Cobb Keys for Teacher and Leader

EffectivenessPreparing for 2014-2015

Learning Objectives

• Review the TAPS component of the Cobb Keys for Teacher Effectiveness

• Explore the Teacher Performance Standards

• Examine the rubric associated with each standard

• Discuss acceptable evidence for a proficient level of performance for each standard

• Review the use of Student Surveys of Instructional Practice

Comparing State and Local Evaluation Systems

State of Georgia Cobb County School District

Teacher Keys Effectiveness System (TKES)

Cobb Keys for Teacher Effectiveness (Cobb Keys)

Leader Keys Effectiveness System (LKES)

Cobb Keys for Leader Effectiveness (Cobb Keys)

Cobb Keys for Teacher Effectiveness

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 SubjectsStudent Growth Percentile

(SGP)

Teachers of Non-Tested Subjects Student Learning Objectives (SLOs)

Cobb Keys for Teacher Effectiveness

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 SubjectsStudent Growth Percentile

(SGP)

Teachers of Non-Tested Subjects Student Learning Objectives (SLOs)

TAPS

TAPSTeacher Assessment on Performance Standards

Consists of ten teacher performance standards Requires two 30 minute observations/formative

assessments Requires four 10 minute walk-throughs Requires student surveys of instructional

practice in grades 3-12 Requires one summative assessment

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Teacher Performance StandardsPLANNING1. Professional Knowledge2. Instructional Planning

INSTRUCTIONAL DELIVERY3. Instructional Strategies4. Differentiated Instruction

ASSESSMENT OF AND FOR LEARNING5. Assessment Strategies6. Assessment Uses

LEARNING ENVIRONMENT7. Positive Learning Environment8. Academically Challenging Environment

PROFESSIONALISM AND COMMUNICATION9. Professionalism10. Communication

5 Domains10 Standards

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PLANNINGPerformance Standard 1: Professional KnowledgeThe teacher demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences.

Sample Performance IndicatorsExamples 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.

DOMAINDOMAINPERFORMANCE

STANDARDPERFORMANCE

STANDARD

PERFORMANCE INDICATORS

PERFORMANCE INDICATORS

Exemplary*In addition to meeting the requirements

for Proficient…

ProficientProficient is the expected level of

performance.Needs Development Ineffective

The teacher continually demonstrates extensive content and pedagogical knowledge, enriches the curriculum, and guides others in enriching the curriculum. (Teachers rated 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.

PERFORMANCE APPRAISAL

RUBRIC

PERFORMANCE APPRAISAL

RUBRIC

Crosswalk Activity

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Crosswalk Activity

How similar are the TAPS and the current Cobb Keys?

1. Work in PAIRS to identify similarities and differences between the new Teacher Performance Standards and our current Cobb Keys.

2. SHARE your conclusions with another pair.

Exploring theTeacher Performance Standards

Divide into groups: – GROUP A: Standards 1 & 2– GROUP B: Standards 3 & 4– GROUP C: Standards 5 & 6– GROUP D: Standards 7 & 8– GROUP E: Standards 9 & 10

Group Roles

• Facilitating discussion:– Person with the shortest hair

• Recording on poster paper:– Person with the most buttons on his/her

shirt

• Reporting out to group:– Person with the closest birthday (to today!)

Exploring theTeacher Performance Standards

Examine your group’s assigned standard(s) and appraisal rubric

Identify and discuss the shifts in the levels of performance and underline those words/phrases that differentiate the levels

STEP ONE:

Exploring the Teacher Performance Standards

List evidence would reflect a teacher assessment at the Proficient level for your group’s assigned standard(s).

Examples of tangible or concrete documentation

Examples of what you would SEE or HEAR during an observation

• _____• _____• _____

• _____• _____• _____

STEP TWO:

Exploring the Teacher Performance Standards

Compare your group’s generated list of evidence to the list of Performance Indicators:

Which ones are the same?

What did your group think of that is not included on the list of indicators?

What would you add to your list?

STEP THREE:

Exploring the Teacher Performance Standards

Working collaboratively to create a ONE-PAGER around your group’s standard:

name the standard

list evidence of Proficient level that includes both observational data and concrete documentation

include a visual image, symbol, or representation of the central idea of the standard

STEP FOUR:

Exploring the Teacher Performance Standards

• 20 minutes to work in groups

• 10 minutes to report out– 1 minute per standard

Exploring the Teacher Performance Standards

Examine your standard and rubric. Underline the words that differentiate the levels on the rubric. Discuss!

STEP ONE:

STEP TWO:

STEP THREE:

STEP FOUR:

List evidence of a teacher assessment at the Proficient level. What would you see/hear? What documentation?

Compare your group’s list of evidence to the list of Performance Indicators. What’s the same? What’s different?

Work collaboratively to create a 1 page organizer around your group’s standard(s).

Student Surveys of Instructional Practice

Grades

3-5 Grades 6-8

Grades 9-12

Student Surveys of Instructional Practice

Survey data informs Standards 3, 4, 7, 8

Student Surveys of Instructional Practice

• Provide student perception of the teacher’s practice as an additional source of documentation of teacher performance

• Reflect the direct experience of students in classrooms

Student Surveys of Instructional Practice

• Are completed anonymously to promote honest feedback

• Are administered by a certified professional, other than the teacher of the surveyed student/students

• Are administered with all appropriate accommodations made for students with disabilities and English Language Learners

Putting it all Together• Teacher Self-Assessment• Pre-conference• Two walk-throughs (10 min.)• One observation (formative; 30 min.)• Mid-year conference• Two walk-throughs (10 min.)• One observation (formative; 30 min.)• Complete Evaluation (summative)• Summative Conference (totality of evidence)

Teacher Performance Standards

• Crosswalk document• Fact Sheets and Quick Guides• Teacher Resource Bundles• Available at:

http://www.cobbk12.org/centraloffice/hr/tkes/

Cobb Keys for Teacher Effectiveness

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 SubjectsStudent Growth Percentile

(SGP)

Teachers of Non-Tested Subjects Student Learning Objectives (SLOs)

TAPS

Cobb Keys for Teacher and Leader

EffectivenessPreparing for 2014-2015