class keys process studying the standards division of teacher & leader quality georgia...
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CLASS Keys ProcessCLASS Keys Process
Studying the StandardsStudying the Standards
Division of Teacher & Leader QualityGeorgia Department of Education
Marlo MongProgram Specialist
Douglas County Professional Learning AnnexJanuary 29, 2010
“We will lead the nation in improving student achievement.”
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GOALS of GaDOE Strategic Plan
School KeysSchool KeysSchool KeysSchool Keys
Leader KeysLeader KeysLeader KeysLeader Keys
CLASS CLASS
KeysKeys
CLASS CLASS
KeysKeys
Georgia Georgia Performance Performance
StandardsStandards
Georgia Georgia Performance Performance
StandardsStandards
The plan is coming together.The plan is coming together.
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Georgia’s New
Teacher
Evaluation
Process
CLASS Keys CLASS Keys CLCLassroomassroom AAnalysisnalysis of of SState tate SStandardstandards
NOW SHOWING
What is the CLASS Keys teacher growth and evaluation process?
How can I understand and use the CLASS Keys Notebook?
What does the CLASS Keys process look like in action?
How will we study CLASS Keys in our school this year?
How will these skills be used in the CLASS Keys Teacher Evaluation PROCESS?
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What is the CLASS Keys teachergrowth and evaluation process?
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CLASS Keys provides a balance between
PerformanceCoaching
Accountability for Results
“Annual teacher evaluations shall as a minimum take into consideration the following: (1) the role of the teacher in meeting the school’s achievement goals, including the academic gains of students assigned to the teacher.” Georgia Code 20-2-210 (b) (1) and (a)
• Self Assessment /Reflection
• Professional Growth Plan
• Pre-Evaluation Conference
• Informal Observations
• Formal Observation
• Other Evidence Collection
• Element/Strand Evaluation
• Overall Evaluation
• GTDR Evaluation
FEEDBACK
FEEDBACK
Three Phases of the CLASS Keys Process
FEEDBACK
Pre-Pre-EvaluationEvaluation
PhasePhase
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• Self Assessment/Reflection:
Teachers self-assess and reflect on their
performance of the elements.
• Professional Growth Plan:
Teachers design a PGP to improve their
performance on the elements.
• Pre-Evaluation Conference:
Teachers and evaluators meet to review
the PGP, set student achievement goals,
and clarify expectations of the elements
and duties and responsibilities.
Evidence Evidence Collection Collection
PhasePhase
• Informal Observations:
Evaluators conduct two, 5 to 15-minute,
unannounced classroom observations to
assess a few elements.
• Formal Observation:
Evaluators conduct a 30 to 50-minute
announced classroom observation to
assess as many elements as possible.
• Other Evidence Collection:
Evaluators collect evidence from multiple
sources such as conferences, meetings,
planning and professional learning
sessions, examination of student and
adult products, etc.
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Annual Annual EvaluationEvaluation
PhasePhase
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• Element/Strand Evaluation: Evaluators review the data collected and
score the teacher’s performance on the rubrics.
When the element scores are aggregated, all strands must be rated at least at the Emerging level.
• GTDR Evaluation: The reviewed performance on all duties and responsibilities must be Satisfactory to receive a Satisfactory rating.
• Overall Evaluation: Both sections, the Strands and GTDR must receive Satisfactory ratings for a teacher to received a Satisfactory Annual Evaluation.
CLASS Keys
A Transformation in Teacher Assessment
Triangulation with an Array of Evidence over Time
Multiple Sources of Data
Multiple Performances
Multiple People
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How can I understand and use theCLASS Keys Notebook?
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CLASS Keys Structure
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CLASS Keys Strands
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Continuum of ImprovementA rubric with four levels of performance.
EvidenceExamples that develop the expectations for the rubric.
Data SourcesSuggested artifacts and conference discussion topics.
Element DescriptorsWords/phrases found in the element, rubric, or evidence.
Research RationaleCurrent research justifying the element.
Each Element in the CLASS Keys Contains
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ASSESSMENT - The collecting and analyzing of student performance data to identify patterns of achievement and underachievement in order to design and implement appropriate instructional interventions.
STRAND STANDARD ELEMENT
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CONTINUUM OF IMPROVEMENT
Not Evident Emerging Proficient Exemplary
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Just Examples Not all inclusive Not a checklist All actions are not required.
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Activity 1: A Closer Look at the CLASS Keys
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• As a team, explore the CLASS Keys Strand given to your table. Use your CLASS Keys notebook to find your assigned strand and answer the questions on the anticipation guide.
• Complete the anticipation guide at your table by using the element descriptors and rubrics to help answer the questions.
• As you look at the other strands, think about this question.– What do the strands, evidence, and teacher/student
questions have in common?
Anticipation Guide: Summary of the Strands
What evidence do you expect to see when you observe the lesson?
What evidence should you look for in the lesson and/or unit plans?
What would you discuss with the teacher to gain a greater understanding of the lesson?
What questions should you ask students about their learning?
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CLASS Keys Strands
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The PLACEMAT• How does the teacher plan?• How does the teacher
teach?• Are the teacher’s students
learning?
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The CROSSWALK• School Keys• High Impact Practices in
SBC’s• Georgia Framework for
Teaching• GTDRI
How will we study CLASS Keys inour school this year?
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CLASS Keys – The Study Year
• The 2009 – 2010 school year will focus on studying the elements of the standards.
• Teachers will not be evaluated using the CLASS Keys evaluation process this year.
• Principals and teachers are encouraged to “dry-run” observations and evidence collection later in the year.
• PLC’s select one element for special focus during the study year.
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Studying the Elements of the Standards
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INTRODUCTION AND OVERVIEWFebruary 2010
Reflection, Review and Preparation for
Implementation May
CLASS Keys Studying the Standards Timeline
Jan 2010 Introduction and Overview/Self-Assessment and Studying Strand 1
Feb 2010 Studying Strands 2 and 3
March 2010 Studying Strands 4 and 5
April 2010 Dry Run and Peer Observation
May 2010 Reflection, Review, and Celebration
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How do we to begin to study the CLASS Keys elements?
One step at a time
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The CLASS Keys notebook, the Self-Assessment and Reflection Form, and the Strand 1 Activity Sheet are needed for each teacher for this learning segment.
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“WIIFM” As A Teacher
Opportunity to Reflect and Self-Assess
Alignment to my Standards-Based Classroom
Exploration of how to efficiently
• study the standards.• plan how to fill a bucket.• identify areas of mastery. and growth opportunities.• plan for the transition to CLASS Keys evaluation.
Why Reflect on Practices?
Why do we look in the mirror in the morning?In most cases it is the first step to improving our outside appearance.
Reflection helps us improve what is on the inside: our thoughts, our attitudes, our expectations, and our behaviors.
Reflecting upon our skills helps us become more aware of our learning needs.
Reflecting helps us improve and reach our full potential by applying knowledge about our learning experiences to future situations.
Dewey and Bruner
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CLASS Keys ElementsCLASS Keys Elements NENE EMEM PRPR EXEX
CP 1.1 Plans with deep knowledge of content and delivery techniques.
CP 1.2 Demonstrates clear understanding of the curriculum.
CP 1.3 Plans interdisciplinary instruction with real world connections.
CP 2.1 Uses the required curriculum to plan instruction and assessment.
CP 2.2 Uses an organizing framework to plan instruction.
CP 2.3 Plans assessment to measure mastery of the curriculum.
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XX
XX
Example of Self Assessment of Curriculum and Planning Strand
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Example of Reflection
Based on your self-assessment, reflect on your strengths and growth areas.
STRENGTHS (Elements marked at STRENGTHS (Elements marked at ProficientProficient or or Exemplary)Exemplary)
CP 2.2 Organizing Framework
My daily lessons nearly always contain an opening, a work Session, and a closing.I could model this element for teachers during peer observations.
P 1.2 Maximizing Instructional Time
None of my class time is wasted at the beginning, end, or during transitions.I could coach beginning teachers on this element during orientation.
GROWTH AREAS (Elements marked at GROWTH AREAS (Elements marked at Not EvidentNot Evident or or EmergingEmerging))
SBI 1.5 Accessible Technology
My technology skills are minimal; therefore, I am not comfortable using technology in my classroom.
AL 1.1 Diagnostic Assessment Strategies
I have little or no experience designing and using diagnostic assessments.
P 3.1 Job-Embedded Professional Learning
Most teachers at my school plan separately, and most professional learning is done at workshops off site.
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Activity 2: Self-Assessment and Reflection
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• Take a moment to reflect your knowledge and experience in the classroom, then complete the Self-Assessment and Reflection form at your table. Mark the performance level ((NE, EM, PR, EX) for each element that reflects your perception of your skills.
• Using the CLASS Keys notebook, carefully read the rubric, evidence, and artifacts for each of the elements. (Note: The Student Achievement Strand is not done.) Use the definitions in the Element Descriptor box for any terms that you do not clearly understand.
• As you complete the self-assessment, think about these questions.– What are some examples of evidence that support the
level of performance you selected?– How does this activity empower individual teachers to
identify their strengths and growth areas?
What does the CLASS Keys processlook like in action?
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In the CLASS Keys Evaluation Process, the
collection of evidence for the 26 elements could be
viewed as a “filling of buckets” over time.
The Annual Evaluation Conference addresses how full
each “bucket” has become during the entire year.
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GTDRPerformance
CLASS Keys: Annual Evaluation
AnnualAnnualEvaluationEvaluation
Announced,Longer
Observations
Unannounced, Short
Observations
Conference Information
Data/Artifacts/Evidence from Teacher/Students
• Teacher EvidenceLesson/Unit PlansCollaborative PlanningObservationsConferences
• Student EvidenceConferences
• Examples of ArtifactsMinutes from MeetingsPosted Student WorkAnalyzed DataCommon Assessments
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STRAND SUMMARY ANNUAL RATING
Curriculum and Planning PROFICIENT
Standards-Based Instruction EMERGING
Assessment of Student Learning EMERGING
Professionalism EMERGING
Student Achievement EMERGING
For “Satisfactory,” ALL STRANDS must be “Emerging” or higher.
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Georgia Teacher Duties and Responsibilities (GTDR) S U NA 1. Models correct language, oral and written.
2. Provides adequate information, plans, and materials for substitute teacher.
3. Enforces regulations concerning student conduct and discipline.
4. Assumes responsibility for supervising students in out-of-class settings on campus and while away from the building on school-related activities.
5. Follows district and/or school-prescribed assessment strategies and procedures.
6. Maintains accurate records to document student performance.
7. Assumes responsibility for the safety and good order of the total school program.
8. Maintains confidentiality of students and records.
9. Maintains accurate, complete, and appropriate records and submits reports as required.
10. Demonstrates ethical behavior.
11. Works cooperatively with school administrators, support personnel, colleagues, and families.
12. Attends and participates in faculty meetings and other assigned meetings and activities according to school policy.
13. Reports to work as assigned.
14. Interacts in a professional manner with students, family members, staff, and school leaders.
15. Complies with conditions as stated in the teacher's contract.
16. Mitigates deficiencies through a Professional Development Plan (PDP).
17. Implements a Professional Growth Plan (PGP) each year. 40
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TEACHER’S ANNUAL
EVALUATION
CLASS Keys Strand
Scores
Teacher Duties and Responsibilities
Remember:
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Activity 3: Collecting Evidence to “Fill the Bucket”
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• As a team, review the two elements , CP 2.2 and 2.3, using pages 16-21 of your CLASS Keys Notebook. Important pieces of these pages are included in your Strand 1 Study Activity handout. Using the lesson plan on your table, think about how the unit plan demonstrates proficiency.
• Record your group’s key points under the Evidence from Unit/Plan section of the activity handout.
• When you have completed the process for CP 2.2 and 2.3, discuss what types of additional information might discussed in a conference with an evaluator. Record your group’s key points in the Conference Discussion section.
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How will these skills be used in the CLASS Keys Teacher Evaluation PROCESS?
• Self Assessment /Reflection
• Professional Growth Plan
• Pre-Evaluation Conference
• Informal Observations
• Formal Observations
• Other Evidence Collection
• Element/Strand Evaluation
• Overall Evaluation
• GTDR Evaluation
FEEDBACK
FEEDBACK
Learning Targets in Action
FEEDBACK
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The CLASS Keys Challenge:
“See yourself as a work in progress.”
We now have research-based standards
and elements with rubrics, examples of
evidence, and artifacts that depict what
effective teaching looks like.
CLASS Keys delivers a
tremendous innovation in
teacher evaluation.
CLASS Keys: A Change Project
Increased specificity of performance
Long and short observations
Announced and unannounced observations
Assessment with rubrics
A point system for annual evaluation
Student achievement recognition
Professional learning growth tool
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“WIIFM”
Next Steps• Distribute your school’s CLASS Keys
Notebooks to each certified faculty member.• Plan and hold the Introduction and Overview
Learning Segment. You will need: the handout packet for Session 1 ( one page, two sides) and this PowerPoint, if you wish to use it.– This should be completed in two learning
segments.
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Regional Contact Information
“We will lead the nation in improving student achievement.”
Region 1Beth Johnston
Region 2Lois Landy
Region 3Karen Wyler
Region 4Bobby Smith
Region 5: Douglas CountyMarlo Mong
State Contact Information
“We will lead the nation in improving student achievement.”
Susan McGlohon, Ed.D.Program Manager
Division of Teacher and Leader [email protected]
Veta New, Ph.D.Director
Division of Teacher and Leader [email protected]
Lynda MartinAssociate Superintendent
School [email protected]
Diane Bradford, Ed.D.Deputy Superintendent
Education Support and [email protected]