Master Teacher Program

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Master Teacher Program

• Presenters Ginny Elliott
• Winifred Nweke

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The Law Georgia Code 20-2-205

• The Professional Standards Commission (GaPSC)
• was authorized and directed to
• Establish a Georgia Master Teacher Program
• to recognize teachers excellence in the
  classroom through student achievement and student
  progress

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The Law Georgia Code 20-2-205

• Minimum criteria include
• - Evidence of student achievement and student
  progress
• - Being a current Georgia public school teacher
  
• - Minimum of 3 years of experience on Georgia
  Clear Renewable certificate

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The Law Georgia Code 20-2-205

• The GaPSC
• Reviews each application and determines
  whether the applicant meets the criteria.
• Develops Master Teacher rules and regulations
  to govern the program.
• Develops the structure to support the
  certification and the recognition.

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Why should systems support the Master Teacher
Certification Program?

• The program
• Identifies teachers who are having an impact on
  student achievement and progress as measured by
  the CRCT and other assessments
• Can lead to identifying sharing best practices
  among teachers
• Recognizes teachers who have the potential to
  become leaders, mentors, coaches for other
  teachers and thus, may contribute to teacher
  retention

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• The immediate and clear implication is that
  more can be done to improve education by
  improving the effectiveness of teachers than by
  any other single factor.
• Wright, Horn Sanders, 1997

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Why should teachers want to become Master
Teachers?

• Recognition for their impact on student
  achievement and progress
• Provision of feedback that may not be available
  from other sources
• Opportunities for professional growth through
  sharing, serving, and learning

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• Summary of the
• Application Process

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Access the web site

• www.gamasterteachers.org
• Click on the About tab for a
• summary of the Master Teacher program
• Carefully read the opening page
• information

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Select the AppropriateGrade Level Option

• The grade level option selected will contain
• EVERYTHING needed
• Personal Information page
• Supporting Documents
• All directions, templates, and links needed to
  submit the rosters and/or explanation templates
• Application Verification form
• A list of documents to be submitted and the file
  name for each document as required in the grade
  level and/or subject area

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Review of Application

• Select the appropriate grade level/subject area
  option and follow directions for applying and
  saving documents.
• After reviewing the application, the
  Principal signs the Application Verification form
  and submits the application files electronically
  to the Local System Coordinator (LSC).

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Application Formats

• Criterion-Referenced Competency Test (CRCT)
  Format CRCT-Tested Grade Levels or Subject Areas
  (Grades 3-8)
• Non-CRCT Format Kindergarten, 1st and 2nd
  Grades, Grades 9-12, Writing, Art, Music, P.E.,
  Business, Technology, EIP, ESOL, Special
  Education, Gifted, etc.
• NOTE Co-teaching in special education may
  be CRCT format. Please call Master Teacher office
  if there are any questions.
• Instructional Coach

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• Criterion-Referenced Competency Test (CRCT)
  Application

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Student Achievement DataRequirements

• The applicant submits two rosters of all students
  taught during the following school years
  2009-2010 and 2010-2011.
• (If applicant taught more than one grade level
  during either or both of these years, there will
  be more than one roster.)
• The Local System Operator uploads the roster to
  the secure PSC portal using the original Excel
  spreadsheet provided scanned rosters or other
  formats will not be accepted.
• The Georgia Department of Education (DOE)
  accesses appropriate student achievement data
  from state assessment files. 

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Evaluation of Student ProgressUsing State Data

• Because the CRCT does not provide vertically
  aligned scores from grade level to grade level,
  cohorts scores each year are compared to the
  state mean scale scores, in standard scores, for
  the grade level and subject (Z2 and Z1).
• The student cohorts mean scale score in year 2,
  in standard scores is then compared to the mean
  scale score in year 1 in standard scores
• The question becomes Is Z2 gtZ1?

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NOTE

• If an applicant teaches multiple subjects or
  grade levels, data will be gathered and evaluated
  from all subjects submitted in the application.
• Kindergarten, 1st Grade, and 2nd Grade teachers
  submit data for both ELA and Math only, but
  follow the Non-CRCT application process.
• For middle school Language Arts teachers, data
  will be evaluated for both Language Arts and
  Reading.

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The Decision Rule for Determining If Applicant
Meets Student Achievement and Progress Criteria
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Non-CRCT Application
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Non-CRCT Application

• - One full year of student data (2010-2011)
• - Learning gains based on comprehensive
• pre-assessment to post-assessment
• comparison
• - A focus on the alignment of assessments to
  
• clearly identified standards
• - Use of formative assessment results to
• modify instruction and improve student
• learning

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Required Information on Non-CRCT Roster

• Subject area AND grade level for the roster
• Roster Directions
• List all students by entering a teacher-created
  student I.D. (no actual student names)
• Enter the pre-assessment results, formative
  assessment scores, and the post-assessment
  results for each student

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Assessments

• Provide ONE copy of the following documents for
  supporting evidence in each subject area
  submitted
• A BLANK copy of the pre-assessment for EACH
  subject area submitted
• A SAMPLE of a formative assessment that was used
  with students
• A BLANK copy of the post-assessment in EACH
  subject area submitted
• NOTE See grade level/teaching area categories
• for specific directions

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Formative Assessments
Start of course/term/year
End of course/term/year
Pre-assessment Aligned with standards to be
mastered
Post-assessment Aligned with standards Did they
master the standards?
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
2 Formative Assessment
1 Formative Assessment
3 Formative Assessment
Use information to adjust/change plans and
deliver instruction
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Formative Assessments

• How do you use the information from your
  on-going, formative assessments to modify or
  adapt teaching strategies, materials and
  approaches to improve student
  learning?
• Its not about giving the assessments
• its about doing something about the results.
  
• Doug Reeves

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Non-CRCTSpecialty Groups

• Choose the appropriate level (elementary,
• middle or high school)
• Select appropriate grade level, delivery
• model or setting
• Example EIP Kindergarten/Augmented
• Example ESOL Grades 2-5/Core
• Curricular
• Example Gifted Resource K-12
• Complete the required forms and templates

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Decision Rule for Non-CRCT
Applications

• All non-CRCT applications are reviewed and
  evaluated by at least three members of a State
  Review Team.
• State Review Team members are trained in the
  application process and requirements.
• To become a Master Teacher, at least two members
  of the State Review Team must rate the
  application as having met the criteria.

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What is the State Review Team evaluation of the
Non-CRCT applications based on?

• Evidence that the applicant monitors the progress
  of his/her students toward the standards-based
  learning goals to be achieved by every student by
  the end of the term.
• Applicants intent and focus to provide every
  student the opportunity to achieve the standards
  for the curriculum that is assessed.

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What is the State Review Team evaluation of the
Non-CRCT applications based on ?

• Data (pre/post-assessment scores, formative
  assessment scores) for each student in every
  class the applicant submits.
• An explanation of what the data represent,
  what the data tells the applicant about his/her
  students, and how he/she uses the data to monitor
  the progress of the students toward a specified
  learning goal.

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• Instructional Coach
• Application

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Instructional CoachApplication

• Two premises
• Improving the professional practices of teachers
  can positively impact student achievement.
• Coaching is a professional learning strategy and
  its impact on student learning can be evaluated.

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Instructional CoachRequirements

• Application requirements include
• analyzing student performance data to determine
  the desired professional practices of teachers
  needed to improve performance
• coaching teachers to develop the targeted
  practices
• monitoring improvement in the implementation of
  the professional practices
• evaluating the impact of coaching on student
  learning

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Decision Rule for Instructional Coach Applications

• All Instructional Coach applications are reviewed
  and evaluated by at least three members of a
  State Review Team.
• State Review Team members are trained in the
  application process and requirements.
• To become a Master Teacher in the Instructional
  Coach category, at least two members of the State
  Review Team must rate the application as having
  met the criteria.

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How does the State Review Team (SRT) evaluate the
Instructional Coach applications?

• The SRT is looking for
• An analysis of student performance data to
  determine the professional practices necessary
  for improved learning
• A coaching and support plan likely to improve
  these professional practices
• Data showing the impact of the plan on the
  teacher performance of these practices
• A linkage between the change in professional
  practices and an improvement in student learning

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• Information for All
• Master Teacher Applicants

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Professional Responsibilities for All Master
Teacher Applicants

• The Application Verification page that is signed
  by the Superintendent, the Principal, and two
  other reviewers (Local System Review Team)
  confirms that the applicant meets or exceeds the
  expectations for professional responsibilities
  based on the evaluation process established by
  the school and district. The Local System Review
  Team is vouching for the applicant as a viable
  candidate for the Master Teacher Certification
  program.

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Evidence of Professional Responsibilities

• The Local System Review Team should ask Is
  there evidence that the applicant consistently
  meets or exceeds the expectations for
  professional responsibilities based on the
  evaluation process used by the school and/or
  system?
• Evidence is not uploaded with the Master Teacher
  application however it should be available at
  the local system, if required.

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• The Master Teacher designation on an educators
  Georgia certificate is valid for seven years and
  serves to renew that certificate as long as the
  Master Teacher certification is current.

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Closing Remarks

• The Master Teacher Program recognizes Georgias
  public school teachers and is a collaborative
  effort by
• Professional Standards Commission (GaPSC)
• Georgia Department of Education (DOE)
• Governors Office of Student Achievement (OSA)
• Governors Office
• Legislature
• The Public
• Thank you for your interest and your comments!!!

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Access Information

• Website www.gamasterteachers.org
• Email masterteachers_at_gapsc.com

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Contact Information

• For questions and information
• ginny.elliott_at_gapsc.com 404-232-2601
• winifred.nweke_at_gapsc.com 404-232-2602
• Thank you for your interest in the
• Master Teacher Program!