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Title: GTEP%20Resource%20Manual%20Training


1
GTEP Resource Manual Training
2
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.

3
According to Bruce Joyce
  • The single most critical factor in staff
    development that affects students is
    implementation.

4
Seven Areas of Teacher Evaluation
  • The role of the teacher in meeting the schools
    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

5
Resource Manual GTEP Categories
  • Category 1 GTOI
  • Category 2 GTDRI
  • Category 3 (b) 1
  • Category 4 (b) 3

6
Where does each of the criteria for teaching
quality fall within these four categories of
teacher evaluation?
7
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

8
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

9
Five Step Process
  • 1.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)

10
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?

11
Why use Student Achievement Data?
12
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.

13
  • Two Questions to Ask During Data Analysis
  • How many students are succeeding in the
    subjects taught?
  • Within those subjects, what are the areas of
    strength or weakness?

14
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.

15
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.

16
Sample Goals
80 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 stage on the third grade
writing assessment in April or have moved at
least two stages on the writing assessment
rubric from September to April. The percent of
students not meeting standard on the fourth
grade CRCT mathematics test will decrease by
15. 98 of the tenth grade students will pass
the mathematics GHSGT on the first try.

17
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?

18
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

19
Cycle of Continuous Improvement and Professional
Growth
Plan What are my goals? What do I know about
students? Information gathering Developing a
plan
Apply How will I apply what Ive learned in my
classroom to increase student learning?
Teach Implementation in the classroom Assessing
student learning
Reflect What have I learned? -about my
students? -about my teaching? -about the
community of learners at my school?
Adapted from W.E. Deming, Out of the Crisis,
Massachusetts Institute of Technology Center for
Advanced Engineering, 1986.
20
Step Two Complete Student Achievement and
Professional Development Goal/s Forms
  • How are the student achievement and professional
    development goals documented?

21
Step Three Implement and Monitor the Plans
  • How do you monitor teacher implementation of
    plans?

22
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

23
Step Four Annual Evaluation Conference
  • What happens during the annual evaluation
    conference?

24
Step Five Complete the Summary Report
  • How does the summary report impact a teachers
    annual evaluation?

25
The Scoring Process
26
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?

27
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

28
Seven Areas of Teacher Evaluation
  • The role of the teacher in meeting the schools
    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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