Title: GTEP%20Resource%20Manual%20Training
1GTEP Resource Manual Training
2The 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.
3According to Bruce Joyce
- The single most critical factor in staff
development that affects students is
implementation.
4Seven 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
5Resource Manual GTEP Categories
- Category 1 GTOI
- Category 2 GTDRI
- Category 3 (b) 1
- Category 4 (b) 3
6Where does each of the criteria for teaching
quality fall within these four categories of
teacher evaluation?
7Two 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
8Two 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
9Five 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)
10Step 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?
11Why use Student Achievement Data?
12How 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?
14How 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.
15What 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.
16Sample 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.
17Step 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?
18Mike 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
19Cycle 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.
20Step Two Complete Student Achievement and
Professional Development Goal/s Forms
- How are the student achievement and professional
development goals documented?
21Step Three Implement and Monitor the Plans
- How do you monitor teacher implementation of
plans?
22Methods 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
23Step Four Annual Evaluation Conference
- What happens during the annual evaluation
conference?
24Step Five Complete the Summary Report
- How does the summary report impact a teachers
annual evaluation?
25The Scoring Process
26Essential 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?
273-2-1 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
28Seven 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