gwinnett teacher effectiveness system training. agenda rationale/purpose overview of gwinnett...

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.