in the TLSD Electronic Platform. Teachers are encouraged, but not required, to seek colleague input in the development of their goals since educators work collaboratively in the Professional Learning Community. 7/1/2018

Professional Learning Plans
Required for all educators who fall into one of these categories: Induction Teaching out-of-field New position Out of the profession for a period of time Moving into the state Evaluation performance of Needs Development, Ineffective, or Unsatisfactory Teachers who fall in one of these categories: Induction – required for all three years the educator holds the Induction certificate; teaching out of field; new position – for example, a teacher becomes a media specialist and must develop a PLP for 1-3 years depending upon the educator’s needs; out of the profession for a period of one year or more – a PLP will be required for 1-3 years depending upon the educator’s needs; or moving into the state - a PLP will be required for 1-3 years depending upon the educator’s needs. The sixth category requiring a PLP involves educators with low performance and is addressed on the next slide. 7/1/2018

Professional Learning Communities
Professional Learning Communities are an integral part of the GaPSC professional learning expectations. All individuals who hold a GaPSC certificate are required to participate in Professional Learning Communities as part of the recertification requirements. For a number of years, research has indicated that student performance is more easily raised and sustained when the school is organized as a learning community. In learning communities, educators work together and support one another in identifying and seeking solutions to challenges that impact teaching and learning. Teachers are empowered to work on problems of practice in learning communities by sharing expertise, seeking help from one another, collaboratively designing lessons and assessment, and engaging with others to build trust and take responsibility for the learning of all students. GaPSC and GaDOE are working together to help school districts move toward full implementation of Professional Learning Communities. 7/1/2018

GaPSC – Professional Learning for Recertification
Questions regarding content should be directed to Angie Gant, GaPSC, Director of Program Approval – Questions regarding the use of the TLSD Electronic Platform in the PL processes should be directed to the Platform Training and Development Specialist assigned to your district. GaPSC sets all content requirements for professional learning as related to recertification. Questions regarding content should be directed to Angie Gant, GaPSC, Director of Program Approval at the GaPSC. GaDOE TLSD provides technology support for the platform. Questions regarding the use of the TLSD Electronic Platform in the PL processes should be directed to the Platform Training and Development Specialist assigned to your district. 7/1/2018

For more information, please visit:
7/10/15 For more information, please visit: Thank you for participating in the Teacher Keys Effectiveness System Orientation. For additional information, questions, or concerns regarding the Teacher Keys Effectiveness System, please visit the Teacher and Leader Effectiveness website at and the GaDOE TLSD Electronic Platform. Here you will find links to many resources available to assist in implementing Teacher Keys. Have a great school year! 7/1/2018 7/10/15

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