“Race to the top” Update – TKES/LKES & the G.O.L.D. Academy September 4, 2013 BOE Study Session

Effective communication

Race to the top Update TKES/LKES & the G.O.L.D. Academy

September 4, 2013 BOE Study SessionDan Ray, Ed.S.Director Race to the TopHenry County Schools McDonough, GA

Teacher Keys Evaluation System(Generates a Teacher Effectiveness Measure)Surveys of Instructional Practice

(given in grades 3 - 12)Teacher Assessment on Performance Standards (TAPS) (Data sources include observations and documentation)Student Growth and Academic Achievement Teachers of Tested Subjects - Student growth percentile/ value-added measure from CRCT/EOCT Teachers of Non-Tested Subjects - DOE-approved Student Learning Objectives utilizing district-identified growth measure (SLOs)Teacher Keys Evaluation SystemSurveys inform Standards 3, 4, 7, 8Dr. John D. Barge, State School SuperintendentMaking Education Work for All Georgianswww.gadoe.orgDr. John D. Barge, State School SuperintendentMaking Education Work for All Georgianswww.gadoe.org2Well now look at the Teacher Assessment on Performance Standards component. Clearly defined professional responsibilities for teachers constitute the foundation for TAPS. A fair and comprehensive evaluation system provides sufficient detail and accuracy so that both teachers and evaluators (e.g., principal or assistant principal) will reasonably understand the job expectations. 5 Domains10 StandardsTAPS Domains and StandardsPLANNING1. Professional Knowledge2. Instructional PlanningINSTRUCTIONAL DELIVERY3. Instructional Strategies4. Differentiated InstructionASSESSMENT OF AND FOR LEARNING5. Assessment Strategies6. Assessment UsesLEARNING ENVIRONMENT7. Positive Learning Environment8. Academically Challenging EnvironmentPROFESSIONALISM AND COMMUNICATION Professionalism CommunicationDr. John D. Barge, State School SuperintendentMaking Education Work for All Georgianswww.gadoe.orgDr. John D. Barge, State School SuperintendentMaking Education Work for All Georgianswww.gadoe.org3PLANNINGPerformance 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:1.1Addresses appropriate curriculum standards and integrates key content elements.1.2Facilitates students use of higher-level thinking skills in instruction.1.3Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real-world experiences and applications.DOMAINperformance standardPERFORMANCE INDICATORSTAPS Main ComponentsExemplary*In addition to meeting the requirements for ProficientProficientProficient is the expected level of performance.Needs DevelopmentIneffectiveThe teacher continually demonstrates extensive content and pedagogical knowledge, regularly enriches the curriculum, and guides others in enriching the curriculum.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 rubricDr. John D. Barge, State School SuperintendentMaking Education Work for All Georgianswww.gadoe.orgDr. John D. Barge, State School SuperintendentMaking Education Work for All Georgianswww.gadoe.orgThese are the main components of TAPS. TAPS uses a three-tiered approach to define the expectations for teacher performance consisting of 5 domains, 10 standards, and multiple performance indicators. Teachers will be rated on the performance standards using performance appraisal rubrics.

It is important to note that teachers are evaluated against the standards, not the indicators. Performance indicators are examples of the types of performance that will occur if a standard is being successfully met.

Youll note in your TKES Handbook that each standard has an associated list of performance indicators. This list is not exhaustive, and is not intended to be prescriptive, nor is it intended to be a checklist. Further, all teachers are not expected to demonstrate each performance indicator.

4Teacher Keys Evaluation System(Generates a Teacher Effectiveness Measure)Surveys of Instructional Practice(will be given in grades 3 - 12)Teacher Assessment on Performance Standards (Data sources include observations and documentation)Student Growth and Academic Achievement Teachers of Tested Subjects - Student growth percentile/ value-added measure from CRCT/EOCT Teachers of Non-Tested Subjects - DOE-approved Student Learning Objectives utilizing district-identified growth measure (SLOs)Teacher Keys Evaluation SystemSurveys inform Standards 3, 4, 7, 8Dr. John D. Barge, State School SuperintendentMaking Education Work for All Georgianswww.gadoe.orgDr. John D. Barge, State School SuperintendentMaking Education Work for All Georgianswww.gadoe.org5

Surveys another data point for teacher performanceTeachers see the questions early in the school yearTeachers do not administer the survey to their own studentsThe survey covers TAPS Standards 3, 4, 7, 8 How we administered the surveys.flexibility was the keyAn email from a Luella High teacher about student surveys Question examples next few slides

Grades 3 5 ExamplesMy teacher explains things so I understand.

My teacher makes class interesting andchallenging.

My teacher uses different ways to teach andhelp me learn.

My teacher makes it okay for me to askquestions when I dont understandsomething.

My teacher shows respect to all students.

Grades 6 8 ExamplesMy teacher explains things so I understand.My teacher makes class interesting and challenging.My teacher uses different ways to teach and help me learn.My teacher gives me help when I need it.

Grades 9 -12 ExamplesMy teacher uses a variety of activities and methods to engage me.My teacher makes class interesting and challenging.My teacher shares feedback about my learning progress with me and my parents.My teacher shows respect to all students.My teacher communicates and maintains classroom rules, routines, and procedures.

Teacher Keys Evaluation System(Generates a Teacher Effectiveness Measure)Surveys of Instructional Practice

(Primary, Intermediate, Middle, and High School)Teacher Assessment on Performance Standards (Data sources include observations and documentation)Student Growth and Academic Achievement Teachers of Tested Subjects - Student growth percentile/ value-added measure from CRCT/EOCT Teachers of Non-Tested Subjects - DOE-approved Student Learning Objectives utilizing district-identified growth measure (SLOs)Teacher Keys Evaluation SystemSurveys inform Standards 3, 4, 7, 8Dr. John D. Barge, State School SuperintendentMaking Education Work for All Georgianswww.gadoe.orgDr. John D. Barge, State School SuperintendentMaking Education Work for All Georgianswww.gadoe.org10The second component of the Teacher Keys Evaluation System consists of Student Growth and Academic Achievement.

For teachers of tested subjects, this component will consist of a student growth percentile/value-added measure as determined by the GaDOE.

For teachers of non-tested subjects, this component will consist of DOE-approved Student Learning Objectives--or SLOs--utilizing district-identified growth measures. The SLO process is being developed and piloted in Georgia as a means of strengthening the states ability to recognize and value every teachers impact on student learning, particularly those who teach outside of state-tested grades and subject areas.

Student Learning Objectives (sloS)A Student Learning Objective is comprised of a pre and post test which then includes setting a target for student growth for courses that do not have either the CRCT or EOCT:Aligns with curriculum standards (Common Core in ELA and Math)Contains measurable objectivesContains expected gains or growthContains intervals of instructional timeLets parent, student and teacher know where the student is

ObjectivesLeader Keys Evaluation SystemLeader Keys Evaluation System(Generates a Leader Effectiveness Measure)Governance and Leadership

Climate SurveyStudent AttendanceRetention of Effective Teachers (tentatively in 2015 -2016)Leader Assessment on Performance Standards Performance Goal SettingDocumentation of PracticeStudent Growth and Academic Achievement Student growth percentile (CRCT/EOCT) Achievement gap measureDOE- approved Student Learning Objectives utilizing district-identified growth measure (SLOs)

Surveys & Student Attendance inform their LAPS scoreDr. John D. Barge, State School SuperintendentMaking Education Work for All Georgianswww.gadoe.orgDr. John D. Barge, State School SuperintendentMaking Education Work for All Georgianswww.gadoe.org12LAPS Domains and Standards4 Domains 8 StandardsSCHOOL LEADERSHIP1. Instructional Leadership2. School ClimateORGANIZATIONAL LEADERSHIP3. Planning and Assessment4. Organizational ManagementHUMAN RESOURCES LEADERSHIP5. Human Resources Management6. Teacher/Staff EvaluationPROFESSIONALISM AND COMMUNICATION7. Professionalism8. CommunicationDr. John D. Barge, State School SuperintendentMaking Education Work for All Georgianswww.gadoe.orgDr. John D. Barge, State School SuperintendentMaking Education Work for All Georgianswww.gadoe.org13The leader fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to school improvement. Domain: School LeadershipPerformance Standard 1: Instructional LeadershipThe leader promotes the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders.Performance Standard 2: School ClimateDr. John D. Barge, State School SuperintendentMaking Education Work for All Georgianswww.gadoe.orgDr. John D. Barge, State School SuperintendentMaking Education Work for All Georgianswww.gadoe.org14Leader Keys Evaluation SystemLeader Keys Evaluation System(Generates a Leader Effectiveness Measure)Governance and Leadership

Climate SurveyStudent AttendanceRetention of Effective Teachers (tentatively in 2015 -2016)

Leader Assessment on Performance Standards Performance Goal SettingDocumentation of PracticeStudent Growth and Academic Achievement Student growth percentile (CRCT/EOCT) Achievement gap measureDOE approved Student Learning Objectives utilizing district-identified growth measure (SLOs)

Surveys & Student Attendance inform their LAPS scoreDr. John D. Barge, State School SuperintendentMaking Education Work for All Georgianswww.gadoe.orgDr. John D. Barge, State School SuperintendentMaking Education Work for All Georgianswww.gadoe.org15Survey ExampleMy principalStrongly AgreeAgreeDisagreeStrongly Disagree1. Is interested in a quality school which provides quality education.2. Maintains open lines of communication with employees.3. Visits my classroom or work space on a regular basis.4. Makes helpful recommendations to me for improvement of performance.Dr. John D. Barge, State School SuperintendentMaking Education Work for All Georgianswww.gadoe.orgDr. John D. Barge, State School SuperintendentMaking Education Work for All Georgianswww.gadoe.org16 Leader Keys Evaluation SystemLeader Keys Evaluation System(Generates a Leader Effectiveness Measure)Governance and Leadership

Climate SurveyStudent AttendanceRetention of Effective Teachers (tentatively in 2015 -2016)

Leader Assessment on Performance Standards Performance Goal SettingDocumentation of PracticeStudent Growth and Academic Achievement Student growth percentile (CRCT/EOCT) Achievement gap measure- DOE-approved Student Learning Objectives utilizing district-identified growth measure (SLOs)

Surveys & Student Attendance inform their LAPS scoreDr. John D. Barge, State School SuperintendentMaking Education Work for All Georgianswww.gadoe.orgDr. John D. Barge, State School SuperintendentMaking Education Work for All Georgianswww.gadoe.org17

First TEM & LEM scores

When: Summer of 2015How they are calculated TEM score - 50% is based on the TAPS score and 50% is based on Student Growth of that teachers studentsLEM score 30% is based on the LAPS score, 50% based on Schools Student Growth, 20% is based on the Achievement Gap ReductionMerit Pay One time award (stipend) to teachers and administrators that are in the top 10% of all teachers or administrators in Henry County based on their TEM or LEM score

Five Star G.O.L.D. Academy ComponentsA.S.P.I.R.E.L.E.A.D.M.O.D.E.L.D.R.I.V.E.V.A.L.U.E.

Stakeholder Groups InvolvedSenior Leadership Superintendent, Assistant Superintendents, Executive Officers, Directors, and CoordinatorsPrincipal Advisory TeamAssistant Principal Advisory TeamHenry County Board of Education membersTeacher Leader Advisory Team Teachers of the Year External Review Team includes the following:Educational Leadership staff members from UGA, Mercer Univ., Univ. of West GA, and Clark-Atlanta Univ.Georgia Association of Educational Leaders (GAEL)Georgia Department of Education (GADOE)Georgia Leadership Institute for School Improvement (GLISI)Georgia Professional Standards Commission (GAPSC)Georgia School Superintendents Association (GSSA)Governors Office Education Policy and the Office of Student AchievementSouthern Regional Education Board (SREB)Georgia Partnership for Excellence in Education (GPEE)Henry County Chamber of Commerces Education Committee

A.S.P.I.R.E.Develop expertise for those who desire to remain in classroomsTrain teacher leaders who aspire to enter the field of administrationCohort Model (not self-selected)Four seminars will be a part of the cohortPortfolioCapstone projectsAnticipated start date (January 2015)

L.E.A.D.Assistant principals and district-level leadersVital to succession planningCohort model (not self-selected)NASSP Principal SimulationsLeadership seminars with special emphasis on instructional leadershipCapstone ProjectBegins - July 2014

M.O.D.E.L.Induction level leaders (1-3 years)Coaching element conducted by a trained school district coachBegan August 2013

D.R.I.V.E.For PrincipalsMonthly leadership seminarsLevel Alike meetingsNetworking and idea sharingBegan May 2013

V.A.L.U.E.Selected and trained leadership coaches (from our district)Nurture/Support novice leaders (that are in M.O.D.E.L.) with job embedded sustainable processesBegins October 2013

Any other comments and/or questions

Everything rises and falls on Leadership John Maxwell