1. CLASS Keys Process Studying the Standards Marlo Mong
Division of Teacher & Leader Quality
Georgia Department of Education
Marlo Mong
Program Specialist
Douglas County Professional Learning Annex
January 29, 2010
Welcome to our first CLASS Keys Study Year session. This is one of several sessions in which you will be participating this year. Each of these sessions will cover a unique aspect of the CLASS Keys Study Year which will take place in your schools from January through May of The Georgia Department of Education is delighted to welcome you and your teachers to a network of more than 30,000 Georgia educators who are presently studying or implementing this teacher growth and evaluation process. During the course of your study year, you as the principal and designated teacher leaders will guide your teaching faculty through a study of the CLASS Keys process.
During the study year, we will not actually evaluate teachers. Rather, we will work to empower our teachers with an in-depth knowledge of the elements of CLASS Keys as well as an understanding of the expectations for classroom observations, conferences, data, artifacts and evidence that contribute to demonstration of performance in each of the CLASS Keys elements.
“We will lead the nation in improving student achievement.”

2. GOALS of GaDOE Strategic Plan
This CLASS Keys initiative is part of the strategic plan of the Georgia Department of Education, particularly Goal #2, to strengthen teacher quality, recruitment, and retention. Through your own involvement in leading the study year of CLASS Keys at your school site, we are also working toward Goal #4, to develop strong education leaders, particularly at the building level.

3. The plan is coming together.
Leader Keys
School Keys
CLASS
Keys
Georgia Performance Standards
As you pass out the CLASS Keys notebooks to certified faculty at the beginning of this process, it is important to point out that CLASS Keys is not a stand-alone process which represents “more work”. Rather it is one integrated piece of a concerted effort at empowering students to achieve using a standards-based approach to instruction. This includes the Georgia Performance standards, which define what students should know, understand, and be able to do, the School Keys which define Georgia’s comprehensive, data-driven system of school improvement and support (along with the additional Keys to Quality, the GAPSS Analysis and Implementation Resource of Best Practices), and the Leader Keys, a leadership performance appraisal system which is presently in field test.

4. CLassroom Analysis of State Standards
NOW SHOWING
CLASS Keys
CLassroom Analysis of State Standards
Georgia’s New
Teacher Evaluation
Process
Background from which you might want to draw in introducing the CLASS Keys process:
CLASS Keys is an acronym which stands for CLassroom Analysis of State Standards. It is a teacher performance appraisal process which has been developed to support teachers’ work in standards-based classrooms using the GPS to improve student learning. As those of us working in schools have long known, an effective teacher enhances student learning more than any other aspect of the school environment, which we, as educators can control (Marzano, 2006). CLASS Keys is designed to promote professional growth, reflection, and mentorship which will positively impact student achievement. It is designed to work with all of the other standards-based initiatives in our state to seamlessly integrate, and allow us to work smarter and not harder.
You may want to make a general statement here or introduce your school’s plan:
Over the coming five or six months, we will be engaged in a CLASS Keys study process. The CLASS Keys instrument will not be used to evaluate teachers during this academic year. The purpose of this session is to introduce you, the faculty, to the CLASS Keys process and notebook and overview our study during the Spring semester.

5. Essential Questions
What is the CLASS Keys teacher growth and evaluation process?
How can I understand and use the CLASS Keys Notebook?
What does the CLASS Keys process look like in action?
How will we study CLASS Keys in our school this year?
How will these skills be used in the CLASS Keys Teacher Evaluation PROCESS?
This slide introduces the five learning targets suggested for your introduction and overview session. This will be the structure of all 5 Elluminate sessions. You will see each of these questions addressed separately in this presentation. They are suggestions only, and at your school, you may wish to use this in whole faculty study group or in smaller Professional Learning Communities or PLC’s. Used with PLC’s, this might be broken up into several segments. You may have also created your own study plan, which is designed to meet the needs of your school site.
The Essestial Questions asked will become learning targets that help:
Familiarize teachers with the CLASS Keys elements, rubrics, evidence, and artifacts.
Empower individual teachers to identify and reflect on areas of strength and growth areas.
Assist professional learning communities in analyzing how a sample lesson plan/curriculum unit would “fill buckets” designed to demonstrate proficiency in Strand 1 elements using CLASS Keys notebook rubrics.
Relate activities in this CLASS Keys Study segment to the CLASS Keys process in which teachers will participate in the academic year.
For Field Study Use Only

6. LEARNING TARGET 1 What is the CLASS Keys teacher
growth and evaluation process?
For Field Study Use Only

7. Accountability for Results
CLASS Keys provides a balance between
Performance
Coaching
Accountability for Results
This slide introduces the dual nature of CLASS Keys – a process which empowers teachers through self-reflection and performance coaching as well as defining the accountability which has been mandated by law to be included as a part of annual teacher evaluations since (The Georgia Code is quoted at the bottom of the slide).
“Annual teacher evaluations shall as a minimum take into consideration the following: (1) the role of the teacher in meeting the school’s achievement goals, including the academic gains of students assigned to the teacher.”
Georgia Code (b) (1) and (a)
For Field Study Use Only

8. Evidence Collection Phase
Three Phases of the CLASS Keys Process
Pre-Evaluation
Phase 1
FEEDBACK
CLASS Keys
Element/Strand Evaluation
Overall Evaluation
GTDR Evaluation
Self Assessment /Reflection
Professional Growth Plan
Pre-Evaluation Conference
Annual Evaluation
Phase 3
FEEDBACK
This graphic details the three phases of the CLASS Keys Process. These phases guide teachers in what to expect throughout the year as they participate in the CLASS Keys.
Evidence Collection Phase 2
FEEDBACK
Informal Observations
Formal Observation
Other Evidence Collection

9. Self Assessment/Reflection: Teachers self-assess and reflect on their performance of the elements.
Professional Growth Plan: Teachers design a PGP to improve their performance on the elements.
Pre-Evaluation Conference: Teachers and evaluators meet to review the PGP, set student achievement goals, and clarify expectations of the elements and duties and responsibilities. 1
Pre-Evaluation
Phase
In Phase 1 teachers begin by self-assessing their current level of performance on the CLASS Keys rubrics. After reflecting upon their areas of strength and weakness, they develop a draft of their professional growth plan (PGP). At the Pre-Evaluation Conference, the PGP is reviewed and approved by the administrator. Student achievement targets are set and expectations are clarified regarding any of the elements and the duties and responsibilities.

10. Evidence Collection Phase
Informal Observations: Evaluators conduct two, 5 to 15-minute, unannounced classroom observations to assess a few elements.
Formal Observation: Evaluators conduct a 30 to 50-minute announced classroom observation to assess as many elements as possible.
Other Evidence Collection: Evaluators collect evidence from multiple sources such as conferences, meetings, planning and professional learning sessions, examination of student and adult products, etc. 2
Evidence Collection Phase
In Phase 2 administrators collect evidence by conducting short, unannounced classroom observations to assess a few of the elements.
Later, administrators also conduct a longer, announced observation to assess as many elements as possible.
Administrators may collect evidence other than by classroom observations. This additional evidence may be obtained from sources such as conferences, meetings, planning and professional learning sessions, examination of student and teacher products, etc.

11. 3 Annual Evaluation Phase 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. 3
Annual Evaluation
Phase
For the annual evaluation, several factors/steps are considered for each teacher.
First the teacher’s performance is scored on each of the elements. This determination is made by reviewing the evidence collected during the year. The rating is marked on the continuum according to the preponderance of evidence.
For the Student Achievement elements and strand, the evaluation is made based upon student performance regarding the targets set earlier in the year.

12. CLASS Keys A Transformation in Teacher Assessment
Triangulation with an Array of Evidence over Time
Multiple Sources of Data
It is important that the teachers get a sense of the triangulation of evidence integrated into the system.
Multiple Performances
Multiple People

13. LEARNING TARGET 2 How can I understand and use the
CLASS Keys Notebook?
For Field Study Use Only

14. 5 STRANDS 11 STANDARDS 28 ELEMENTS
CLASS Keys Structure
5 STRANDS
11 STANDARDS
28 ELEMENTS
This slide is helpful in introducing the CLASS Keys Notebook. The tabs at the front of the notebook represent the 5 strands. CLASS Keys includes 11 standards and 28 elements, remember, teachers are assessed at the ELEMENT level.
For Field Study Use Only

15. CLASS Keys Strands Strand 2: Standards-Based Instruction
Strand 1: Curriculum and Planning
Strand 2: Standards-Based Instruction
Strand 3: Assessment of Student Learning
Strand 4: Professionalism
Strand 5: Student Achievement
These are the five strands of CLASS Keys. It might be helpful to ask you faculty to flip to the ASSESSMENT OF LEARNING slide as you use this slide. On page 55, a summary of the elements in the standard appears in a graphic. A similar graphic is repeated for each of the 5 strands in the first page behind the tab for that strand.
For Field Study Use Only

16. Each Element in the CLASS Keys Contains
Continuum of Improvement
A rubric with four levels of performance.
Evidence
Examples that develop the expectations for the rubric.
Data Sources
Suggested artifacts and conference discussion topics.
Element Descriptors
Words/phrases found in the element, rubric, or evidence.
Research Rationale
Current research justifying the element.
You may want to ask teachers to scan through pages to identify additional types of detail provided for this element.
For Field Study Use Only

17. Continuum of Improvement CONTINUUM OF IMPROVEMENT
STRAND
STANDARD
ELEMENT
ASSESSMENT - The collecting and analyzing of student performance data to identify patterns of achievement and underachievement in order to design and implement appropriate instructional interventions.
Assessment of Student Learning Teacher Standard 1: The teacher uses a variety of effective and balanced assessment techniques which are systematically implemented.
AL 1.1 The teacher uses diagnostic assessment strategies to identify individual and class strengths, misconceptions, and areas of weaknesses in order to inform planning.
 Not Evident
 Emerging
 Proficient
 Exemplary
Continuum of Improvement
There is no evidence the teacher uses diagnostic assessment data to determine student or class strengths and weaknesses or to plan for instruction. The teacher does not identify student or class strengths or weaknesses.
There is evidence that the teacher uses some diagnostic strategies to identify student strengths, weaknesses, and prior knowledge to guide planning for instruction; however, diagnostic assessment is not an integral part of unit planning.
There is evidence that the teacher uses a variety of diagnostic assessment strategies to identify individual and class strengths, misconceptions, and areas of weakness. Diagnostic assessment is part of most planning.
There is evidence that the teacher makes diagnostic assessment a systematic component of all instructional units. The teacher uses a variety of formal and informal types of diagnostic assessments to inform planning and teaching.
If you use this slide, you may want to ask your teachers to turn the page to page 56. This slide is an explanation of what appears on the page. Point out the strand, the standard, and the element position. Discuss the continuum of improvement (similar to a rubric) and the levels of teacher performance:
Not evident
Emerging
Proficient
Exemplary
CONTINUUM OF IMPROVEMENT

18. All actions are not required.
 Not Evident
 Emerging
 Proficient
 Exemplary
Examples of Evidence
Teacher Evidence
Lesson plans and units:
Do not include diagnostic assessments in plans.
Observation:
Does not use informal or formal diagnostic assessments at the beginning of a lesson or unit.
Conference:
Cannot describe how a unit or lesson was planned based on diagnostic data.
Student Evidence
Cannot recall the teacher using diagnostic assessment strategies.
Lesson plans or units:
Include diagnostic assessments at the beginning of some instructional units.
Uses at least one formal or informal diagnostic assessment at the beginning of a lesson or unit.
Understands the need to differentiate to address the needs of students, but is not certain how to plan for a differentiated lesson.
Gives limited examples of how the teacher assesses prior knowledge.
Use a variety of diagnostic activities at the beginning of most lessons and units.
Differentiates the lesson to address the needs of students.
Describes how a unit or lesson was adapted based on diagnostic assessment data.
Gives a variety of examples of how the teacher assesses prior knowledge at the beginning of most units/courses, etc.
Use a variety of diagnostic assessment strategies in all instructional planning.
Involves students in deciding how instruction will be differentiated based on diagnostic data results.
Explains the different forms of assessments used, why diagnostic work is not graded, and how it is used.
Expects diagnostic assessments to be used at the beginning point of instruction.
Just Examples
Not all inclusive
Not a checklist
All actions are not required.
It is important that, as teachers review the CLASS Keys notebook, they understand that the “Examples of Evidence” sections are just examples, are not rubrics, and that all actions in the “Examples of Evidence” performance level are not required.
For Field Study Use Only

19. Data Sources
Artifacts: Lesson plans and/or curriculum units which evidence planned use of diagnostic tools, pre-assessment activities, activating strategies, and planning for developing differentiated instruction based on pre-assessment data.
Conference Discussion Topics: The teacher can explain how diagnostic data are used to inform instruction.
Discussion Prompts:
Discuss how you are using assessment data to inform your lesson or unit plans.
Describe how you are differentiating based on diagnostic data.
What is your process for analyzing and interpreting diagnostic data that you collect on students?
This slide gives examples of other data sources.
For Field Study Use Only

20. Activity 1: A Closer Look at the CLASS Keys
As a team, explore the CLASS Keys Strand given to your table. Use your CLASS Keys notebook to find your assigned strand and answer the questions on the anticipation guide.
Complete the anticipation guide at your table by using the element descriptors and rubrics to help answer the questions.
As you look at the other strands, think about this question.
What do the strands, evidence, and teacher/student questions have in common?
Goal of this activity: Participants will take a closer look at the components in the CLASS Keys notebook and understand the types of evidence and discussion questions useful in preparing for observations.
Materials: CLASS Keys notebook, copy of the Anticipation Guide, chart paper, markers
Activity:
Divide groups into appropriate work teams (grade-level, content area, vertical teams, etc) and assign each group a CLASS Keys strand to investigate.
Note: The Student Achievement strand is not included in this activity and is addressed on its own in a later study session.
Using the CLASS Keys notebook, teams will examine the different components of the strand including the continuum of improvement, examples of evidence, data sources, etc, and discuss what stands out the most to them in how these rubrics provide information on what is expected of the standard and elements.
Teams will answer the questions on the Anticipation Guide to help guide a summary of what information was found during the investigation of the strand.
Post Anticipation Guide responses on chart paper. Discuss as a whole group the summaries each team completed. After the summary discussion, have a second discussion on what commonalities were found across the four strands.

21. Anticipation Guide: Summary of the Strands
What evidence do you expect to see when you observe the lesson?
What evidence should you look for in the lesson and/or unit plans?
What would you discuss with the teacher to gain a greater understanding of the lesson?
What questions should you ask students about their learning?
One way to introduce teachers to the CLASS Keys notebook that has proven very effective is to use a modified “jigsaw” to overview the first four CLASS Keys strands using this Anticipation Guide. The questions ask about types of evidence (observational, written, conference, and student).

22. CLASS Keys Strands Strand 2: Standards-Based Instruction
Strand 1: Curriculum and Planning
Strand 2: Standards-Based Instruction
Strand 3: Assessment of Student Learning
Strand 4: Professionalism
Strand 5: Student Achievement
This is a useful slide to show as you make your “jigsaw” assignments and hear from your expert groups.
For Field Study Use Only

23. THE APPENDIX The PLACEMAT How does the teacher plan?
How does the teacher teach?
Are the teacher’s students learning?
The CROSSWALK
School Keys
High Impact Practices in SBC’s
Georgia Framework for Teaching
GTDRI
You can use this slide to explain the materials behind the APPENDIX tab in the CLASS Keys Notebook.
The PLACEMAT appears as the first page behind the tab and shows how the elements of CLASS Keys address foundational questions of teacher assessment posed by Superintendent Cox and program developers.
The CROSSWALK which appears directly behind the PLACEMAT shows the connection of CLASS Keys to the School Keys, the Implementation Resource, The Georgia Framework for Teaching and the GTDRI.
For Field Study Use Only

24. LEARNING TARGET 3 How will we study CLASS Keys in
our school this year?
You and your faculty may have some ideas for input into how to best integrate CLASS Keys study plans into your school calendar during Spring Semester of 2010.
For Field Study Use Only

25. CLASS Keys – The Study Year
The 2009 – 2010 school year will focus on studying the elements of the standards.
Teachers will not be evaluated using the CLASS Keys evaluation process this year.
Principals and teachers are encouraged to “dry-run” observations and evidence collection later in the year.
PLC’s select one element for special focus during the study year.
Here are some of the highlights of the study semester.
Dry run observations may be conducted in school with a selected set of teachers. Videos will also be available. These will be particularly useful as peer observation opportunities for your faculty. You may already have plans for specific element observations and mini-conferences as part of your system-wide coaching activities.

26. Studying the Elements of the Standards
Self-Assessment and Reflection
February 2010
Study Targeted Standards/Elements in PLCs
Jan, Feb, Mar, Apr
Peer Observation
and Dry Run
Apr, May
INTRODUCTION AND OVERVIEW
February 2010
Reflection, Review and Preparation for Implementation
May
This slide is a graphic of the study semester process as it was first planned based on input from your principals.

27. CLASS Keys Studying the Standards Timeline
Jan Introduction and Overview/Self-Assessment and Studying Strand 1
Feb Studying Strands 2 and 3
March Studying Strands 4 and 5
April Dry Run and Peer Observation
May Reflection, Review, and Celebration
This is a planned system-wide general timeline. Your school may have developed a more specific timeline based on testing schedules, coaching initiatives, and other projects.

28. How do we to begin to study the CLASS Keys elements?
This slide prefaces our plans which are explained in the next two slides.
One step at a time

29. The CLASS Keys notebook, the Self-Assessment and Reflection Form, and the Strand 1 Activity Sheet are needed for each teacher for this learning segment.
To complete Module 3, each participant will need a CLASS Keys notebook and a Self Assessment form.
Quick Overview of Module:
Teachers use the rubrics, evidence, and artifacts in the CLASS Keys notebook to self assess their current level of performance of each of the 26 elements of the first four strands.
Teachers use the Self-Assessment Form to record their current performance levels.
The back of the Self-Assessment Form is used for teachers to reflect upon their strengths and weaknesses in preparation for the Professional Growth Plan (PGP) which is introduced in Module 4.

30. Opportunity to Reflect and Self-Assess
“WIIFM”
As A Teacher
Opportunity to Reflect and Self-Assess
Alignment to my Standards-Based Classroom
Exploration of how to efficiently
study the standards.
plan how to fill a bucket.
identify areas of mastery and growth opportunities.
plan for the transition to CLASS Keys evaluation.
WIIFM is an acronym for “What’s In It For Me?“
This slide addresses the “Why CLASS Keys?” from the point of view of the classroom teacher.

31. Why Reflect on Practices?
Why do we look in the mirror in the morning?
In most cases it is the first step to improving our outside appearance.
Reflection helps us improve what is on the inside: our thoughts, our attitudes, our expectations, and our behaviors.
Reflecting upon our skills helps us become more aware of our learning needs.
Reflecting helps us improve and reach our full potential by applying knowledge about our learning experiences to future situations.
Every morning after waking up, most people peer into a mirror. They are self assessing regarding their appearance. They all then take a few steps toward improving their outside appearance.
Likewise, mental reflection allows them to analyze and improve their internal concepts, attitudes, expectations, and eventually their behaviors.
Mental reflection will make teachers keenly aware of their learning needs and will enable them to begin to improve their performance in specific areas.
Dewey and Bruner

32. Example of Self Assessment of Curriculum and Planning Strand
CLASS Keys Elements NE EM PR EX
CP 1.1 Plans with deep knowledge of content and delivery techniques.
CP 1.2 Demonstrates clear understanding of the curriculum.
CP 1.3 Plans interdisciplinary instruction with real world connections.
CP 2.1 Uses the required curriculum to plan instruction and assessment.
CP 2.2 Uses an organizing framework to plan instruction.
CP 2.3 Plans assessment to measure mastery of the curriculum. X X X X X X
Here is an example of self-assessment of the Curriculum and Planning Strand.
Most teachers can complete the self-assessment in minutes.
Have teachers self-assess on one element for practice. Encourage comments and questions.
At the end of this module, allow teachers to work on their own to complete the full self-assessment and reflection activity.
Set a deadline for teachers to have the self-assessment activity completed.
If you plan to review school-wide results, ask participants to turn in an unsigned copy of their self-assessment.

33. Example of Reflection
Based on your self-assessment, reflect on your strengths and growth areas.
STRENGTHS (Elements marked at Proficient or Exemplary)
CP 2.2 Organizing Framework
My daily lessons nearly always contain an opening, a work Session, and a closing.
I could model this element for teachers during peer observations.
P 1.2 Maximizing Instructional Time
None of my class time is wasted at the beginning, end, or during transitions.
I could coach beginning teachers on this element during orientation.
GROWTH AREAS (Elements marked at Not Evident or Emerging)
SBI 1.5 Accessible Technology
My technology skills are minimal; therefore, I am not comfortable using technology in my classroom.
AL 1.1 Diagnostic Assessment Strategies
I have little or no experience designing and using diagnostic assessments.
P 3.1 Job-Embedded Professional Learning
Most teachers at my school plan separately, and most professional learning is done at workshops off site.
Here is a sample reflection
Notice that this teacher feels confident with Elements CP 2.2 (Using an organizing framework) and P 1.2 (Maximizing instructional time).
Teachers should also consider how they would share their strengths with other teachers during job-embedded professional learning opportunities.
At the same time this teacher realizes that improvements are needed with SBI 1.5 (Using Technology), AL 1.1 (Using Diagnostic Assessments), and P 3.1 (Improving job-embedded professional learning).

34. Activity 2: Self-Assessment and Reflection
Take a moment to reflect your knowledge and experience in the classroom, then complete the Self-Assessment and Reflection form at your table. Mark the performance level ((NE, EM, PR, EX) for each element that reflects your perception of your skills.
Using the CLASS Keys notebook, carefully read the rubric, evidence, and artifacts for each of the elements. (Note: The Student Achievement Strand is not done.) Use the definitions in the Element Descriptor box for any terms that you do not clearly understand.
As you complete the self-assessment, think about these questions.
What are some examples of evidence that support the level of performance you selected?
How does this activity empower individual teachers to identify their strengths and growth areas?
Goad of this Activity: Participants will complete the Self-Assessment and Reflection form and think of individual strengths and growth areas to begin to understand the question “why CLASS Keys?”.
Materials: copies of the Self-Assessment and Reflection form
Activity:
Using the CLASS Keys notebooks, carefully examine the rubric, evidence, and artifacts for each of the elements. Reflect on your experience and expertise for each element and determine your performance level (NE=Not Evident, EM=Emerging, PR=Proficient, EX=Exemplary) and mark it on your Self-Assessment and Reflection form.
After you have determined your performance level on each of the elements complete page two of the Self-Assessment and Reflection form. Review your determinations and pick 1-2 areas of strength and share your thoughts on these strengths. Likewise, repeat this step for 1-2 areas you would like to grow.
This is done individually, and any professional learning ideas collected should be done by collecting this information anonymously.

35. LEARNING TARGET 4 What does the CLASS Keys process
look like in action?
Here is our next Learning Target. We have already partially answered this question in the explanation of the CLASS Keys process and cycle, but it might be helpful to use the following 6 slides to review the highlights.
For Field Study Use Only

36. In the CLASS Keys Evaluation Process, the collection of evidence for the 26 elements could be viewed as a “filling of buckets” over time.
CLASS Keys has been deliberately designed to allow the teacher to receive credit for all of the ways he or she works to maximize student achievement during the year. It is useful to use the analogy of “filling 28 buckets” to describe the process. And what are some of the ways in which the “buckets can be filled”?
The Annual Evaluation Conference addresses how full each “bucket” has become during the entire year.

37. CLASS Keys: Annual Evaluation
Announced,
Longer Observations
Unannounced,
Short Observations
Annual
Evaluation
GTDR
Performance
Conference Information
Here is a summary slide of the sources of evidence for the annual evaluation. You might want to use this slide to continue the conversation of how these “buckets”, highlighted in yellow, can factor in to the annual evaluation process.
Data/Artifacts/Evidence from Teacher/Students

38. Teacher Evidence Student Evidence Examples of Artifacts
Lesson/Unit Plans
Collaborative Planning
Observations
Conferences
Student Evidence
Examples of Artifacts
Minutes from Meetings
Posted Student Work
Analyzed Data
Common Assessments
You might want to use this slide to discuss with your teacher group what forms of teacher and student evidence and artifacts are ALREADY being collected on a routine basis at your site and how you could use existing formats in the CLASS Keys process.

39. STRAND SUMMARY ANNUAL RATING Curriculum and Planning PROFICIENT
Standards-Based Instruction
EMERGING
Assessment of Student Learning
Professionalism
 EMERGING
Student Achievement
This is an example of a strand summary which includes aggregated strand scores and the standard for a “Satisfactory” rating.
For “Satisfactory,” ALL STRANDS must be “Emerging” or higher.

40. S U NA MUST BE SATISFACTORY fpr ANNUAL
Georgia Teacher Duties and Responsibilities (GTDR) S U NA
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 settings 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.
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.
11. Works cooperatively with school administrators, support personnel, colleagues, and families.
12. Attends and participates in faculty meetings and other assigned meetings and activities according to school policy.
13. Reports to work as assigned.
14. Interacts in a professional manner with students, family members, staff, and school leaders.
15. Complies with conditions as stated in the teacher's contract.
16. Mitigates deficiencies through a Professional Development Plan (PDP).
17. Implements a Professional Growth Plan (PGP) each year.
MUST BE
SATISFACTORY fpr ANNUAL
This is a snapshot of a portion of the GTDR. It contains 18 items ( #18 reads: Additional duties or responsibilities added locally). It is important to note that ALL of these items must be rated as “S”, Satisfactory, to receive an overall satisfactory rating on the GTDR.
(Note: Items #17, Implements a Professional Growth Plan, and #18 additional responsibilities are two areas where additional requirements for a specific element, duty or responsibility beyond “Emerging” performance may be included). 40

41. TEACHER’S ANNUAL EVALUATION
Remember: +
CLASS Keys Strand Scores
Teacher Duties and Responsibilities
The annual evaluation includes the CLASS Keys strand scores (all strands at emerging or higher for satisfactory) and the GTDR (all items satisfactory).
TEACHER’S ANNUAL EVALUATION

42. Activity 3: Collecting Evidence to “Fill the Bucket”
As a team, review the two elements , CP 2.2 and 2.3, using pages of your CLASS Keys Notebook. Important pieces of these pages are included in your Strand 1 Study Activity handout. Using the lesson plan on your table, think about how the unit plan demonstrates proficiency.
Record your group’s key points under the Evidence from Unit/Plan section of the activity handout.
When you have completed the process for CP 2.2 and 2.3, discuss what types of additional information might discussed in a conference with an evaluator. Record your group’s key points in the Conference Discussion section.
Goal of this Activity: Participants will begin to understand how evidence of success can be found outside the classroom observation.
Materials: copy of Strand 1 Study handout, unit/lesson plan, CLASS Keys notebook
Activity:
Select a working group of 3 to 7 colleagues for collaboration on this activity.
Select a lesson or unit plan for examination. The source can be local, or from the internet for purposes of this activity.
Review the two elements , CP 2.2 and 2.3, using pages of your CLASS Keys Notebook. Important pieces of these pages are included in your Strand 1 Study Activity handout.
Discuss in your group how the plan under review demonstrates proficiency of the element.
Record your group’s key points under the Evidence from Unit/Plan section of the activity handout.
When you have completed the process for CP 2.2 and 2.3, discuss what types of additional information might discussed in a conference with an evaluator. Record your group’s key points in the Conference Discussion section.
Be prepared to share your results with other groups.

43. LEARNING TARGET 5
How will these skills be used in the CLASS Keys Teacher Evaluation PROCESS?
Relate activities in this CLASS Keys Study segment to the CLASS Keys process in which teachers will participate in the academic year.
This learning target will repeat at the end of each session you attend. Every new piece that is introduced in the next study sessions will be explained on how it fits into the big picture…or what we call “the cycle”.
For Field Study Use Only

44. Learning Targets in Action
Pre-Evaluation
Phase 1
FEEDBACK
CLASS Keys
Element/Strand Evaluation
Overall Evaluation
GTDR Evaluation
Self Assessment /Reflection
Professional Growth Plan
Pre-Evaluation Conference
Annual Evaluation
Phase 3
FEEDBACK
Review how the work done today falls into the CLASS Keys Phases.
Evidence
Collection Phase 2
FEEDBACK
Informal Observations
Formal Observations
Other Evidence Collection

45. The CLASS Keys Challenge: “See yourself as a work in progress.”
This slide addresses the overall philosophy of CLASS Keys: We are all works in progress.

46. CLASS Keys delivers a tremendous innovation in teacher evaluation.
We now have research-based standards and elements with rubrics, examples of evidence, and artifacts that depict what effective teaching looks like.
Summary slide

47. CLASS Keys: A Change Project
Increased specificity of performance
Long and short observations
Announced and unannounced observations
Assessment with rubrics
A point system for annual evaluation
Student achievement recognition
Professional learning growth tool
Summary Slide

48. “WIIFM”
Final reflection: what’s in it for me?

49. Next Steps
Distribute your school’s CLASS Keys Notebooks to each certified faculty member.
Plan and hold the Introduction and Overview Learning Segment. You will need: the handout packet for Session 1 ( one page, two sides) and this PowerPoint, if you wish to use it.
This should be completed in two learning segments.
These are next steps for the principal and teacher leaders.

50. Region 5: Douglas County
Regional Contact Information
Region 1
Beth Johnston
Region 2
Lois Landy
Region 3
Karen Wyler
Region 4
Bobby Smith
Region 5: Douglas County
Marlo Mong
“We will lead the nation in improving student achievement.”

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