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