Dr. John D. Barge, State School Superintendent Making Education Work for All Georgians Teacher Keys Effectiveness System Overview for Teachers

Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org

Teacher Keys Effectiveness System

Overview for Teachers2013-2014

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Implementation Cohorts for theTeacher Keys Effectiveness System

• 2011-2012: – Cohort 1, Race to the Top Districts: 26, Pilot

• 2012-2013– Cohort 1, Full Implementation– Cohort 2, Volunteer Districts: 20; Volunteer IIA Grant Districts: 9;

SIG/Priority/Relocation Schools: 21; and Study Districts: 6, Pilot

• 2013-2014– Cohort 1: Full Implementation– Cohort 2: Combination Full Implementation and Pilot– Cohort 3: New Volunteer Districts: 106, Pilot (current 6.27.2013)

• 2011-2013 Institutions of Higher Education: 20

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House Bill 244• Passed during 2013 legislative session

• Mandates use of single, state-wide evaluation system for teachers of record

• Multiple observations required

• Student Achievement contributes 50%

• Contracts must be offered by May 15

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House Bill 244• Feedback must be provided for all observations within 5 working days

• Evaluations will yield one of four explicit summative ratings:– Exemplary, Proficient, Needs Development and Ineffective

• Evaluators must be trained and credentialed using an approved program

• All components of a teacher’s evaluation are confidential

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Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org 5

So, why TKES?

Because teachers matter

There are 1, 702,758 reasons to have effective teachers and leaders in Georgia.


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Primary Purposes

• Optimize student learning and growth

• Improve the quality of classroom instruction

• Support the continuous growth of teachers


Do teachers have an impact on student achievement?



Which factor has the largest effect on student achievement?

Mixed Ability Grouping 4

Class Size 3

Prior Achievement 2

The Teacher 1

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Study Highlight: Wright, S.P., Horn, S.P., & Sanders, W.L. (1997)



Predictors of student achievement gains are a combination of…

Multiple observations (TAPS)Student feedback (Surveys)Prior student achievement gains

(Student Growth and Academic Achievement)

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Source: Kane, Thomas J. and Staiger, Douglas O. “Gathering Feedback for Teaching.” January 2012. www.gatesfoundation.org



Teacher Keys Effectiveness SystemTeacher Keys Effectiveness

System(Generates a Teacher Effectiveness Measure )

Surveys of Instructional Practice

(Grades 3-5, Grades 6-8, Grades 9-12)

Teacher Assessment on Performance Standards

(Observations and Documentation)

Student Growth and Academic Achievement

Teachers of Tested Subjects - Student Growth Percentile - Achievement Gap Reduction

Teachers of Non-Tested Subjects - DOE-approved, district-developed Student Learning Objectives

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Teacher Keys Effectiveness System(Generates a Teacher Effectiveness Measure )







Teachers of Non-Tested Subjects - DOE-approved, district-developed

Student Learning Objectives



5 Domains10 Standards

TAPS Domains and StandardsPLANNING

1. Professional Knowledge2. Instructional Planning

INSTRUCTIONAL DELIVERY

3. Instructional Strategies4. Differentiated Instruction

ASSESSMENT OF AND FOR LEARNING

5. Assessment Strategies6. Assessment Uses

LEARNING ENVIRONMENT

7. Positive Learning Environment8. Academically Challenging Environment

PROFESSIONALISM AND COMMUNICATION

9. Professionalism10. Communication

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Instructional Delivery

Performance Standard 3: Instructional StrategiesThe 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 IndicatorsExamples may include, but are not limited to:The teacher:3.1 Engages students in active learning and maintains interest. 3.2 Builds upon students’ existing knowledge and skills.3.3 Reinforces learning goals consistently throughout the lesson. 3.4 Uses a variety of research-based instructional strategies and resources

DOMAINDOMAIN

PERFORMANCE STANDARD

PERFORMANCE STANDARD

PERFORMANCE INDICATORS

PERFORMANCE INDICATORS

TAPS Main Components

Exemplary In addition to meeting the requirements

for Proficient…

ProficientProficient is the expected level of

performance.Needs Development Ineffective

The teacher continually facilitates students’ engagement in metacognitive learning, higher-order thinking skills, and application of learning in current and relevant ways. (Teachers rated as Exemplary 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 usesresearch-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.

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PERFORMANCE APPRAISAL

RUBRIC

PERFORMANCE APPRAISAL

RUBRIC



Rating PerformanceTotality of Evidence and Consistency of Practice

Performance Standard 3: Instructional StrategiesExemplary

In addition to meeting the requirements for

Proficient…

ProficientProficient is the expected

level of performance.Needs Development Ineffective

The teacher continually facilitates students' engagement in metacognitive learning, higher-order thinking skills, and application of learning in current and relevant ways.(Teachers rated as Exemplary 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.

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TAPS Process Overview

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Orientation &

Familiarization

Self-Assessment&

Pre-Evaluation Conference

Observation and Collection of Evidence

Formative Assessment

&Mid-Year Evaluation

Conference

Summative Assessment

&Summative Evaluation Conference




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Why do Student Surveys Inform TAPS?

• Observations, used alone, are narrow in scope and inadequate to capture the complexities of teaching .

• Evaluations of teachers must include multiple data sources.

• Students provide perceptions of the routine practices within a classroom.




Surveys of Instructional Practice provide student

perception data as an additional source of

documentation of teacher performance for four of

the ten performance standards within the TAPS

component of the Teacher Keys Effectiveness

System.

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Survey questions will be aligned with the following standards that students directly experience:

Standard 3. Instructional Strategies

Standard 4. Differentiated Instruction

Standard 7. Positive Learning Environment

Standard 8. Academically Challenging Environment

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Grades 9-12 Survey Sample

StronglyAgree Agree Disagree Strongly

Disagree

My teacher ensures the rules and procedures are followed in class. 3 2 1 0

My teacher encourages me to try new things, even when they are difficult. 3 2 1 0

Abbreviated Sample Form for Training Purposes

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Teachers of Tested Subjects - Student Growth Percentile

- Achievement Gap Reduction


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Growth and Achievement

Growth• Measures a student’s progress between two points in time.

• Compares a student’s performance to his/her own prior performance.

Achievement•Measures a student’s performance at a single point of time.•Compares a student’s performance to a standard.

A more

complete picture

of student learning.



Two Measures of Growth

Non-Tested Subjects• Utilize Student Learning

Objectives• Generated based on

performance on pre- and post-assessment measures

• Will be calculated at the district level for all state funded courses without a standardized test

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Tested Subjects• Utilize Student Growth

Percentiles• Generated based on CRCT

and EOCT performance• Will be calculated at the

state level



Growth Projections and Targets

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Exceeds

Meets

Does Not Meet

This Year Future

High

Typical

Low

Meets Target

Exceeds Target



SGPs for Individual Students

• Each student obtains a growth percentile, which indicates how his or her current achievement compares with that of his or her academic peers– Academic peers are other students statewide with a similar score

history– Priors are the historical assessment scores used to model growth

• Growth percentiles range from 1 to 99– Lower percentiles indicate lower academic growth and higher

percentiles indicate higher academic growth

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What Is an SLO?

An SLO is a measurable, long-term academic goal set to determine student growth. Student learning objectives demonstrate a teacher’s impact on student learning.

– Two data points using district-determined pre-and post-assessment

– SMART goal criteria

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From September 2013 to May 2014, 100% of American Government and Civics students will demonstrate growth from the pre-assessment to the post-assessment as measured by Down County’s locally developed measures as follows:•The minimum expectation for individual student growth is based on the formula which requires students to grow by increasing his/her score by 60% of his/her potential growth. •Pre-assessment score + (100 – pre-assessment score) / x .6 = Post-assessment Target Score. Students scoring more than 10 points higher than their target would be considered exceeding their target.Example using 40 on a pre-assessment: 40 + (100-40) x .6 40 + (60) x .640 + 3676 is the target for post-assessment

*A score of 87 denotes exceeding

High School Social Studies SLO



QUESTIONS, Comments

Concernsabout the process?

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The Electronic Platform

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https://tle.gadoe.org


Resources

• gadoe.org• Electronic Platform• Implementation Guide• Quick Guides

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Documents

Dr. John D. Barge, State School Superintendent Making Education Work for All Georgians Teacher Keys Effectiveness System Overview for Teachers