Formal Observation Administrator schedules and conducts one Formal Observation (50 Minutes). Administrator uses the Formative Classroom Analysis form to
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Administrator schedules and conducts one Formal Observation (50 Minutes).
Administrator uses the Formative Classroom Analysis form to provide feedback on many of the elements.
Post-Observation FeedbackWritten post-observation feedback should be provided to the teacher for all formal (and informal observations) within five working days of the observation.
All feedback should be related to the teachers performance on the twenty-six elements of the CLASS Keys and the GTDR.
Post-Observation Conferences are required for the formal observation.*9/10/2008CLASS Keys
CLASS KeysTriangulation with an Array of Evidence over TimeMultiple Sources of DataMultiple PerformancesMultiple People*9/10/2008CLASS Keys12/4/2008
In the CLASS Keys Evaluation System, 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. *9/10/2008CLASS Keys12/4/2008
The evaluation of performance occurs at the ELEMENT level.
Elements scores are aggregated to form STRANDS rating.
To be Satisfactory, ALL STRANDS must be Emerging or higher.*9/10/2008CLASS Keys12/4/2008
Annual Classroom Analysis FormTeacher:Evaluator:NE=Not Evident, EM=Emerging, PR=Proficient, EX=ExemplarySchool:School Year:CURRICULUM and PLANNING - A system for managing and facilitating student achievement and learning based upon consensus-driven content and performance standards.Prior Eval. Date:Prior Eval. Date:Prior Eval. Date:Current Eval. 2/15/09Situational or contextual factors: Comments on this form reflect the current annual evaluation.Curriculum and Planning Teacher Standard 1: The teacher makes decisions about planning that demonstrate a deep understanding of content knowledge, pedagogy, and GPS implementation.CP 1.1 The teacher plans instruction that reflects strong knowledge of both content and effective instructional delivery.EXCP 1.2 The teacher demonstrates a clear understanding of GPS by appropriately planning for what students are expected to know, understand, and do in the grade level and content area. EMCP 1.3 The teacher plans instruction that is interdisciplinary and makes connections to the real world.NECurriculum and Planning Teacher Standard 2: The teacher uses appropriate tools and strategies for planning that will help all learners master the GPS and meet district expectations for learning.CP 2.1 The teacher utilizes the GPS as reflected by the written school curriculum, including the learning framework, scope and sequence, maps, units, and guides, to plan instruction and assessments. PRCP 2.2 The teacher uses an organizing framework for instructional planning to support standards-based instruction. EMCP 2.3 The teacher plans assessments to measure students progress toward and mastery of the GPS. NEComments:NE=Not Evident2 x 0 =0Strand Performance Key: EM=Emerging2 x 1 =2 15 - 18 = ExemplaryPR=Proficient1 x 2 =
2 9 - 14 = ProficientEX=Exemplary1 x 3 =3 3 - 8 = EmergingStrand Total Points7 0 - 2 = Not EvidentStrand Performance LevelEMERGING
0 pts1 pts2 pts3 ptsASSESSMENT for LEARNING STRAND
AL 1.1 The teacher uses diagnostic assessment strategies to identify individual and class strengths, misconceptions, and areas of weaknesses in order to inform planning.NE
AL 1.2 The teacher uses formative assessment strategies to monitor student progress and to adjust instruction in order to maximize student achievement on the GPS.EM
AL 1.3 The teacher uses a variety of summative assessments strategies to evaluate student status relative to mastery of GPS.PR
AL 2.1 The teacher uses assessment data in a timely and systematic manner to design and implement appropriate interventions that enable continuous improvement for all students. EX
6 Total Points for the entire Assessment Strand
Strand Performance Key: 10 - 12 pts = Exemplary 6 9 pts = Proficient 2 - 5 pts = Emerging 0 1 pts = Not Evident
STUDENT ACHIEVEMENT - Student Achievement Standard 1: The teacher has a positive impact on student learning and academic achievement.Prior Eval. Date:Prior Eval. Date:Prior Eval. Date:Current Eval. 2/25/09 Situational or contextual factors: Comments on this form reflect the current evaluation. Student Achievement Teacher Standard 1: The teacher has a positive impact on student learning and academic achievement.SA 1.1 Students taught by the teacher demonstrate GPS-related academic achievement progress on measures of student learning including state-mandated achievement tests or other measures as determined by the school system (e.g. teacher-developed assessments, department or district common assessments, benchmark tests, student work samples, portfolios, etc.).?SA 1.2 Students taught by the teacher of content areas not addressed by the GPS demonstrate academic achievement progress on measures of student learning as determined by the school system (e.g. teacher-developed assessments, department or district common assessments, benchmark tests, student work samples, portfolios, etc.).
Student Achievement Teacher Standard 1: The teacher has a positive impact on student learning and academic achievement.SA 1.1 Students taught by the teacher demonstrate GPS-related academic achievement progress on measures of student learning including state-mandated achievement tests or other measures as determined by the school system (e.g. teacher-developed assessments, department or district common assessments, benchmark tests, student work samples, portfolios, etc.).
STRANDANNUAL RATINGCurriculum and PlanningPROFICIENTStandards-Based InstructionPROFICIENTAssessment of Student LearningPROFICIENTStudent AchievementEMERGINGProfessionalismEMERGING
Georgia Teacher Duties and Responsibilities (GTDR)Mark Y if performance is satisfactory. Mark N if performance is unsatisfactory. Mark NA if data is not assessed at this time.YNNA 1. Models correct use of language, oral and written.YNNA10. Demonstrates ethical behavior. (See PSC Code of Ethics in the Appendix.) YNNA 2. Provides adequate information, plans, and materials for substitute teacher.YNNA11. Works cooperatively with school administrators, special support personnel, colleagues, and families. YNNA 3. Enforces regulations concerning student conduct and discipline.YNNA12. Attends and participates in faculty meetings and other assigned meetings and activities according to school policy. YNNA 4. Assumes responsibility for supervising students in out-of-class settings on campus and while away from the building on school related activities.YNNA13. Reports to work as assigned. YNNA 5. Follows system and/or school-prescribed assessment strategies and procedures. YNNA14. Interacts in a professional manner with students, family members, staff, and school leaders. YNNA 6. Maintains accurate records to document student performance.YNNA15. Complies with conditions as stated in the teacher's contract. YNNA 7. Assumes responsibility for the safety and good order of the total school program. YNNA16. Mitigates deficiencies through an Improvement Plan.YNNA 8. Maintains confidentiality of students and students' records. YNNA17. Implements a Professional Growth Plan (PGP) each year.YNNA 9. Maintains accurate, complete, and appropriate records and submits reports as required.YNNAGeorgia Teacher Duties and Responsibilities (GTDR) Comments:
Greater understanding of standards-based practices More feedback for teachers Greater focus on instruction by administrators Better direction for professional learning Better direction for school improvement Better teacher-administrator relationships Frequent common assessments*9/10/2008CLASS KeysCLASS Keys will leverage other changes.
9/10/2008CLASS Keys*A common understanding of key concepts (such as differentiation and formative assessment) is shared by our leaders and instructional staff.
Our school has adopted/developed an assessment infrastructure that can be used for periodic monitoring of student achievement and teacher accountability.
A culture of high expectations and collegiality exists in which adults collaborate and model continuous learning.Is our school ready for the CLASS Keys?
CLASS Keys*I have an understanding of the School Keys. I understand effective instructional practices. I have experience using rubrics. I have experience observing and assessing staff. I have experience giving feedback to teachers. I have effective conferencing skills.Am I ready for the CLASS Keys?
9/10/2008CLASS Keys*Reviewing/Studying the elements to come to a common understanding of what they look like in practice.
Using the elements as LOOK-FORs during walkthroughs.
Using the elements for peer observations.
Developing common assessments.How some are preparing for the CLASS Keys
Bobby SmithKarenWylerBeth JohnstonLois LandySusanMcGlohon
Region 1Beth Johnstonsajohnst@doe.k12.ga.us
Region 2Lois Landyllandy@doe.k12.ga.us
Region 3Karen Wylerkwyler@doe.k12.ga.us
Region 4Bobby Smithbosmith@doe.k12.ga.us
Region 5Susan McGlohonsmcgloho@doe.k12.ga.usContact Information*9/10/2008CLASS KeysVeta NewDirectorTeach