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Teacher Keys Effectiveness System

Teacher Keys Effectiveness System. Overview for Teachers 2013-2014. Implementation Cohorts for the Teacher Keys Effectiveness System. 2011-2012:  Cohort 1, Race to the Top Districts: 26, Pilot 2012-2013 Cohort 1, Full Implementation

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Teacher Keys Effectiveness System

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  1. Teacher Keys Effectiveness System Overview for Teachers 2013-2014

  2. Implementation Cohorts for theTeacher Keys Effectiveness System • 2011-2012:  • Cohort 1, Race to the Top Districts: 26, Pilot • 2012-2013 • Cohort 1, Full Implementation • Cohort 2, Volunteer Districts: 20; Volunteer IIA Grant Districts: 9; SIG/Priority/Relocation Schools: 21; and Study Districts:  6, Pilot • 2013-2014 • Cohort 1:  Full Implementation • Cohort 2:  Combination Full Implementation and Pilot • Cohort 3:  New Volunteer Districts: 106, Pilot (current 6.27.2013) • 2011-2013  Institutions of Higher Education:  20

  3. House Bill 244 • Passed during 2013 legislative session • Mandates use of single, state-wide evaluation system for teachers of record • Multiple observations required • Student Achievement contributes 50% • Contracts must be offered by May 15

  4. House Bill 244 • Feedback must be provided for all observations within 5 working days • Evaluations will yield one of four explicit summative ratings: • Exemplary, Proficient, Needs Development and Ineffective • Evaluators must be trained and credentialed using an approved program • All components of a teacher’s evaluation are confidential

  5. Because teachers matter So, why TKES? There are 1, 702,758 reasons to have effective teachers and leaders in Georgia.

  6. Teacher Keys Effectiveness System Primary Purposes • Optimize student learning and growth • Improve the quality of classroom instruction • Support the continuous growth of teachers

  7. Do teachers have an impact on student achievement?

  8. Which factor has the largest effect on student achievement? Study Highlight: Wright, S.P., Horn, S.P., & Sanders, W.L. (1997)

  9. Predictors of student achievement gains are a combination of… • Multiple observations (TAPS) • Student feedback (Surveys) • Prior student achievement gains (Student Growth and Academic Achievement) Source: Kane, Thomas J. and Staiger, Douglas O. “Gathering Feedback for Teaching.” January 2012. www.gatesfoundation.org

  10. Teacher Keys Effectiveness System Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure ) Teacher Assessment on Performance Standards (Observations and Documentation) Surveys of Instructional Practice (Grades 3-5, Grades 6-8, Grades 9-12) Student Growth and Academic Achievement Teachers of Non-Tested Subjects - DOE-approved, district-developed Student Learning Objectives • Teachers of Tested Subjects • - Student Growth Percentile • - Achievement Gap Reduction

  11. Teacher Keys Effectiveness System Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure ) Teacher Assessment on Performance Standards (Observations and Documentation) Surveys of Instructional Practice (Grades 3-5, Grades 6-8, Grades 9-12) Student Growth and Academic Achievement Teachers of Non-Tested Subjects - DOE-approved, district-developed Student Learning Objectives • Teachers of Tested Subjects • - Student Growth Percentile • - Achievement Gap Reduction

  12. TAPS Domains and Standards 5 Domains 10 Standards

  13. TAPS Domains and Standards 5 Domains 10 Standards

  14. TAPS Domains and Standards 5 Domains 10 Standards

  15. TAPS Domains and Standards 5 Domains 10 Standards

  16. TAPS Domains and Standards 5 Domains 10 Standards

  17. TAPS Main Components DOMAIN performance standard PERFORMANCE INDICATORS PERFORMANCE appraisal rubric

  18. Rating Performance Totality of Evidence and Consistency of Practice Performance Standard 3: Instructional Strategies

  19. TAPS Process Overview

  20. Teacher Keys Effectiveness System Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure ) Teacher Assessment on Performance Standards (Observations and Documentation) Surveys of Instructional Practice (Grades 3-5, Grades 6-8, Grades 9-12) Student Growth and Academic Achievement Teachers of Non-Tested Subjects - DOE-approved, district-developed Student Learning Objectives • Teachers of Tested Subjects • - Student Growth Percentile • - Achievement Gap Reduction

  21. Why do Student Surveys Inform TAPS? Observations, used alone, are narrow in scope and inadequate to capture the complexities of teaching . Evaluations of teachers must include multiple data sources. Students provide perceptions of the routine practices within a classroom.

  22. Surveys of Instructional Practice • Surveys of Instructional Practice provide student perception data as an additional source of documentation of teacher performance for four of the ten performance standards within the TAPS component of the Teacher Keys Effectiveness System.

  23. Surveys of Instructional Practice • Survey questions will be aligned with the following standards that students directly experience: • Standard 3. Instructional Strategies • Standard 4. Differentiated Instruction • Standard 7. Positive Learning Environment • Standard 8. Academically Challenging Environment

  24. Grades 9-12 Survey Sample Abbreviated Sample Form for Training Purposes

  25. Teacher Keys Effectiveness System Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure ) Surveys of Instructional Practice (Grades 3-5, Grades 6-8, Grades 9-12) Teacher Assessment on Performance Standards (Observations and Documentation) Student Growth and Academic Achievement Teachers of Non-Tested Subjects - DOE-approved, district-developed Student Learning Objectives • Teachers of Tested Subjects • - Student Growth Percentile • - Achievement Gap Reduction

  26. Teacher Keys Effectiveness System Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure ) Teacher Assessment on Performance Standards (Observations and Documentation) Surveys of Instructional Practice (Grades 3-5, Grades 6-8, Grades 9-12) Student Growth and Academic Achievement Teachers of Non-Tested Subjects - DOE-approved, district-developed Student Learning Objectives • Teachers of Tested Subjects • - Student Growth Percentile • - Achievement Gap Reduction

  27. Growth and Achievement A more complete picture of student learning.

  28. Two Measures of Growth Tested Subjects • Utilize Student Growth Percentiles • Generated based on CRCT and EOCT performance • Will be calculated at the state level Non-Tested Subjects • Utilize Student Learning Objectives • Generated based on performance on pre- and post-assessment measures • Will be calculated at the district level for all state funded courses without a standardized test

  29. Growth Projections and Targets Exceeds Meets Does Not Meet High Exceeds Target Typical Meets Target Low This Year Future

  30. SGPs for Individual Students • Each student obtains a growth percentile, which indicates how his or her current achievement compares with that of his or her academic peers • Academic peers are other students statewide with a similar score history • Priors are the historical assessment scores used to model growth • Growth percentiles range from 1 to 99 • Lower percentiles indicate lower academic growth and higher percentiles indicate higher academic growth

  31. Teacher Keys Effectiveness System Teacher Keys Effectiveness System (Generates a Teacher Effectiveness Measure ) Teacher Assessment on Performance Standards (Observations and Documentation) Surveys of Instructional Practice (Grades 3-5, Grades 6-8, Grades 9-12) Student Growth and Academic Achievement Teachers of Non-Tested Subjects - DOE-approved, district-developed Student Learning Objectives • Teachers of Tested Subjects • - Student Growth Percentile • - Achievement Gap Reduction

  32. What Is an SLO? An SLO is a measurable, long-term academic goal set to determine student growth. Student learning objectives demonstrate a teacher’s impact on student learning.  • Two data points using district-determined pre-and post-assessment • SMART goal criteria

  33. High School Social Studies SLO From September 2013 to May 2014, 100% of American Government and Civics students will demonstrate growth from the pre-assessment to the post-assessment as measured by Down County’s locally developed measures as follows: The minimum expectation for individual student growth is based on the formula which requires students to grow by increasing his/her score by 60% of his/her potential growth. Pre-assessment score + (100 – pre-assessment score) / x .6 = Post-assessment Target Score. Students scoring more than 10 points higher than their target would be considered exceeding their target. Example using 40 on a pre-assessment: 40 + (100-40) x .6 40 + (60) x .6 40 + 36 76 is the target for post-assessment *A score of 87 denotes exceeding

  34. QUESTIONS, Comments Concerns about the process?

  35. The Electronic Platform https://tle.gadoe.org

  36. Resources • gadoe.org • Electronic Platform • Implementation Guide • Quick Guides

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