1. Gwinnett Teacher Effectiveness System Training

2. Agenda Rationale/Purpose
Overview of Gwinnett Teacher Effectiveness System (GTES)
Introduction to Teacher Assessment on Performance Standards (TAPS)
Introduction to Student Growth Academic Achievement
Q & A session

3. Why is GCPS changing its personnel evaluation system?
In , approximately 11,700 teachers were rated satisfactory, while only about 70 received an unsatisfactory rating.
These results provide little useful information about the variation in the effectiveness of our teaching staff.
The current teacher evaluation system does not enable us to differentiate levels of Satisfactory performance. We believe there is a difference among those teachers currently identified as Satisfactory.
We know that teachers are SATISFACTORY PLUS! With our new system, this is an opportunity for us to show evidence of great teaching practices. It also is a way that we can be reflective practitioners and make strides in our growth areas.

4. Qualities of Effective Teachers Model
Job Responsibilities and Practices
Background
Prerequisites
Knowledge of subject matter
Experience
Verbal ability
Classroom Management & Instruction
Implementing Instruction
Monitoring Student Progress & Potential
The Person
Organizing for Instruction
This is one model for considering teacher effectiveness. It’s a model frequently used in research. This model considers a teacher’s background factors, such as knowledge of subject matter, experience, verbal ability—referred to as prerequisites—along with the teacher as a person—is he or she caring, approachable, enthusiastic, and so forth. One must also consider their practice in the classroom. Do they manage the classroom well, use data-driven planning, use effective strategies, and how do they monitor student progress and student achievement?
Source: Stronge, Qualities of Effective Teachers, ASCD, 2007
Diagram used with the Permission of Linda Hutchinson, Doctoral Student, The College of William and Mary

5. Overview of Gwinnett Teacher Effectiveness System
Right now in GA 26 Race to the Top Partner districts have implemented this new evaluation system , the entire state of GA will participate. There are 180 school districts in the state of GA. GCPS has been in a 2-year pilot. We’re on the cutting edge! In Gwinnett we address the system as the “GTES”, however the state refers to it as “Teacher Keys Effectiveness System.”

6. Gwinnett 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
Teachers of Non-Tested Subjects
DOE approved district Student Performance Goals
The GTES consists of 2 main components or growth areas. There is the Teacher Assessment on Performance Standards and the Student Growth and Academic Achievement component. This is a snap shot of the system. We will take a deeper look at each of these in today’s session.
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. GTES Evaluation Cycle:
Phase
Planning Phase
Implementation Phase
Orientation
Self-Assessment
Pre-Evaluation Conference
Formative Observations and Documentation
Mid-Year Conference
Summative Assessment
Summative Evaluation Conference
Annual Evaluation Summary
This is a high level view of the evaluation cycle. There are three phases: The Planning Phase, the Implementation Phase, and the Evaluation Phase.
All of the areas that fall in the Planning Phase are required before observations begin. Orientation is an online video. The self-assessment will be used as a springboard for the pre-evaluation conference. During the pre-evaluation conference, you will be able to sit with the evaluator and discuss your self-assessment, as well as glean information from the evaluator in regards to their expectations for the year. This would be a great opportunity for you and the evaluator to co-construct goals together concerning your growth. The Formative Observation and Documentation are two pieces that we will discuss in a bit, but these pieces happen before the mid-year conference. At the end of the year, there will be a summative assessment and conference. At this conference, you will have the chance to speak to and reflect on the data and evidence collected throughout the year.

8. Introduction to Teacher Assessment on Performance Standards

9. PERFORMANCE INDICATORS PERFORMANCE appraisal rubric
TAPS Main Components
DOMAIN
performance standard
PLANNING
Performance Standard 1: Professional Knowledge
The teacher consistently 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 Facilitates 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, regularly enriches the curriculum, and guides others in enriching the curriculum.
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.
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.
This format (standard, sample indicators, and appraisal rubric) is the same format for all 10 performance standards.

10. 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. There are five domains in TAPS: Planning, Instructional Delivery, Assessment of and for Learning, Learning Environment, and Professionalism and Communication.
Performance standards refer to the major duties performed by a teacher. There are 10 performance standards that serve as the basis of the evaluation.  We will briefly look at each performance standard.
(Optional: Provide participants with Standards handout and allow them to time to look over).

11. TAPS Data Sources Observations Documentation Four brief observations
A minimum of 10 minutes
Two formative observations
A minimum of 30 minutes in duration
All information collected electronically
Documentation
Captured electronically
Reviewed along with formative observations
Submitted by teachers and evaluators
These are the data sources used in the TAPS. This is exciting news because now a rating is based on more than observations alone.
As you can see, everything is captured electronically. There are 4 brief observations that are similar to the “walk-throughs” we have had in the past. During the brief observations, only the standards that are observed are required pieces to rate. During the 2 Formative observations, all 10 standards will require a rating from the evaluator. This will happen through either observations and/or documentation. Documentation could include, but is certainly NOT limited to: newsletters, s, video-taped lessons, lesson plans, classroom data, Professional Learning certificates of completion.

12. Now, we move into how the Performance Standards are rated.
(Optional: Provide participants with Performance Appraisal Rubric handout and allow them to time to look over).
Performance Rubrics

13. Performance Rubrics Professional Knowledge 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.
Here we have the Performance Rubric for Standard 1, Professional Knowledge. The rubric ratings are the same for each of the other 9 standards. The goal is for teachers to be PROFIECIENT educators.
Evaluators have been trained to start at PROFICIENT, and adjust the rating up or down based on EVIDENCE (through observation and documentation).
There is also a key phrase that we need to keep in mind as we look at the rubric: “totality of the evidence and most consistent practice.” This whole system is about growth in practice that will positively affect student achievement. Evaluators are considering at all times where the most consistent practice falls.
Rating Scale
“Totality of the evidence and most consistent practice.”

14. Formative Assessments
Observations
Brief Observations
Four during the year
Minimum of 10 minutes each
Rate and comment only on the standards you observe
Specific requirements for Brief Observations will be shared at a later date
Formative Assessments
Two during the year
Minimum of 30 minutes each
One announced and one unannounced
Standards that are observed will be rated on the rubric
May request additional documentation to support ratings
Comments can include areas for strength and growth for each standard
As mentioned on an earlier slide, there are 4 required brief observations. These observations will be a minimum of 10 minutes each. There will also be a total of 2 Formative Assessments, at a minimum of 30 minutes each. There will be 1 announced and 1 unannounced formative observation.
All 10 standards are required for rating during the formative observations. If all 10 standards are not observed (which is likely) documentation can be offered by the teacher or requested by the evaluator. There has been guidance from the state of a 5-day turn-around from the time of the observation and the time when the documentation should be submitted.
Standards such as Professionalism and Communication really examine the teacher’s interactions and levels of engagement with colleagues and stakeholders. Due to that, evaluators can also submit documentation at any time during the process (i.e. from team meetings, conversations).
All documentation is captured electronically.

15. Why Use Student Perception Surveys?

16. Why use student surveys?
Past reliance on observations as the sole source for teacher evaluation
Observations are narrow in scope
Observations fail to capture the complexity of teaching
Evaluations of teachers must include multiple data sources
Surveys offer teachers an opportunity to reflect on perceptions about their practice
Student surveys provide information about their perceptions of how a teacher is performing. Oftentimes, evaluation systems rely solely on observation for teacher evaluation, but we know that observations only provide a snapshot of a teachers’ overall work. There are many facets to a teachers’ job, and observations alone simply cannot capture the complexity of teaching.
For an evaluation system to accurately reflect a teacher’s performance, it must use multiple data sources. Student surveys may be used to provide information to evaluators that may not be accurately obtained during observation or through other types of documentation.
Surveys offer many advantages. They provide a rapid turnaround in data collection, have a limited cost, and provide the ability to infer perceptions of a larger population from smaller groups of individuals. Most importantly, they provide teachers with an opportunity to see their students’ perceptions and to reflect on ways they may improve.

17. Surveys of Instructional Practice
Three developmentally different surveys
Grades 3-5; 6-8; 9-12
Reviewed for content validity and readability (Flesch-Kincaid Readability Scale)
Survey questions aligned with TAPS standards-
3 – Instructional Strategies
4 – Differentiated Instruction
7 – Positive Learning Environment
8 - Academically Challenging Environment
Administered by certified specialist
Surveys are anonymous; no comment fields
Survey results must be considered for the summative assessment rating.
The surveys to be included in the pilot program ask students to report on items that they have directly experienced. 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 questions align with the teacher performance standards in the TAPS component of the Teacher Keys Evaluation System.
The site administrator at each school will select a two week period to administer the survey.
Classroom teachers will not be involved in administering the survey to their own students. Instead, a certified specialist, such as a library media specialist or an instructional technology specialist will administer the survey in a common media center or computer lab, if at all possible. If a common media center or computer lab is not available, the survey administrator will need to identify a location where the survey can be administered to small groups of students based on the available computers. The survey should be administered in secure conditions outside the presence of the teacher. All appropriate accommodations will be made for students with disabilities based on Individualized Education Programs (IEPs).
All surveys are to be completed anonymously to promote honest feedback. There will not be an option to provide comments.
Survey results will be analyzed by the GaDOE and reported to the building principal and teacher as an element of the Teacher Effectiveness Measure at the time of the overall performance review.

18. Student Perception Survey Samples1
My teacher knows a lot about what is taught. 2
My teacher is prepared and ready for teaching every day. 3
My teacher explains things so I understand.
6-8 Student Perception Survey 1
My teacher knows a lot about what is taught. 2
My teacher uses a variety of teaching practices during class. 3
My teacher prepares materials in advance and has them ready to use.
This is what a survey for students in grades 3-5, 6-8, and 9-12 look like. Note that questions for grades 6-8 will use the same rating scale (strongly agree to strongly disagree) as grades 9-12, but would be at a lower readability level.
9-12 Student Perception Survey 1
My teacher has deep knowledge of the subject he/she teaches. 2
My teacher uses a variety of teaching strategies during class. 3
My teacher creates well-organized and well-developed lessons.

19. Student Growth and Academic Achievement

20. Gwinnett Teacher Effectiveness System
Teacher Evaluation 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
Teachers of Non-Tested Subjects
DOE approved district Student Performance Goals
We have looked at the first portion of the GTES – TAPS (Teacher Assessment on Performance Standards). Now, we will look at the second growth measure, The Student Growth and Academic Achievement categories.

21. Student Growth and Academic Achievement Categories
Student Performance Goals (SPG’s):
Non-Tested Subjects
Student Performance Goals and Assessments Developed by the District, approved by the DOE
Student Growth Percentile (SGP’s):
Tested Subjects
Grades 4 – 8 in CRCT Subjects
High School Subjects with End of Course Tests
Under Student Growth and Academic Achievement, there are 2 growth measures: The Student Performance Goals (SPG’s) which will be used for teachers in non-tested subjects, and Student Growth Percentile (SGPs) which will be used for students teaching in grade levels 4-8 and HS courses that take an EOCT.
Measurable and attainable goals (SPG’s) are currently being created by Gwinnett teachers for non-tested courses. The goals will be approved by the district office and then ultimately approved by the state. Note, the goals will be tiered for students performing on different levels.

22. GTES Training Dates May 30, 2013: 9-11 a.m. June 14, 2013: 9-11 a.m.
July 11, 2013: a.m.