gwinnett teacher effectiveness system training. agenda rationale/purpose overview of gwinnett...
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Gwinnett Teacher Effectiveness System
Training
Agenda• Rationale/Purpose• Overview of Gwinnett Teacher
Effectiveness System (GTES)• Introduction to Teacher Assessment
on Performance Standards (TAPS)• Introduction to Student Growth
Academic Achievement • Q & A session
Why is GCPS changing its personnel evaluation
system?
99.4%
0.6%
Satisfactory Teachers
Unsatisfactory Teachers
In 2008-09, approximately 11,700 teachers were rated satisfactory, while only about 70 received an unsatisfactory rating.
These results provide little useful information about the variation in the effectiveness of our teaching staff.
Qualities of Effective Teachers
Model
The Person
Source: Stronge, Qualities of Effective Teachers, ASCD, 2007Diagram used with the Permission of Linda Hutchinson, Doctoral Student, The College of William and Mary
Background
PrerequisitesKnowledge of subject matter
Experience
Verbal ability
Classroom Management & Instruction
Organizing for
Instruction
Implementing Instruction
Job Responsibilities and Practices
EFFECTIVE TEACHERS
Monitoring Student
Progress & Potential
Overview of Gwinnett Teacher
Effectiveness System
Gwinnett Teacher Effectiveness System
Teacher Effectiveness System (Generates a Teacher Effectiveness Measure Score)
Teacher Assessment on Performance Standards
(Data sources include observations, documentation,
and student perception surveys)
Student Growth and Academic Achievement
Teachers of Tested Subjects Student growth percentile
Teachers of Non-Tested Subjects DOE approved
district Student Performance Goals
GTES Evaluation Cycle:
Orientation
Self-Assessmen
t
Pre-Evaluation Conference
Formative Observations
and Documentation
Mid-Year Conference
Summative Assessment
Summative Evaluation Conference
Annual Evaluation Summary
Planning Phase
Implementation Phase
Evaluation
Phase
Introduction to Teacher Assessment on
Performance Standards
PLANNING
Performance Standard 1: Professional KnowledgeThe teacher consistently 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:1.1 Addresses appropriate curriculum standards and integrates key content elements.1.2 Facilitates 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.
DOMAINDOMAIN
PERFORMANCE STANDARD
PERFORMANCE STANDARD
PERFORMANCE INDICATORS
PERFORMANCE INDICATORS
TAPS Main Components
Exemplary*In addition to meeting the
requirements for Proficient…
ProficientProficient is the expected
level of performance.
Needs Development
Ineffective
The 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
RUBRIC
PERFORMANCE APPRAISAL
RUBRIC
5 Domains10 Standards
TAPS Domains and StandardsPLANNING
1. Professional Knowledge2. Instructional Planning
INSTRUCTIONAL DELIVERY
3. Instructional Strategies4. Differentiated Instruction
ASSESSMENT OF AND FOR LEARNING
5. Assessment Strategies6. Assessment Uses
LEARNING ENVIRONMENT
7. Positive Learning Environment8. Academically Challenging Environment
PROFESSIONALISM AND COMMUNICATION
9. Professionalism10. Communication
TAPS Data Sources
• Observations Four brief observations
A minimum of 10 minutes
Two formative observations A minimum of 30 minutes in duration
All information collected electronically
• Documentation Captured electronically Reviewed along with formative observations Submitted by teachers and evaluators
Performance Rubrics
Performance Rubrics
Professional Knowledge
Exemplary ProficientNeeds
Development
Ineffective
The teacher continually demonstrates extensive content and pedagogical knowledge, enriches the curriculum, and guides others in enriching the curriculum. (Teachers rated as Exemplary continually seek ways to serve as role models or teacher leaders.)
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.
“Totality of the evidence and most consistent practice.”Rating Scale
ObservationsBrief Observations
• Four during the year• Minimum of 10
minutes each• Rate and comment only
on the standards you observe
• Specific requirements for Brief Observations will be shared at a later date
Formative Assessments
• Two during the year• Minimum of 30
minutes each• One announced and one
unannounced• Standards that are
observed will be rated on the rubric
• May request additional documentation to support ratings
• Comments can include areas for strength and growth for each standard
Why Use Student Perception Surveys?
Why use student surveys?
• Past reliance on observations as the sole source for teacher evaluation
• Observations are narrow in scope• Observations fail to capture the complexity
of teaching• Evaluations of teachers must include
multiple data sources• Surveys offer teachers an opportunity to
reflect on perceptions about their practice
Surveys of Instructional Practice• Three developmentally different surveys
Grades 3-5; 6-8; 9-12 Reviewed for content validity and readability (Flesch-Kincaid
Readability Scale)
• Survey questions aligned with TAPS standards- • 3 – Instructional Strategies• 4 – Differentiated Instruction• 7 – Positive Learning Environment• 8 - Academically Challenging Environment
• Administered by certified specialist• Surveys are anonymous; no comment fields• Survey results must be considered for the
summative assessment rating.
Student Perception Survey Samples
1 My teacher knows a lot about what is taught.2 My teacher is prepared and ready for teaching every day.3 My teacher explains things so I understand.
3-5 Student Perception Survey
1 My teacher knows a lot about what is taught.
2 My teacher uses a variety of teaching practices during class.3 My teacher prepares materials in advance and has them ready to
use.
6-8 Student Perception Survey
1 My teacher has deep knowledge of the subject he/she teaches.2 My teacher uses a variety of teaching strategies during class.3 My teacher creates well-organized and well-developed lessons.
9-12 Student Perception Survey
Student Growth and Academic Achievement
Gwinnett Teacher Effectiveness System
Teacher Evaluation System (Generates a Teacher Effectiveness Measure Score)
Teacher Assessment on Performance Standards
(Data sources include observations, documentation,
and student perception surveys)
Student Growth and Academic Achievement
Teachers of Tested Subjects
Student growth percentile
Teachers of Non-Tested Subjects
DOE approved district Student Performance
Goals
Student Growth and Academic Achievement
CategoriesStudent
Performance Goals (SPG’s):
Non-Tested Subjects• Student
Performance Goals and Assessments Developed by the District, approved by the DOE
Student Growth Percentile (SGP’s):
Tested Subjects• Grades 4 – 8 in
CRCT Subjects• High School
Subjects with End of Course Tests
GTES Training Dates
• May 30, 2013: 9-11 a.m.
• June 14, 2013: 9-11 a.m.
• June 27, 2013: 9-11 a.m.
• July 11, 2013: 9-11 a.m.