My Evaluation is a BIG DEAL: Teacher Keys Effectiveness ... · Teacher Keys Effectiveness System (TKES) Division of Human Resources Performance Management Unit Alisha Albritten, Coordinator.
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MyEvaluationisaBIGDEAL:TeacherKeysEffectivenessSystem(TKES)
DivisionofHumanResourcesPerformanceManagementUnitAlishaAlbritten,Coordinator
Today’sTopics• UnderstandingtheTKESPerformanceStandards• WhatistheTeacherEffectivenessMeasure(TEM)?• GaPSC ProfessionalLearningGoals/Plans
UnderstandingtheTKESPerformanceStandards
TeacherAssessmentonPerformanceStandardsDomainsandStandards
Planning
Standard1:ProfessionalKnowledge Standard 2:InstructionalPlanning
InstructionalDelivery
Standard3:InstructionalStrategies Standard4: DifferentiatedInstruction
AssessmentOf andForLearning
Standard5:AssessmentStrategies Standard6: AssessmentUses
LearningEnvironment
Standard 7:PositiveLearningEnvironment Standard8:AcademicallyChallenging Environment
Professionalism andCommunication
Standard9:Professionalism Standard10:Communication
Knowledge Application
Standard
AverageNumberof
PointsEarnedby
Teachers
Standard1:
ProfessionalKnowledge2.02
Standard2:
InstructionalPlanning1.85
Standard3:
InstructionalStrategies1.95
Standard4:
DifferentiatedInstruction1.9
Standard5:
AssessmentStrategies1.97
Standard6:
AssessmentUses1.87
Standard7:
PositiveLearningEnvironment1.92
Standard8:
AcademicallyChallengingEnvironment1.85
Standard9:
Professionalism2.05
Standard10:
Communication1.93
Table1:NCHS- Averagenumberofpointsearnedperstandard
Standard2:InstructionalPlanningTheteacherplansusingstateandlocalschooldistrictcurriculaandstandard,effectivestrategies,resources,anddatatoaddressthedifferentiatedneedsofallstudents.
• Analyzesandusesstudentlearningdatatoinformplanning• Developsplansthatareclear,logical,sequential,andintegratedacrossthecurriculum• Plansinstructioneffectivelyforcontentmastery,pacing,andtransitions• Plansforinstructiontomeettheneedsofallstudents• Alignsandconnectslessonobjectivestostateandlocalschooldistrictcurriculaandstandards,andstudentlearningneeds
• Developsappropriatecourse,unit,anddailyplans,andisabletoadaptplanswhenneeded
SampleBehaviors
SampleBehaviorsWhatarethenon-negotiablebehaviorsatNCHSforthisstandard?
Standard2:InstructionalPlanningTheteacherplansusingstateandlocalschooldistrictcurriculaandstandard,effectivestrategies,resources,anddatatoaddressthedifferentiatedneedsofallstudents.
LevelIVInadditiontomeetingtherequirementsforLevelIII
LevelIIIExpectedlevelofperformance LevelII LevelI
Theteachercontinually seeksandusesmultiple dataandrealworldresourcestoplandifferentiatedinstructiontomeettheindividualstudentneedsandinterestsinordertopromotestudentaccountabilityandengagement.(TeachersratedasLevelIVcontinuallyseekwaystoserveasrolemodelsorteacherleaders.)
Theteacherconsistentlyplansusingstateand localschooldistrictcurriculaandstandards,effectivestrategies,resources,anddatatoaddressthedifferentiatedneedsofallstudents.
Theteacherinconsistentlyusesstateandlocalschooldistrictcurriculaandstandards,or inconsistentlyuseseffectivestrategies,resources,or datainplanningtomeettheneedsofallstudents.
Theteacherdoesnotplan,orplanswithoutadequatelyusingstateandlocalschooldistrictcurriculaandstandards,orwithoutusingeffectivestrategies,resources,or datatomeettheneedsofallstudents.
Standard2:InstructionalPlanningTheteacherplansusingstateandlocalschooldistrictcurriculaandstandard,effectivestrategies,resources,anddatatoaddressthedifferentiatedneedsofallstudents.
FactSheet#2TeacherBehaviors StudentBehaviors ConferencePrompts
FactSheet#2
Standard8:AcademicallyChallengingEnvironmentTheteachercreatesastudent-centered,academicenvironmentinwhichteachingandlearningoccurathighlevelsandstudentsareself-directedlearners.
• Maximizesinstructionaltime• Conveysthemessagethatmistakesshouldbeembracedasavaluablepartoflearning• Encouragesproductivitybyprovidingstudentswithappropriatelychallengingandrelevantmaterialandassignments
• Providestransitionsthatminimizelossofinstructionaltime• Communicateshigh,butreasonable,expectationsforstudentlearning• Providesacademicrigor,encouragescriticalandcreativethinking,andpushesstudentstoachievegoals• Encouragesstudentstoexplorenewideasandtakeacademicrisks
SampleBehaviors
SampleBehaviorsWhatarethenon-negotiablebehaviorsatNCHSforthisstandard?
Standard8:AcademicallyChallengingEnvironmentTheteachercreatesastudent-centered,academicenvironmentinwhichteachingandlearningoccurathighlevelsandstudentsareself-directedlearners.
LevelIVInadditiontomeetingtherequirementsforLevelIII
LevelIIIExpectedlevelofperformance LevelII LevelI
Theteachercontinuallycreatesanacademiclearningenvironmentwherestudentsareencouragedtosetchallenginglearninggoalsandtacklechallengingmaterials.(TeachersratedasLevel IV continuallyseekwaystoserveasrolemodelsorteacherleaders.)
Theteacherconsistentlycreatesa student-centered,academic environmentinwhichteaching andlearningoccurathighlevels andstudentsareself-directedlearners.
Theteacherinconsistentlyprovidesastudent-centered,academicenvironmentinwhich teachingandlearningoccurat highlevelsorwherestudentsare self-directedlearners.
Theteacherdoesnotprovideastudent-centered,academicenvironmentinwhichteachingandlearningoccurathighlevels,orwherestudentsareself-directedlearners.
Standard8:AcademicallyChallengingEnvironmentTheteachercreatesastudent-centered,academicenvironmentinwhichteachingandlearningoccurathighlevelsandstudentsareself-directedlearners.
FactSheet#8AttributesofanAcademicallyChallengingEnvironment
StudentBehaviors ConferencePrompts
• Activeengagement• Authenticityandrelevance• Collaborationandcommunity• Learnerautonomy• Cognitivecomplexity• Generativity• Multipleperspectives• Pluralism• Reflectivityandmetacognitive
awareness• Self-regulationandownership• Transformation• Productivity
• Transitionsmoothlyandwithoutdisruption
• Useclassroomspaceandresourcesefficientlytosupporttheirownlearningandthatofpeers
• Managetimeandresources• Engageinlearningactivitiesforthe
entireclassperiod• Workbothindependentlyand
cooperativelyinpurposefullearningactivities
• Keeprecordsoftheirownprogress,behavior,andaccomplishments
• Analyzeworkagainstbenchmarksandarticulatewhyitmeets,exceeds,ordoesnotmeetGSE
• Monitortheirbehaviorwithteawcherguidance
• Reportthattheyfeelsuccessfulandrespectedaslearners
• Howdoyouhandlesituationswherestudentsfinishinstructionaltasksatvaryingrates?
• Whatstrategiesdoyouusetogettheclassperiodstartedwithouttimewasted?
• Howhaveyousoughtguidancefromcolleaguesorofferedtohelpotherteachersmaximizeinstructionaltime?
• Howdoyouprovidefeedbacktostudents?
• Howdoyouhelpstudentstakeresponsibilityfortheirownlearningandbehavior?
• Howdoyouconvincestudentstobelieveinthemselves?
FactSheet#8
WhatistheTeacherEffectivenessMeasure(TEM)?
ObservationsProfessionalGrowth
RatingRubric
GMAS(ELAandMath
SGPs)
TestRun:2020- 2021 Official:2021- 2022
TeacherAssessmentonPerformanceStandards(BasedonSummativeAssessment)50%ofTEMRatingLevelEarned
NumberofPointsEarned
LevelIV 3LevelIII 2LevelII 1LevelI 0
Rating TAPSScoreRange
LevelIV 27– 30LevelIII 17 – 26LevelII 7 - 16LevelI 0- 6
Teacher1
StandardRatingLevelEarned
NumberofPointsEarned
S1 Level III 2S2 Level III 2S3 Level III 2S4 Level III 2S5 LevelIII 2S6 LevelIII 2S7 LevelIV 3S8 LevelIII 2S9 LevelIII 2S10 Level III 2
TAPS Score:21RatingLevel:LevelIII
Teacher2
StandardRatingLevelEarned
NumberofPointsEarned
S1 Level IIS2 Level IIIS3 Level IIS4 Level IIS5 LevelIIS6 LevelIIS7 LevelIIIS8 LevelIIS9 LevelIIIS10 Level III
TAPS Score:RatingLevel:
ProfessionalGrowthRatingrubric(ComponentRatingisdeterminedduringtheSummativeActivities)20%ofTEM
LevelIV LevelIII LevelII LevelITheteacherleader activelyparticipatesinProfessionalLearningCommunities(PLCs)andcontinuallyappliestheknowledgeand/orskillsinclassroompracticeandprovidesevidence thattheirexperiencehasbeenextendedtoleadothersinacquisitionandapplicationoftheknowledgeandskillsandtheteacherismakingappropriate progresstowardorhasmet his/herprofessionallearninggoals.
TheteacheractivelyparticipatesinProfessionalLearningCommunities(PLCs)andconsistentlyappliestheknowledgeand/orskillsinclassroompracticeandtheteacherismakingappropriateprogresstowardorhasmethis/herprofessionallearninggoal(s).
TheteacheractivelyparticipatesinProfessionalLearningCommunities(PLCs)andinconsistentlyappliestheknowledgeand/orskillsinclassroompracticeandtheteacherismakinglimited progresstowardhis/herprofessionallearninggoal(s).
TheteacherparticipatesinProfessionalLearningCommunities(PLCs)butdoesnotapplytheknowledgeand/orskillsinclassroompracticeortheteacherhasnotmadeprogresstowardhis/herprofessionallearninggoal(s).
StudentGrowth(LaggingData)
30%ofTEM
• EOCELAandMathONLY
• mSGP
• 90%attendancerule
• Studentmustattend90%ofthe
instructionallengthofthecoursein
orderfortheirSGPtobeincludedinthe
calculation
TeachersofSGP
Gradesand
Courses
• DistrictorSchoolMGP,whicheverishigher
TeachersofNon-
SGPGradesand
Courses
StudentGrowth(LaggingData)30%ofTEM
StudentGrowthPercentileLevels(DistrictandSchoolLevel)MeanGPGrowthRatingLevels MeanGP ScoreRange
LevelI MeanGP<35LevelII MeanGP≥35and≤45LevelIII MeanGP>45and≤60LevelIV MeanGP>60
StudentGrowthPercentileLevels(IndividualTeacherLevel)MeanGPGrowthRatingLevels MeanGPScoreRange
LevelI MeanGP<30LevelII MeanGP≥30and≤40LevelIII MeanGP>40and≤65LevelIV MeanGP>65
Towhichteachercohortdoeseachtable
apply?
TEMRatingOptions:Exemplary,Proficient,NeedsDevelopment,orIneffectiveOfficial:2021- 2022
TAPSRating
Level IV ProfessionalGrowthRating
LevelIII StudentGrowthRating
LevelII
TAPSWeight
50% ProfessionalGrowthWeight
20% StudentGrowthWeight
30%
Calculation 4× 0.5 Calculation 3× 0.2 Calculation 2× 0.3
Result 2.0 Result 0.6 Result 0.6
SumofComponentParts 2.0+0.6+0.6
TEMDetermination 3.2 Proficient
TEMRating SumofComponentParts
Exemplary ≥3.5
Proficient ≥2.5and<3.5
Needs Development ≥1.5and<2.5
Ineffective <1.5
Howismy“score”determineduntilofficialTEMscoresaregeneratedinSY2021-2022?
Teacher3
StandardRatingLevelEarned
NumberofPointsEarned
S1 Level IIIS2 Level IIIS3 Level IIIS4 Level IIIS5 LevelIIIS6 LevelIIIS7 LevelIIIS8 LevelIIIS9 LevelIIIS10 Level III
TAPS Score:RatingLevel:
Teacher4
StandardRatingLevelEarned
NumberofPointsEarned
S1 Level IVS2 Level IIIS3 Level IVS4 Level IIIS5 LevelIVS6 LevelIVS7 LevelIVS8 LevelIIIS9 LevelIVS10 Level III
TAPS Score:RatingLevel:
UntilSY2021-2022,yourperformancewillbedeterminedbyyourTAPSScore/RatingLevel.
ImplicationsGeorgialaw,OCGA20-2-200subsection(c),requireslocalschoolsystemsandcharterschoolstoreportallunsatisfactory,ineffective,andneedsdevelopmentratings onallsummativeperformanceevaluationsofcertificatedpersonneltotheGeorgiaProfessionalStandardsCommission(GaPSC).
AnyoneevaluatedunderTKESorLKESandreceivinganIneffectiveorNeedsDevelopmentratingontheTAPSorLAPScomponentmustbereportedtotheGaPSC usingtheUNSATapplicationonwww.gapsc.org.
TAPSScore/RatingLevel- LevelII(scorerange7– 16)orLevelI(scorerange0– 6)TEMScore(beginningSY21-22)- NeedsDevelopmentorIneffective• FullImplementationPlan(observations)• GaPSC ProfessionalLearningPlan(recertification)• ProfessionalLearningPlanforRemediation
Noeducatorwhohasreceivedanycombinationoftwounremediated NeedsDevelopment,Ineffective,orUnsatisfactoryannualsummativeperformanceevaluationsinthepreviousfive-yearperiodisentitledtoarenewablecertificate.Lossofacertificateorlicensecanrendertheeducatorunabletocontinueinarolethatrequiresthecredential.
GAPSCProfessionalLearningGoals/Plan
GAPSCProfessionalLearningGoals/PlansPROCESS
CreatingPLGs/PLPs
• Considerself-assessmentandotherdatasourceswhiledetermininggoal• Goalshouldberelatedtoaprofessionalgrowtharea,attainableinoneschoolyear,andcontrolledbyyourefforts
• BeclearonwhetheryoushouldcompleteaGAPSCPLGorPLP• Draftgoalandgetapprovalfromevaluator• Entergoal/planintoyourTLSDp account
Mid-YearProgressCheck
• EvaluatorwilldetermineifeducatorismakingadequateprogresstowardsmeetingtheGAPSCPLG/PLP.Mid-YearstatuswillbeenteredintotheTLSDp.• Educatormaybeaskedtoprovideartifactsthatshowcasetheprogressthathasbeenmadetowardsmeetinggoal.
End-of-YearStatus
• Evaluatorwillenteroneofthreeend-of-yeardeterminationsregardingthestatusoftheGAPSCPLG/PLP:met,in-progress,notmet• Educatormaybeaskedtoprovideartifactsinattempttoprovethatthegoalhasbeenmet.
ImplicationsTheMOYandEOYcompletionstatusforyourGAPSCPLGs/PLPsimpactscertificationduringtheyearyourcertificateexpires(currentinformationasof7.31.18).ThescenariobelowonlyappliesincaseswhereaSRTcertificateisbeingrenewedandtherearenoperformanceconcerns.
Mid-YearStatus
Evaluatorrespondstothisstatement
withYESorNO:ThisteacherhasmadeadequateprogressontheirPSCProfessionalLearningGoals/Plan(s).
YES:CertificationDepartmentcan
initiateyourrenewal.
NO:CertificationDepartmentcannot
initiateyourrenewaluntilyourend-of-
yearcompletionstatushasbeenissued.
End-of-YearCompletionStatus
Evaluatorrespondstothisstatement
withMET,IN-PROGRESS,orNOTMET:
PSCProfessionalLearningGoal(s)/Plan(s)
MET:CertificationDepartmentcan
initiateyourrenewal.
NOTMET:CertificationDepartment
mayapplyforanon-renewablecertificateonteacher’sbehalf.This
certificateisonlygoodforoneyear.
DeterminingtheFocusofYourPSCPLG/PLP• Prioryear’sperformance
• Evaluationcomponents
• Currentyear’sself-assessmentratings
• Fieldofcertification
• School/DistrictSchoolImprovementPlan
DeterminingtheFocusofYourPSCPLG/PLP:SY18-19 Self-AssessmentPerformanceStandard Rating Strengths AreasforGrowthStandard1:ProfessionalKnowledge
☐ LevelI☐ LevelII☐ LevelIII☐ LevelIV
Standard2:InstructionalPlanning
☐ LevelI☐ LevelII☐ LevelIII☐ LevelIV
Standard3:InstructionalStrategies
☐ LevelI☐ LevelII☐ LevelIII☐ LevelIV
Ineedto enhancethelevelofquestioningthatIembedinmylessons.AsIreflectonlastyear,IrealizethatthemajorityofthequestionsIaskcanbeansweredwithyes/nooronlyrequirethestudentstorecallinformationthatIprovidedtothem.
DraftingYourPSCPLG/PLPPerformanceStandard Rating AreasforGrowthStandard3:InstructionalStrategies
☐ LevelI☐ LevelII☐ LevelIII☐ LevelIV
Ineedto enhancethelevelofquestioningthatIembedinmylessons.AsIreflectonlastyear,IrealizethatthemajorityofthequestionsIaskcanbeansweredwithyes/nooronlyrequirethestudentstorecallinformationthatIprovidedtothem.
Throughoutthe2018– 2019schoolyear,Iwillworktoenhancemylevelofquestioningsothatstudentswillbeabletoimprovetheircriticalthinkingskillsandwillbeabletodisplaylearningatthelevelofthestandard.IwilluseTeachLikeaChampionandtheRigorandRelevanceFramework toguidemystudy/improvement.Implementationwillbeevidencedthroughlessonplans,observation,andstudentworksamples.
DraftingPSCPLGs/PLPsThroughoutthe2018– 2019schoolyear,Iwillworktoenhancemylevelofquestioningsothatstudentswillbeabletoimprovetheircriticalthinkingskillsandwillbeabletodisplaylearningatthelevelofthestandard.IwilluseTeachLikeaChampionandtheRigorandRelevanceFramework toguidemystudy/improvement.Implementationwillbeevidencedthroughlessonplans,observation,andstudentworksamples.
*IdentifyDataSource(s)usedincreatingthegoal
*Strategies
*Documentation/Resources
*TimelineandTargetDate
DeterminingtheFocusofYourPSCPLG/PLP:PriorYear’sPerformanceEvaluationComponents
PerformanceStandard Rating FeedbackStandard7:PositiveLearningEnvironment
☐ LevelI☐ LevelII☐ LevelIII☐ LevelIV
Inaco-taughtsetting,bothteachersareequallyresponsibleformaintaininganenvironmentthatisconducivetoteachingandlearning. Therehastobeacommonunderstandingofwhattheexpectations,ritualsandroutines,andoverallmanagementplanwillbe.
DraftingPSCPLGs/PLPsPLG:
*IdentifyDataSource(s)usedincreatingthegoal
*Strategies
*Documentation/Resources
*TimelineandTargetDate
DeterminingtheFocusofYourPSCPLG/PLP:PriorYear’sPerformanceEvaluationComponents
PerformanceStandard Rating FeedbackStandard4:DifferentiatedInstruction
☐ LevelI☐ LevelII☐ LevelIII☐ LevelIV
Theteacherusesflexiblegroupingstrategiestodifferentiateinstruction.
DraftingPSCPLGs/PLPsPLG:
*IdentifyDataSource(s)usedincreatingthegoal
*Strategies
*Documentation/Resources
*TimelineandTargetDate
GAPSCPLGs/PLPs
relatedtoaprofessionalgrowtharea
attainableinoneschool
year
controlledbyyourefforts
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