GTEP Resource GTEP Resource Manual TrainingManual Training

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The Education Trust Study (1998) Katie Haycock

“However important demographic variables may appear in their association with student achievement, teaching quality is the most dominant factor in determining student success.”

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According to Bruce Joyce:

“The single most critical factor in staff development that affects students is implementation.”

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Seven Areas of Teacher Evaluation

The role of the teacher in meeting the school’s student achievement goals including the academic gains of students assigned to the teacher

Observations of the teacher by the principal and assistant principals during the delivery of instruction and at other times as appropriate

Participation in professional development opportunities and the application of concepts learned to classroom and to school activities

Communication and interpersonal skills as they relte to interaction with students, parents, other teachers, administrators, and other school personnel

Timeliness and attendance for assigned responsibilities Adherence to school and local system procedures and rules Personal conduct while in performance of school duties

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Resource Manual GTEP Categories

Category 1: GTOI Category 2: GTDRI Category 3: (b) 1 Category 4: (b) 3

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Where does each of the criteria for teaching quality fall within these four categories of

teacher evaluation?

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Two Goals in the development of the GTEP Resource Manual To correlate the seven areas of teacher

evaluation in Georgia Code 20-2-10 as closely as possible with the Georgia Teacher Evaluation Program process

To update the Georgia Teacher observation Instrument (GTOI) to include newer research based “sample effective practices” and to align the Georgia Teacher Duties and Responsibilities Instrument (GTDRI) with the requirements of Code 20-2-210

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Two Purposes for This Training

To prepare you to implement a process for addressing Georgia Code Section 20-2-210 (b) 1 and 3

To enable you to recognize where additional scientific research based instructional strategies align to the GTOI

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Five Step Process1.Conduct Pre-Evaluation Conference (August-

September)2. Complete Student Achievement

Implementation Plan Form and Professional Growth Plan Form (August - September)

3. Implement and Monitor the Plans (September-March)

4. Conduct the Annual Evaluation Conference (prior to April 1)

5. Complete Summary Report (prior to April 1)

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Step One: Conduct Pre-Evaluation Conference (August-September) How do you analyze school data to set

achievement goals?

How do you link student achievement goals to professional development?

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Why use Student Achievement Data?

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How do you analyze school data to set achievement goals? Administrators and teachers should

carefully analyze available student achievement data and prioritize a list of areas for improved performance.

Goals may be established for a whole school, a grade, an academic department, or an individual teacher.

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Two Questions to Ask During Data Analysis:

1. How many students are succeeding in the subjects taught?

2. Within those subjects, what are the areas of strength or weakness?

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How do you analyze school data to set achievement goals? Administrators and teachers should

carefully analyze available student achievement data and prioritize a list of areas for improved performance.

Goals may be established for a whole school, a grade, an academic department, or an individual teacher.

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What Should a Good Goal Look Like?

There should be some baseline data that can be used to measure improved performance.

The goal must be specific and measurable. It should be a worthwhile goal and require

specific effort to be attained. The method of collecting data to measure the

attainment of the goal must be clearly stated.

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Sample Goals80% of students in the first grade will be reading on the Fountas and Pinnell Level H by April 2004.

85% of third grade students will be at the extending writing stageon the third grade writing assessment in April or have moved at least two stages on the writing assessment rubric from Septemberto April. The percent of students not meeting standard on the fourth gradeCRCT mathematics test will decrease by 15%.

98% of the tenth grade students will pass the mathematics GHSGT on the first try.

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Step One: Conduct Pre-Evaluation Conference (August-September) How do you analyze school data to set

achievement goals?

How do you link student achievement goals to professional development?

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Mike Schmoker defines the “real work” of instructional improvement:

“the collaborative effort to share, produce, test, and refine lessons and strategies targeted to areas of low performance, where more effective instruction can make the greatest difference for students”

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Cycle of Continuous Improvement and Professional Growth

Apply

How will I apply what I’ve learned

in my classroom to increase

student learning?

Teach

Implementation in the classroom

Assessing student learning

Plan

What are my goals?

What do I know about students?

Information gathering

Developing a plan

Reflect

What have I learned?

-about my students?

-about my teaching?

-about the community oflearners at my school?

Adapted from W.E. Deming, Out of the Crisis, Massachusetts Institute

of Technology Center for Advanced Engineering, 1986.

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Step Two: Complete Student Achievement and Professional Development Goal/s Forms

How are the student achievement and professional development goals

documented?

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Step Three: Implement and Monitor the Plans

How do you monitor teacher implementation of plans?

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Methods for Monitoring Review of daily schedules Classroom observations Attendance at grade level/departmental team

planning meetings Reviewing transcripts from professional

development activities Collecting and reviewing benchmark

assessments, pre/post test scores administered during the school year, progress reports

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Step Four: Annual Evaluation Conference

What happens during the annual evaluation conference?

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Step Five: Complete the Summary Report

How does the summary report impact a teacher’s annual evaluation?

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The Scoring Process:

A score of Unsatisfactory on either requirement (b) 1 or (b) 3 will not affect a teacher’s annual summary evaluation score for the GTOI or GTDR for the current school year.

However, if a teacher receives a score of Unsatisfactory on either Requirement (b)1 or (b) 3, a Professional Development Plan is required. The resulting Professional Development Plan will become a part of the GTDRI and the following year’s GTEP Annual Summary Report. (The administrator may require a Professional Development Plan for a basic rating).

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Essential Questions

What are additional sample effective practices?

How do you use the sample effective practices?

What are Guiding Questions and how can they promote best classroom practice?

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3-2-1 Summarizing Activity

3 ways to use the GTOI Resource Manual

2 “additional effective practices” you would like to see being used consistently and pervasively in your school

1 way you will use the Guiding Questions

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Seven Areas of Teacher Evaluation

The role of the teacher in meeting the school’s student achievement goals including the academic gains of students assigned to the teacher

Observations of the teacher by the principal and assistant principals during the delivery of instruction and at other times as appropriate

Participation in professional development opportunities and the application of concepts learned to classroom and to school activities

Communication and interpersonal skills as they relte to interaction with students, parents, other teachers, administrators, and other school personnel

Timeliness and attendance for assigned responsibilities Adherence to school and local system procedures and rules Personal conduct while in performance of school duties