formal observation administrator schedules and conducts one formal observation (50 minutes)....
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Formal Observation
Administrator schedules and conducts one Formal
Observation (50 Minutes).
Administrator uses the Formative Classroom Analysis
form to provide feedback on many of the elements.
19/10/2008 CLASS Keys
Post-Observation Feedback
Written 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 teacher’s performance on the twenty-six elements of the CLASS Keys and the GTDR.
Post-Observation Conferences are required for the formal observation.
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CLASS Keys
TIMELINETIMELINE
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CLASS KeysTriangulation with an Array of Evidence over Time
Multiple Sources of Data
Multiple Performances
Multiple People
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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.
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The Annual Evaluation
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.
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9/10/2008 CLASS Keys
Annual Classroom Analysis Form Teacher: Evaluator:
NE=Not Evident, EM=Emerging, PR=Proficient, EX=Exemplary School: 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. 2/15/09
Situational 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.
EX
CP 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.
EM
CP 1.3 The teacher plans instruction that is interdisciplinary and makes connections to the real world.
NE
Curriculum 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.
PR
CP 2.2 The teacher uses an organizing framework for instructional planning to support standards-based instruction.
EM
CP 2.3 The teacher plans assessments to measure students’ progress toward and mastery of the GPS.
NE
Comments:
NE=Not Evident 2 x 0 = 0
Strand Performance Key:
EM=Emerging 2 x 1 = 2
15 - 18 = Exemplary
PR=Proficient 1 x 2 = 2 9 - 14 = ProficientEX=Exemplary 1 x 3 = 3
3 - 8 = Emerging
Strand Total Points 7 0 - 2 = Not EvidentStrand Performance
Level EMERGING
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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
0 pts
1 pts
2 pts
3 pts
ASSESSMENT for LEARNING STRAND
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Strand Performance
Key:
10 - 12 pts = Exemplary
6 – 9 pts = Proficient
2 - 5 pts = Emerging
0 – 1 pts = Not Evident
6 Total Points for the entire Assessment
Strand
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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.).
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9/10/2008 CLASS Keys
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.).
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STRAND ANNUAL RATING
Curriculum and Planning PROFICIENT
Standards-Based Instruction PROFICIENT
Assessment of Student Learning PROFICIENT
Student Achievement EMERGING
Professionalism EMERGING
9/10/2008 CLASS Keys
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.
Y N NA 1. Models correct use of language, oral and
written. Y N NA10. Demonstrates ethical behavior. (See PSC Code
of Ethics in the Appendix.)
Y N NA 2. Provides adequate information, plans, and
materials for substitute teacher.Y N NA
11. Works cooperatively with school administrators, special support personnel, colleagues, and families. Y N NA
3. Enforces regulations concerning student conduct and discipline.
Y N NA12. Attends and participates in faculty meetings
and other assigned meetings and activities according to school policy. Y N NA
4. Assumes responsibility for supervising students in out-of-class settings on campus and while away from the building on school related activities. Y N NA 13. Reports to work as assigned.
Y N NA 5. Follows system and/or school-prescribed
assessment strategies and procedures. Y N NA14. Interacts in a professional manner with
students, family members, staff, and school leaders.
Y N NA 6. Maintains accurate records to document
student performance.Y N NA
15. Complies with conditions as stated in the teacher's contract.
Y N NA 7. Assumes responsibility for the safety and
good order of the total school program. Y N NA
16. Mitigates deficiencies through an Improvement Plan.
Y N NA 8. Maintains confidentiality of students and
students' records. Y N NA
17. Implements a Professional Growth Plan (PGP) each year.
Y N NA 9. Maintains accurate, complete, and
appropriate records and submits reports as required.
Y N NA
Georgia Teacher Duties and Responsibilities (GTDR) Comments:
13CLASS Keys 13
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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
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CLASS Keys will leverage other changes.
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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 16
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?
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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 Smith
KarenWyler
Beth Johnston
Lois Landy
SusanMcGlohon
CLASS Keys
Region 1Beth Johnston
Region 2Lois Landy
Region 3Karen Wyler
Region 4Bobby Smith
Region 5Susan McGlohon
Contact Information
199/10/2008 CLASS Keys
Veta NewDirector
Teacher [email protected]
Diane Bradford, Ed.D.Deputy Superintendent
Education Support and [email protected]