The Master Teacher Certification Program 2010

1. The Master Teacher Certification Program 2010

2. If We Truly Value Teachers • We will aggressively recruit them. • We will celebrate their accomplishments. • We will compensate them in accordance with their value. • We will create vehicles for them to share their expertise. • We will put into place systems to identify which ones are best at moving students from where they are academically to higher levels of achievement. Haycock, 2004

3. The Law : Georgia Code 20-2-205 The Professional Standards Commission (PSC) is authorized and directed to: Establish a Georgia Master Teacher Program to be recognition for teachers’ excellence in the classroom through student achievement and student progress The Professional Standards Commission (PSC) is authorized and directed to: Establish a Georgia Master Teacher Program to be recognition for teachers’ excellence in the classroom through student achievement and student progress

4. The Law : Georgia Code 20-2-205 Establish criteria to include, at a minimum, - Evidence of student achievement and student progress - Full-time Georgia Public School Teacher - Minimum of 3 years of experience on Georgia Clear Renewable certificate

5. Two Application Formats • CRCT-Tested Grade Levels and Subject Areas - Grades 2-5 and 6-8 (except Social Studies for grades 6 and 7) - Specialty Groups (e.g. EIP, Gifted, Special Education Co- Teaching) 2.Monitoring Student Progress (Non-CRCT) • Kindergarten • 1st Grade (No comparison from kindergarten) • Social Studies for grades 6 and 7 • Grades 9-12 • Non-Core Curricular Subject Areas (Writing, Art, Music, P.E., Business, Technology, etc.) • Specialty Groups (e.g. EIP, ESOL, Special Education, Gifted, Instructional Coach)

6. Student Achievement Data: State Assessment Data Guidelines for CRCTApplications To be considered for Master Teacher Certification, an applicant must demonstrate evidence of student achievement, which must include learning gains.  Student achievement data for CRCT applicants: • Elementary: Grades 2-5 Self-Contained and Departmentalized Core Curricular subject areas • Middle Schools: Grades 6-8 Core Curricular subject areas

7. Student Achievement Data: Teacher Provides RosterState Provides CRCT Data • To be of optimal assistance to our teacher applicants, the DOE staff will pull appropriate student achievement data from state assessment files.  • In order to link student assessment data to the teacher who delivered the instruction, it is necessary for the applicant to provide a complete roster of all students assigned during the 2007-2008 and 2008-2009 school years.  • Rosters must include the 10-digit GTID numbers, not FTE numbers.  • To expedite processing, the teacher must provide a student roster using the templates provided on the Master Teacher website. • Once complete, the School System Operator will submit the roster with the Master Teacher application packet. Rosters must be submitted electronically using the original Excel spreadsheet provided – scanned rosters will not be accepted. Note:  Individuals completing this template will be working with sensitive and confidential student data.  All necessary security precautions must be followed.

9. Implications of Curriculum Alignment for Determination of Achievement and Gain

10. Evaluation of State Assessment Data *Second Look • Because the Criterion Referenced Competency Tests (CRCT) do not provide vertically aligned scores from grade level to grade level, the evaluation criteria have been developed to allow for the evaluation of CRCT scale scores from one grade to the next. The student cohort’s mean scale score in year 2 will be compared to the mean scale score in year 1 in standard scores. • Second Looks are provided in both Achievement and Progress areas. • If an applicant does not qualify during the initial review of ACHIEVEMENT data, then an additional opportunity is provided to meet a more rigorous PROGRESS requirement. This SECOND LOOK will allow teachers who are assigned the most challenging students an opportunity to demonstrate that they are candidates for Master Teacher Certification. • Similarly, if an applicant does not qualify during the initial review of PROGRESS data, then an additional opportunity is provided to meet a more rigorous ACHIEVEMENT requirement. This second look will allow teachers who are assigned the highest performing students an opportunity to demonstrate that they are candidates for Master Teacher Certification.

12. Monitoring Student Progress(Non-CRCT application)

13. Monitoring Student Progress (Non-CRCT Application Format) • Overview to the application process: - 1 ½ years of student data: 2008-2009 school year and first semester, 2009-2010 - Learning gains based on pre-assessment to post-assessment comparison - A focus on the alignment of assessments (pre, post, and formative) to clearly identified standards) - Use of formative benchmark assessment results to modify instruction and improve student learning • State Review Team - Three expert educators - Trained on the specific application process

15. Assessments ofStudent Progress Provide ONE COPY of the following documents for supporting evidence in each subject area that you teach: • a) A BLANK COPY OF THE PRE-ASSESSMENT FOR EACH SPECIFIED SUBJECT AREA (Not to exceed 5 pages for all grade levels) • b) Provide ONE SAMPLE of a formative/benchmark assessment that you used with your students IN EACH SPECIFIED SUBJECT AREA • c) A BLANK COPY OF THE POST-ASSESSMENT IN EACH SPECIFIED SUBJECT AREA (Not to exceed 5 pages for all grade levels)

16. GKIDS New Monitoring Student Progress Roster

17. Formative Benchmark Assessments The essence of good instruction lies not in presentation of content – but in assessing student learning and coaching students toward better performance. Grant Wiggins

18. Formative Benchmark Assessments • Definition:Regularly scheduled assessments throughout the year to measure students’ progress toward mastery of standards and provide teachers with information about how to adjust instruction to improve the learning • Based on identified learning standards • On-going checkpoints to measure the progress students should make toward mastery of the standards by the end of the term/year/course Where should students be at different intervals in acquiring knowledge and skills in standards? • Representative of the content and rigor students are expected to master QUESTION:What are you doing between the checkpoints to be sure that individual students are getting the instruction needed to achieve the learning standards?

19. Formative Benchmark Assessments How do you use the information from your on-going, formative assessments to modify or adapt teaching strategies, materials and approaches to improve student learning? “It’s not about giving the assessments; it’s about doing something about the results.” Doug Reeves

20. Using Formative Results to Modify Instruction • How did you use the assessment results to adjust and deliver instruction for whole groups, small groups, sub-groups, and individuals? • Explain what you learned about a selected student’s instructional needs from the results of the assessments and how you addressed his/her needs.

21. Specialty Groups… Instructional Coach, Special Education, EIP, ESOL, Gifted

22. Specialty Groups with subgroups listed… • Instructional Coaches: - Revised application and checklist • EIP: - Augmented (Kindergarten and First Grade) - Other (Pull-Out, Reading Recovery, Self-Contained and Reduced Class Size) • ESOL: - Self-Contained, Pull-Out • Gifted: - Resource K-12, Clustering, Advanced Content • Special Education: - Collaboration, Co-Teaching, Alternative Placement

23. Instructional Coaches Two premises: • Improving the professional practices of teachers can positively impact student achievement. • Coaching is a professional learning strategy and its impact on student learning can be assessed. Application requirements include: • analyzing student performance data to determine the desired professional practices of teachers • coaching to develop the targeted professional practices • monitoring improvement in the implementation of the professional practices • evaluating the impact of coaching on student learning

24. “To me, teaching is an ever-evolving art. To be successful, you have to constantly evaluate what is working and what is not. Often we get this information from our colleagues or our administrators, but I thought it would be great to get it from the state as well. The affirmation from the state is certainly encouragement that at least you’re heading in the right direction.” Chastity Steadman – Walker County Master Teacher

25. "The Master Teachers program keeps good teachers in the classroom by allowing them to be not only educators, but leaders and facilitators to their peers as well as young people. Being selected as a Master Teacher means you have been recognized as a professional and your work has made a positive impact on student achievement.”Pam Walker – Douglas County Master Teacher and 2007 Georgia Teacher of the Year

26. Identifying Effective Teachers • It’s no longer a question of whether or not we equate teacher effectiveness with student achievement. The only question now is whether we do a good job of it. (Carey, 2004) • Achievement only? • Some aspect of value-added?

27. Teacher Leadership Support for Master Teachers • Mentoring Training (January/February 2009) • Peer Coaching Training (May 2009) • Understanding by Design/Differentiated Instruction • January/February 2010) • -Master Teacher Blog (January 2010)

28. Contact Information For questions and information: ginny.elliott@gapsc.com winifred.nweke@gapsc.com tom.higgins@gapsc.com