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WELCOME
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Transcript of WELCOME
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
WELCOME
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Katherine WoodRace to the Top
Teacher -Leader Advisor
Dr. John D. BargeState Superintendant
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Teacher Keys Effectiveness System
Teacher Orientation2012-2013 School Year
Pilot and Full Year Implementation
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Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Today’s Learning Targets• Introduce and explain all three components of the
Teacher Keys Effectiveness System.
• Understand that the Teacher Assessment on Performance Standards (TAPS) is one component of the Teacher Keys Effectiveness System (TKES).
• Provide expectations and orientation for the 2012-2013 Teacher Keys pilot and full year implementation.
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Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Resources and MaterialsTeachers will need the following resourcesand materials for this orientation:
• Teacher Keys Effectiveness System Handbook, Electronic Copy
• TKES Orientation Notes Handout
• TAPS Reference Sheet: Performance Standards and Sample Performance Indicators
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Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Teacher Keys Effectiveness System Electronic Handbook Overview
Introduction to Teacher KeysPart I: Teacher Assessment on Performance StandardsPart II: Student Growth and Academic AchievementPart III: Surveys Appendix 1: Performance StandardsAppendix 2: Forms and ToolsAppendix 3: GlossaryReferencesEnd NotesFigures
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Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
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TEACHERS MATTER
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Which factor had the largest effect on student achievement?
Mixed Ability Grouping?
Class Size?
Prior Achievement?
The Teacher?
Study Highlight: Wright, S.P., Horn, S.P., & Sanders, W.L. (1997)
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Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Which factor had the largest effect on student achievement?
Mixed Ability Grouping? 4
Class Size? 3
Prior Achievement? 2
The Teacher? 1Study Highlight: Wright, S.P., Horn, S.P., & Sanders, W.L. (1997)
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Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Why do we need effective teachers?
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Time in School Year Needed to Achieve Same Amount of Learning
0 1/ 4 1/ 2 3/ 4 1
25th PercentileTeacher
75th PercentileTeacher
Years NeededSource: Leigh, A. (n.d.). Estimating Teacher Effectiveness From Two-Year Changes in Students’ Test Scores. Retrieved May 22, 2007, from http://econrsss.anu.edu.au/~aleigh/.
March
June
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Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Theory of ActionIf educators have specific performance standards for effective teaching, and
If educators are provided professional learning support to develop classroom behaviors that meet the performance standards, then
The professional capacity of teachers to positively impact student learning will increase.
Also, then, teachers will hold higher expectations for student learning, and
Students will learn more and achieve at higher levels.
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Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
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 Tested Subjects - Student Growth Percentile - Achievement Gap Reduction
Teachers of Non-Tested Subjects - DOE-approved, district-developed
Student Learning Objectives
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Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
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 Tested Subjects - Student Growth Percentile - Achievement Gap Reduction
Teachers of Non-Tested Subjects - DOE-approved, district-developed
Student Learning Objectives
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Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Teacher Keys Effectiveness System
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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 Tested Subjects - Student Growth Percentile - Achievement Gap Reduction
Teachers of Non-Tested Subjects - DOE-approved, district-developed
Student Learning Objectives
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
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
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Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
PLANNINGPerformance Standard 1: Professional KnowledgeThe teacher 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 Implements students’ use of higher-level thinking skills in instruction.1.3 Demonstrates ability to link present content with past and future learning experiences, other subject areas,
and real-world experiences and applications.
DOMAIN
PERFORMANCE STANDARD
PERFORMANCE INDICATORS
TAPS Main Components
PERFORMANCE APPRAISAL
RUBRIC
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, 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.
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Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
The teacher demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences.
Domain: PlanningPerformance Standard 1: Professional Knowledge
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The teacher plans using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students.
Performance Standard 2: Instructional Planning
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
The teacher promotes student learning by using research-based instructional strategies relevant to the content area to engage students in active learning and to facilitate the students’ acquisition of key knowledge and skills.
Domain : Instructional Delivery
Performance Standard 3: Instructional Strategies
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The teacher challenges and supports each student’s learning by providing appropriate content and developing skills which address individual learning differences.
Performance Standard 4: Differentiated Instruction
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
The teacher systematically chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population.
Domain: Assessment of and For Learning
Performance Standard 5: Assessment Strategies
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The teacher systematically gathers, analyzes, and uses relevant data to measure student progress, to inform instructional content and delivery methods, and to provide timely and constructive feedback to both students and parents.
Performance Standard 6: Assessment Uses
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
The teacher provides a well-managed, safe, and orderly environment that is conducive to learning and encourages respect for all.
Domain: Learning EnvironmentPerformance Standard 7:
Positive Learning Environment
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The teacher creates a student-centered, academic environment in which teaching and learning occur at high levels and students are self-directed learners.
Performance Standard 8: Academically Challenging Environment
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
The teacher exhibits a commitment to professional ethics and the school’s mission, participates in professional growth opportunities to support student learning, and contributes to the profession.
Domain: Professionalism & Communication
Performance Standard 9: Professionalism
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The teacher communicates effectively with students, parents or guardians, district and school personnel, and other stakeholders in ways that enhance student learning.
Performance Standard 10: Communication
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
TAPS Process Flow
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Orientation Familiarization Self-AssessmentObservations & Documentation
* Collection
Formative Assessment and
Feedback
Summative Assessment and
FeedbackFeedback
Documentation includes data from walkthroughs and surveys.
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
TAPS Process Flow
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Orientation Familiarization Self-Assessment
Observations &
Documentation* Collection
Formative Assessment and
Feedback
Summative Assessment
and FeedbackFeedback
Documentation includes data from walkthroughs and surveys.
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Self-Assessment Form (Abbreviated)Must be completed electronically prior to pre-conference.
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Planning Rating Comments
1. Professional Knowledge _____Exemplary_____Proficient_____Needs Development_____Ineffective
Strengths:
Areas for Growth:
Exemplary Proficient Needs Development IneffectiveThe teacher continually demonstrates expertise and leads others to determine and develop a variety of strategies and instruments that are valid and appropriate for the content and student population and guides students to monitor and reflect on their own academic progress. (Teachers rated as Exemplary continually seek ways to serve as role models or teacher leaders.)
The teacher systematically and consistently chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population.
The teacher inconsistently chooses a variety of diagnostic, formative, and summative assessment strategies or the instruments are sometimes not appropriate for the content or student population.
The teacher chooses an inadequate variety of diagnostic, formative, and summative assessment strategies or the instruments are not appropriate for the content or student population.
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
TAPS Data Sources• Observations
Two formative observations, at least 30 minutes each. Announced or unannounced. Four walkthroughs, minimum of 10 minutes each. Observations must be completed prior to the summative
evaluation. Formative and summative assessments completed using the
electronic platform.
• Documentation Upon Evaluator’s Request Site administrator determines format (electronic and/or hard-
copy). Documentation sources may vary. Evaluator collects notes on Formative Assessment Form. Documentation is collected in the electronic platform.
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Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Examples of Documentation
• Lesson Plans• Summary of Conference with Teacher• Parent Contact Log• Data Used to Differentiate• Emails to Parents• Assessments• Professional Learning
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Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Rating PerformanceTotality of the Evidence and Most Consistent Practice
Performance Standard 1: Professional KnowledgeExemplary
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, 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.
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Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Rating Teacher Performance
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Terms ranked by degree of frequency
Definition Example
Consistently Occurs at regular intervals
Every Week(Regular intervals will vary depending on the standard
and the task.)
Continually Occurs with high
frequency, appropriately, and over time
Every Day, Every Class(Frequency will vary
depending on the standard and the task.)
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Formative Assessment (Abbreviated)Totality of the Evidence and Most Consistent Practice
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Planning Rating Specific Comments1. Professional
Knowledge _____Exemplary_____Proficient_____Needs Development_____Ineffective
Exemplary Proficient Needs Development IneffectiveThe 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.
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Summative Assessment
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Planning Rating Specific Comments1. Professional
Knowledge _____Exemplary_____Proficient_____Needs Development_____Ineffective
Exemplary Proficient Needs Development IneffectiveThe 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.
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Teacher Keys Effectiveness System
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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 Tested Subjects - Student Growth Percentile - Achievement Gap Reduction
Teachers of Non-Tested Subjects - DOE-approved, district-developed
Student Learning Objectives
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Surveys of Instructional Practice• Are administered through the TLE Electronic
Platform
• Use three different surveys (Grades 3-5, 6-8, 9-12)
• Require anonymous responses (no commentary)
• Allow for multiple district-selected survey windows
• Open on October 1, 2012 and close on April 30, 2013
• Allow for multiple administrations for same teacher
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Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Grades 6-8 Survey Sample
StronglyAgree Agree Disagree Strongly
Disagree
My teacher uses different ways to teach and help me learn. 3 2 1 0
My teacher sets high learning standards for the class. 3 2 1 0
Abbreviated Sample Form for Training Purposes
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Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
TKES Survey Results
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• The summary table will provide the mean survey response for the four performance standards.
• Evaluators will use this data as an additional source of documentation to inform the formative and the summative rating within the Teacher Keys Effectiveness System.
Teacher 3. Instructional Strategies
4. Differentiated Instruction
7. Positive Learning
Environment
8. Academically Challenging
Environment
0.9 2.1 3.0 1.7
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Teacher Keys Effectiveness System
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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 Tested Subjects - Student Growth Percentile - Achievement Gap Reduction
Teachers of Non-Tested Subjects - DOE-approved, district-developed
Student Learning Objectives
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
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What is an SGP?
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Why is it a percentile?
Who is a student measured against?
How much growth is enough?
What does the percentile tell us
about instruction?
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
SGP Final Points• SGPs not only show how individual students
are progressing, but they also can be aggregated to show how groups of students, schools, districts, and the state are progressing.
• This model can transition to PARCC when implemented.
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Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
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 Tested Subjects - Student Growth Percentile - Achievement Gap Reduction
Teachers of Non-Tested Subjects - DOE-approved, district-developed
Student Learning Objectives
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Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Purpose of Student Learning Objectives
Serve as a measure of the powerful impact of teachers on student learning in non-tested areas.
Give educators, school systems, and state leaders an additional means by which to understand, value, and recognize success in the classroom.
Build on what great teachers do already.
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Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Characteristics of SLOs
Represent the most important learning for an
instructional period
Are developed by District and approved
by the GaDOE
Are specific, measurable, time-bound
Are aligned to Common Core, State, and/ or National standards, as well as other
district and school priorities
Student Learning Objectives
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Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Overview of SLO Process
Teacher administers
pre- assessment
s
Teacher creates and implements teaching
and learning
strategies
Teacher monitors student progress through on-going formative
assessments
Evaluator / teacher
determines Student Learning Objective
attainment
Beginning of Course August - May
*includes mid-year review
May 15 data submission to GaDOE
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Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Pilot SLO Evaluation Rubric
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Student Learning Objective Evaluation Rubric
Exemplary Proficient Needs Development
Ineffective
Greater than 50% of the students exceeded the Student Learning Objective, at least 40% met the Student Learning Objective, and no more than 10% did not meet the Student Learning Objective.
Greater than or equal to 80% of students met or exceeded their Student Learning Objective and no more than 20% did not meet the Student Learning Objective.
Great than or equal to 50% of students met or exceeded their Student Learning Objective.
Fewer than 50% of students met or exceeded their Student Learning Objective.
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
TLE Electronic Platform
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Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Teacher Assessment on Performance Standards
(Observations and Documentation)
Student Growth and Academic Achievement
Teachers of Tested Subjects - Student Growth Percentile
- Achievement Gap Reduction
Teacher Keys Effectiveness System
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Teacher Keys Effectiveness System(Generates a Teacher Effectiveness Measure )
Teachers of Non-Tested Subjects - DOE-approved, district-developed
Student Learning Objectives
Surveys of Instructional Practice
(Grades 3-5, Grades 6-8, Grades 9-12)
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Teacher & Leader EffectivenessAvis King, Deputy Superintendent of School Improvement
[email protected] Lunsford, Associate Superintendent of School Improvement
[email protected] Ann Todd, TLE Division Director
[email protected] White, TLE Program Manager
[email protected] Saxon, Interim TLE Program Manager
[email protected] Pam Colvin, TLE Program Manager
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