TEAM Teacher Evaluator Recertification: General

Knowledge

Summer 2019

Welcome to TEAM Teacher Evaluator Recertification for 2019-20!

Completing this professional development course and passing the

recertification test is required prior to conducting teacher

evaluations.

The learning in this module is designed to assist you in accurately

evaluating instructional practices and providing actionable

feedback based on that evaluation.

This training module should take approximately 2 hours to

complete.

Welcome

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▪ TEAM defined

▪ Learning outcomes

▪ Recertification test

▪ Performance level descriptions

▪ Planning domain

▪ Environment domain

▪ Reminders

▪ Next steps

Agenda

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Participants in this training will:

▪ strengthen TEAM observation, rating, and feedback

practices,

▪ be able to conduct effective TEAM observations and

provide actionable feedback to teachers,

▪ prepare to pass the recertification test by exploring state

resources, and

▪ take an online assessment consisting of two parts:

– Lesson analysis

– General knowledge

Learning Outcomes

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What is TEAM?

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▪ TEAM is the state’s teacher and administrator evaluation

system, authorized by TCA § 49-1-302.

▪ Tennessee Educator Acceleration Model

‒ The primary purpose of annual teacher and school administrator

evaluation is to identify and support instruction that will lead to

high levels of student achievement.

‒ Evaluations shall be a factor in employment decisions,

including, but not necessarily limited to, promotion, retention, and

termination.

▪ Through TEAM classroom observations, teacher

evaluators can assess:

– teacher content knowledge,

– use of instructional practices, and

– impact of instruction on student outcomes.

▪ TEAM provides:

– student growth and achievement data,

‒ opportunities for professional learning through pre-

conferences, post-conferences, and on-going feedback, and

‒ data to plan additional professional learning opportunities.

The Role of TEAM

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Recertification Test

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▪ Part 1: Lesson Analysis

– After viewing a lesson, assign a rating to each of the 12 indicators of the TEAM Instruction domain.

– Success criteria:

• No more than ± 1 point away from the benchmark rating for at least 8 indicators, and

• Average observation score is within ± 0.9 points away from the benchmark average observation score

▪ Part 2: General Knowledge

‒ Eight multiple choice items on a variety of topics related to TEAM

– Success criteria:

• Correct response on at least 6 items

▪ Both parts of the recertification test must be successfully completed in order to be recertified.

▪ There are two opportunities to pass the certification test.

– If a second attempt is needed, please contact TEAM.Questions@tn.gov.

– If the second attempt is not successful, a face-to-face class is required. Registration for this class can be found at https://team-tn.org/training/schedule/.

▪ The Performance Level Guide clarifies expectations at each performance level of the TEAM teacher evaluation rubric.

▪ TEAM is a framework for identifying and supporting instruction that will lead to high levels of student achievement.

▪ The TEAM Teacher Evaluation Handbook is a compilation of procedures, rubrics, and detailed explanations, along with all the necessary forms and documents needed in the evaluation process.

▪ The Observation Guidance Document can provide additional support for various educator roles.

State-Level Resources

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The performance levels are used to indicate the degree to

which expectations are met as they relate to planning,

environment, instruction, and professionalism.

Performance Levels

Level Performance Levels

1 Significantly Below Expectations

2 Below Expectations

3 At Expectations

4 Above Expectations

5 Significantly Above Expectations

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Performance Level Guide

1

Significantly Below Expectations: A teacher at this level has limited knowledge of the

instructional skills, knowledge, and responsibilities described in the rubric and

struggles to implement them. He/she has little to no impact on student outcomes.

2

Below Expectations: A teacher at this level demonstrates some knowledge of the

instructional skills, knowledge, and responsibilities described in the rubric but implements

them inconsistently. His/her impact on student outcomes is below expectations.

3

At Expectations: A teacher at this level understands and implements most of the

instructional skills, knowledge, and responsibilities described in the rubric. He/she impact

on student outcomes is meeting expectations.

4

Above Expectations: A teacher at this level comprehends the instructional skills,

knowledge, and responsibilities described in the rubric and implements them skillfully and

consistently. He/she makes a strong impact on student outcomes.

5

Significantly Above Expectations: A teacher at this level exemplifies the instructional

skills, knowledge, and responsibilities described in the rubric and implements them adeptly

and without fail. He/she meets ambitious teaching and learning goals and makes a

significant impact on student outcomes. Performance at this level should be considered

a model of exemplary teaching.

Planning Domain

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▪ Read the indicator and the

handbook.

▪ Consider the meaning of the

indicator in its entirety at

performance level 3.

▪ Write a one-sentence

summary.

Planning Domain: Learning Activity #1

Instructional Plans

Summarize the

indicator

Instructional plans

provide the

expectations for

the instructional

moves and strategies that a

teacher should

plan to ensure the

progression of

student masteryof state-standards.

Planning Domain: Learning Activity #1

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Differentiate between the performance levels by identifying

unique elements in each.

Planning Domain: Learning Activity #1

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Differentiate between the performance levels by identifying

unique elements in each.

Planning Domain: Learning Activity #1

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Summarize and differentiate between performance levels 3

and 5 for the remaining indicators of the planning domain.

Planning Domain: Learning Activity #1

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Summarize the

indicator

Describe the difference between performance level 3 and

performance level 5.

Instructional Plans

provide the

expectations for

the instructional

moves and strategies that a

teacher should

plan to ensure the

progression of

student masteryof state-standards

• When the goals included in the instructional plans are aligned to

standards, they reflect level 3 practice. When they are also

measurable and explicit, they reflect level 5 practice.

• The activities, materials, and assessments in the plans at level 5

are relevant to students lives and integrate disciplines other than the one being observed.

• At level 5, activities, materials, and assessments include the

opportunities for student reflection.

• When instructional plans include some opportunities to

accommodate individual student needs, they reflect level 3 practice. When they are regularly included, they reflect level 5

practice.

• When plans include the interests of some learnings, they reflect

level 3 practice. When they include interests of all students, they

reflect level 5 practice.

Planning Domain: Learning Activity #1

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Summarize the

indicator

Describe the difference between performance level 3 and

performance level 5.

Student Work

Planning Domain: Learning Activity #1

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Summarize the

indicator

Describe the difference between performance level 3 and

performance level 5.

Assessment

Planning Domain: Learning Activity #1

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The planning domain is foundational to an effective instructional cycle.

▪ The instructional plans indicator provides the expectations for the instructional moves and strategies that a teacher should plan to ensure the progression of student mastery of state-standards.

▪ The student work indicator provides the expectations that the tasks included in the instructional plan generate thinking and problem solving aligned to state-standards.

▪ The assessment indicator provides the expectations that standards-aligned formative and summative assessmentsand the measurement criteria by which student growth and achievement can be determined is included in the instructional plan.

Learning the Planning Domain

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▪ The spirit of the planning domain is to assess HOW ateacher ensures student mastery of the content

through planning.

▪ Specific requirements for the design template of a unit or lesson plans are entirely a district and/or school

decision.

▪ It is best practice to observe instruction and the

environment along with planning to determine its effectiveness.

– For unannounced observations, collect the instructional plans

after the lesson to gather needed evidence.

Learning the Planning Domain

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Environment Domain

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Teaching & Learning Relationships

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Child

TeacherEnvironment

Environment

Expectations

Managing Student Behavior

Environment

Respectful Culture

Environment Domain

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▪ Read the indicator and the

handbook.

▪ If the teacher is consistently

and proficiently establishing

expectations, what would

students be doing and

saying?

Learning the Environment Domain (Expectations)

Expectations

If the teacher is consistently and proficiently establishing expectations,

what would students be doing and saying?

• Setting learning goals

• Maximizing use of instructional time

• Communicating high expectations of self

• Embracing challenges

• Demonstrating a belief that failures are opportunities• Asking questions

• Using various learning models

Environment Domain: Learning Activity #2

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▪ This indicator establishes the expectation that the

teacher is being intentional to ensure students are

exceeding expectations by being strategic with time and

closing achievement gaps.

▪ The teacher is consistently encouraging, engaging,

motivating, and empowering students to reflect and self-

assess progress toward their learning goals and to

identify their own strengths and needs.

▪ What differentiates a level 3 from 5 is that students take

initiative to identify what they already understand and look

for ways to grow, improve, and meet their own learning

goals.

Learning the Environment Domain: Expectations

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Indicator If the teacher is consistently meeting expectations with this

indicator, what would students be doing and saying?

Managing Student

Behavior

Environment Domain: Learning Activity #2

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Indicator If the teacher is consistently meeting expectations with this

indicator, what would students be doing and saying?

Environment

Environment Domain: Learning Activity #2

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Indicator If the teacher is consistently meeting expectations with this

indicator, what would students be doing and saying?

Respectful Culture

Environment Domain: Learning Activity #2

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Congratulations! You have completed the TEAM Teacher

Evaluator Recertification learning session. Please move to

the certification test.

Please help the department improve evaluation training by

completing a brief survey here.

Next Steps

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Districts and schools in Tennessee will exemplify excellence and equity such that all

students are equipped with the knowledge and skills to successfully embark on their

chosen path in life.

Excellence | Optimism | Judgment | Courage | Teamwork