TRANS: Katie Haycock Ed Trust Quote

GeorgiaGeorgia TeacherTeacher EvaluationEvaluation ProgramProgram ResourceResource ManualManual Trainer’sTrainer’s GuideGuide Notes to Trainers

This notebook includes a copy of The GTEP Resource Manual Trainer’s Guide and a copy of the GTEP Resource Manual. Both documents represent the contributions of consultants throughout the RESA Network. Each RESA (or school system) may duplicate the GTEP Resource Manual for distribution in those systems electing to use it in their teacher evaluation program.

The Trainer’s Guide has been developed as a resource for training administrators/evaluators in the GTEP Resource Manual. It is designed around the learning principle of the student as worker and provides many activities to engage those being trained in thoughtful practice. Trainers will make decisions about the use of these activities based on the experience and knowledge of the administrators/evaluators being trained.

It is important, however, for trainers to cover the essential content:  the 5 step process for meeting requirement (b) 1 and 3 of the Official Code of Georgia, Section 20-2-210  updated version of the GTOI and GTDRI

The GTEP Resource Manual Trainer’s Guide includes master copies for reproducing all handouts used in the training. A CD that contains the slide show presentation and both manuals is provided. Handouts not included on the CD can be found in the Handout Masters section of the guide.

2 Display Slide 1: GTEP Resource Manual Training

Welcome participants and make necessary comments regarding the agenda, breaks, etc.

Display Slide 2: Katie Haycock Ed Trust quote

The Education Trust Study in 1998 affirmed what other education researchers have found. Teaching quality has the greatest impact on student achievement. These studies refute the myths propagated by the 1960 Coleman report that implied that teachers were limited in their impact on student learning by other factors such as socio- economic status, education level of a student’s mother and race. The federal reform legislation, The No Child Left Behind Act of 2002, alludes to a “high quality teaching force”. In order to improve student learning and achievement for all students, teachers must provide quality instruction.

You’re going to participate in a list and sort activity to activate your thinking about teaching quality. You will work throughout this training with a collaborative partner. Choose a partner to work with. Designate which partner is partner 1 and partner 2. (which one drove the farthest, got up the earliest, cooked the last meal, etc.)

Allow time for partners to form.

Now, as an individual, consider how you recognize exemplary teaching. Jot down what you would observe both in the classroom and in other professional settings of a teacher whom you consider highly effective.

Allow 2-3 minutes.

Compare your list with your collaborative partner. Identify all those items that are similar and those that are different. Combine both lists into one.

Allow 2-3 minutes. Collect and record responses on flip chart.

3 Put the list aside. You will use it again soon.

Before passage of Georgia’s Reform Act, teacher evaluation in this state focused on a teacher’s performance in the classroom and on the fulfillment of additional duties and responsibilities.

As national teacher accountability systems began to focus more on what students learn rather than how teachers perform, Georgia lawmakers followed suit by including in the teacher evaluation process the role of the teacher in meeting the school’s student achievement goals, including the academic gains of students assigned to the teacher.

Another critical area of teacher evaluation addressed by Georgia lawmakers in the Reform Act is that of professional development. In her book, Enhancing Student Achievement: A Framework for School Improvement, Charlotte Danielson writes that the diverse student and community populations teachers work with today require them to be “intelligent, flexible, creative, and dynamic” (p.63). She suggests that it would be arrogant for the teaching profession to believe that the study of teaching is ever complete. The need for professional development does not suggest that teaching needs to be fixed but rather affirms the complexity and difficulty of the profession.

Display Slide 3: Bruce Joyce quote

Research reveals that much of what teachers learn in professional development activities is seldom translated into actual classroom practice over a sustained period of time or is connected to the school’s student achievement goals. Georgia Code Section 20-2-210 adds participation in professional development opportunities and the application of concepts learned to teacher evaluation.

Display Slide 4: Seven Areas of Teacher Evaluation

The seven areas of teacher evaluation specified in the Georgia Code, Section 20-2-210, are found on page 2 of the manual. Take a minute to read over this part of the code.

4 Before we go any further, let’s stop and complete the list and sort activity you began earlier.

Display Slide 5: GTEP Resource Manual: Four Categories Distribute handout packet and refer to HO1: Graphic Organizer for Four Categories

These are the four areas of teacher evaluation addressed by the GTEP Resource Manual. Your task is to form collaborative squares (2 sets of collaborative pairs) and place the teaching quality criteria from your 2 lists into one of the four categories addressed in the GTEP Resource Manual on your handout.

Display Slide 6: Where does each of the criteria for teaching quality fall within these 4 categories of teacher evaluation?

You will answer this Essential Question.

Allow 3-5 minutes.

Have four pieces of chart paper labeled. Call on different groups to name items in each category until all responses have been recorded. Ask participants why some categories have more items than others.

We have noticed that many indicators of teaching quality “fit” in GTOI and GTDRI for the purposes of teacher evaluation. However, the Georgia Teacher Evaluation Program (GTEP) has no provision or process for evaluating teachers on the academic gains of their students or the application of professional development to classroom practice. These 2 requirements, (b) 1 and 3 require other types of procedures and documentation.

Display Slide 7: Two Goals of GTEP Resource Manual

These are the two goals behind the development of the GTEP Resource Manual. They are found on page 3 of the manual. As pointed out, the manual is intended to be a supplement to the GTEP Evaluation Manual for the purposes stated in the two goals. LUAs using the GTEP and the GTEP Resource Manual will continue to

5 adhere to the procedures found in the GTEP Evaluation Manual. Part of the adherence to GTEP procedures will involve providing an orientation to the GTEP Resource Manual.

Take a minute to read over the list on page 3 of topics the teacher orientation should include. Remember that we will be going over all of the information in detail during this training and will talk about the orientation session at the end.

Allow time for reading.

Display Slide 8: Two Purposes for This Training

The purposes of the training program are to prepare you to implement a process for including a teacher’s role in the academic gains of students as well as for participation in and application of professional development activities. A second goal is to enable you to recognize where current scientific research based instructional strategies being used by some of your teachers “fit” the tasks and dimensions of the GTOI and to encourage their use by those teachers who are not yet using them.

Display Slide 9: Five Step Process

There are 5 steps in the process for evaluating teacher responsibility for student academic gains and for participation in professional development. The steps are outlined on pages 4–6 of your manual. This 5 step process is based on research and calls for teachers to take an active role in the evaluation process. In this process, the administrator/evaluator makes the final decision regarding the evaluation status of a teacher. However, the teacher is involved in self-assessment, collection of evidence, and reflection.

We’re going to take a brief look at each step before going into detail with each one.

6 Refer to Step One: Conduct Pre-Evaluation Conference (August- September)

In the first step, a time is scheduled for a collaborative approach to establish student achievement goals for each teacher or content/grade level team. These goals should be established based on an analysis of available student data. The goals should be specific, attainable, and measurable.

Once the student achievement goals have been established, the teacher or team should choose professional development opportunities for the school year that have the greatest potential for impacting those goals.

Refer to Step Two: Complete Student Achievement and Professional Development Goal/s Forms (August – September)

In step two, teachers complete and sign the appropriate forms. Step 1 and 2 are completed by the end of September.

Refer to Step Three: Implement and Monitor the Plans (September-March)

After completion of step 2, teachers begin implementing strategies to achieve established goals and the administrator/evaluator begins the critical process of monitoring their progress.

Refer to Step Four: Conduct the Annual Evaluation Conference (Prior to April 1)

Georgia Code, Section 20-2-210 stipulates that teacher evaluations be completed prior to April 1. In step 4, the administrator/evaluator conducts conferences with each teacher for the purpose of reviewing progress made toward the goals established by the teacher/team in the fall. Each teacher must bring to the conference a completed summative assessment form for both the student achievement goal and the professional development goal. These forms provide

7 teachers with an opportunity to be reflective and self evaluative about their practice.

Refer to Step Five: Complete the Summary Report (Prior to April 1)

In the final step of the process, the administrator/evaluator translates the Teacher Formative Assessment Summaries into the Summary Report for requirements (b) 1 and 3 and incorporates the evaluation into the GTEP Annual Summary Evaluation Score.

Now we will focus on a more comprehensive look of each step through essential questions.

Display Slide 10: Step One: Conduct Pre-Evaluation Conference. How do you analyze school data to set achievement goals? How do you link student achievement goals to professional development?

Two essential questions will focus our study of step one. How do you analyze school data to set achievement goals? How do you link student achievement goals to professional development?

Let’s begin by answering the “Why” before the “How” in the first question.

Display Slide 11: Why Use Student Achievement Data?

Focusing on student achievement as a measure of the effectiveness of instruction moves teacher evaluation to a higher level. We are moving from evaluating only what the teacher does to including what the student learns. Analyzing student data provides teachers with the answer to two important questions: How many students are succeeding in the subjects I teach? Within those subjects, what are the areas of strength or weakness?

8 Display Slide 12: How Do You Analyze School Data to Set Achievement Goals?

Read the first bullet.

Let’s talk about school data first. With your collaborative partner, make a list of available student achievement data for use by your school to establish student-learning goals.

Record on flip chart all types of data generated by participants.

The list will most likely contain CRCT scores and other standardized data. The following script is suggested as insight into using those types of data exclusively.

The available norm referenced standardized test data in Georgia has frequently changed over the last few years. However, Bob Marzano cautions against what he calls “indirect” learning data (p.56) provided by standardized tests that frequently do not adequately assess the content that is actually taught in the school. He further contends that state developed tests like Georgia’s CRCT fall somewhat short of providing a true picture of student learning within a school. To establish worthy student achievement goals, teachers need to use assessments that actually measure the content that they teach, and they need to use a variety of assessment measures. We need to think “outside the box” about what kinds of data are available besides the traditional standardized tests.

If participants have not added some non-traditional data, have them rethink the question and expand the list. Data that should be included on their list are: Failure rates, tranciency rates, retention rates, End of Course Tests, district and state mandated tests (CRCTs), SAT, ACT, PSAT, GHGT, Benchmark data

For the immediate future administrators and teachers will need to use the most current available data to assess students’ strengths and weaknesses.

9 Now that we have generated a list of data important to this process, let’s explore the term, “carefully analyze”. Form a new Collaborative Square (team up with a pair you have not worked with). As a team, jot down strategies for “carefully analyzing” student achievement data.

Collect and record responses.

Be sure the following points are covered. These are important areas to consider in “carefully analyzing” student achievement data.

 Content clusters (i.e. content descriptors of CRCT)  Specific strands or skills  Item analysis: what % of students succeeded on this item; what types of skills are required; what vocabulary might by problematic; etc?  Specific groups of students (disaggregate data by gender, race, ethnicity, SES: Are ALL students learning?)  Longitudinal studies

Display Slide 13: Two Questions to Ask During Data Analysis Refer to HO2

According to Mike Schmoker, these two questions should be asked by anyone analyzing student achievement data. In establishing student goals for teachers/teams, we would apply these two questions to specific areas of the student achievement data we listed.

Display Slide 14: How Do You Analyze School Data to Set Achievement Goals?

Read bullet 2.

Goals may be established for a whole grade, an academic department, or an individual teacher. If goals are established for a group, teachers in the group must be made aware that they will be held accountable for the goal as an individual teacher within his/her classroom/subject area.

10 Display Slide 15: What Should a Good Goal Look Like? Refer to HO3

The base line data does not have to be derived from a formal assessment administered at the beginning of the year. If available data for the last three years reveals that an average of 30% of the students in Algebra I failed the semester exam, this may become the baseline data for a goal to increase the percent of students passing the semester exam. The baseline data cannot be based on one’s opinion or feelings but must be based on real data so that progress can be measured. If there is no data to establish the baseline, some form of pre-assessment must occur.

Broad goals should be avoided. They should be stated clearly and must be measurable. Communicating to teachers/teams that describing a method for collecting data as evidence of mastery is a part of Step One in this process will encourage them to narrow the focus of their goal/s.

Display Slide 16: Sample Goals Refer to HO4

All of the sample goals are specific and measurable. Benchmark data would be available from the previous year’s test data or it could be collected by teachers at the beginning of the school year.

Display Slide 17: Step One: Conduct Pre-Evaluation Conference. How do you analyze school data to set achievement goals? How do you link student achievement goals to professional development?

After the teacher/teams have set student achievement goals, the second essential question can be addressed: How do you link student achievement goals to professional development?

Display TRANS 18: Mike Schmoker Quote

In the February 2003 edition of Education Leadership, Mike Schmoker discusses the issue of effectively using student data. In his article, “First Things First: Demystifying Data Analysis”, Schmoker

11 calls on teachers to direct their collective attention and expertise to the areas where the greatest numbers of students struggle. These areas become the targets for professional development. He recognizes that research based professional development for today’s educator includes practices beyond “sit and get” workshops. He identifies “the real work of instructional improvement as the collaborative effort of teachers to share, produce, test and refine lessons and strategies that target areas of low performance where more effective instruction can make the greatest difference for students”(p.23). In this model of effective professional development, teachers meet on a regular basis to improve their lessons and to share results of formative assessments. Analyzing samples of student work together becomes a measuring tool for progress towards student achievement goals. Teachers support each other in making adjustments to their instructional efforts.

Display Slide 19: Cycle of Continuous Improvement and Professional Growth

Refer to HO5: Cycle of Continuous Improvement and Professional Growth

W.E.Deming illustrates this model of professional development as a cycle.

PLAN: His process begins with data analysis also. What are the goals? What data are the goals based upon? What information needs to be gathered and how will it be done? What professional activities will meet the learning goals of the teacher? What model of professional development will deliver the activities?

TEACH: As professional development content is learned, implementation begins and evidence of the impact on student learning is gathered. Teachers collect samples of student work as evidence of the quality of implementation.

REFLECT: Professionals need time to reflect on the results of implementation, alone and collaboratively. Reflection questions used to guide study groups or grade level/content area team meetings promote both self-reflection and the support of colleagues. The

12 answers to the reflection questions provide critical insight into the progress towards meeting goals and information that impacts instruction practices in the classroom.

APPLY: As reflective practitioners, we continue to refine implementation of the plan to reflect what we have learned. This may call for the gathering and processing of new data and the development of new goals and a new plan. The cycle continues and student learning benefits.

Teachers may decide additional, more traditional, professional development activities are appropriate for enhancing their skills and expertise. Bringing in an outside “expert” or attending a particular workshop or college class may be necessary in order to gain needed skills and content. However, allowing teachers to focus on Deming’s plan through the use of study groups, action research, collaborative review of student work, and peer coaching provides a model of professional development that builds a learning community of continuous improvement.

Now that we have thought about how to develop worthy student achievement goals and link professional development activities to ensure reaching them, it is time to ask the Essential Question for Step 2.

Display Slide 20: Step Two: Complete Student Achievement and Professional Development Goal/s Forms. How are the student achievement and professional development goals documented?

We will look at documentation of the student achievement goals first. Turn to Appendix B, page 10. This is the form that will be used to document the student achievement goal/s established by the teacher or each teacher in a team.

Go over the form.

Notice that an essential part of documenting the goal/s is the question: How will attainment of the goal/s be measured? Documentation involves gathering evidence that goals have been met.

13 In your collaborative square team, brainstorm a list of the types of data that teachers might gather as evidence of meeting student achievement goals.

Allow 3-5 minutes. Call on participants. Record ideas on flip chart.

Let’s see how your list compares with Appendix A, page 9 in your manual.

Lead a discussion comparing and expanding the recorded list.

Take some time to look at the sample Student Achievement Implementation Plans, Appendix C-G, on pages11-15.

Turn to Appendix H, page 16 as we turn our attention to types of evidence that would be suitable for measuring a teacher’s progress towards achieving the professional development goals.

Go over the form.

Look at Appendix L, page 20 in your manual. What might you add to this list? Jot down some ideas. Share them with your partner. Combine your lists.

Allow 5-7 minutes. Call on participants and record on flip chart. Discuss new ideas.

Take time now to look at the sample Professional Growth Plans, Appendix I-K, pages 17-19.

Are there any questions about the documentation of both sets of goals in this process?

Allow for questions and answers.

Now you practice Steps 1 and 2.

14 Have participants form groups (elementary, middle school, and high school)

Distribute HO packet: School Data (to appropriate groups), Student Achievement Implementation Plan Form and Professional Growth Plan Form

Instruct the groups to analyze the data and complete the Student Achievement Implementation Plan. The groups will then select appropriate professional development activities for the achievement goals selected and complete the Professional Growth Plan Form.

Have each team partner with another team and share their work.

Ask for questions and comments when all have shared.

Once both the student achievement and professional growth plans have been completed, teachers begin to implement. At the same time, the administrator/evaluator begins the critical step of monitoring the progress of teachers towards meeting both sets of goals. This monitoring process is essential to the successful attainment of goals established by teachers. As Schlecty reminds us: “What is expected must be inspected!” And although we certainly agree with Schlecty’s statement, we want to stress that the monitoring process is more than a formality to meet a state requirement. It is a part of the culture of continuous improvement within learning communities that are found in exemplary schools.

Display Slide 21: Step Three: Implement and Monitor the Plans How do you monitor teacher implementation of plans?

An important thing to remember is that the monitoring process includes gathering evidence that progress is being made. Neither teachers nor administrator/evaluators should wait until the end of the evaluation period to frantically begin gathering evidence that either set of goals have been met. Different types of data should be collected throughout the year.

15 Let’s talk about what would constitute evidence that a teacher is progressing towards meeting the student achievement goal/s.

Work with your school level team that completed the student achievement and professional development goals based on the data analysis. Brainstorm a list of ideas to answer the essential question: How would you monitor progress towards implementation of the student achievement goal? After you have listed some methods for monitoring teacher progress towards meeting the student achievement goal/s, list what types of evidence you would gather during the process.

Collect ideas and record on flip chart.

Now address the Professional Development Growth Plan. Brainstorm a list of ideas to answer the essential question: How would you monitor progress towards implementation of the Professional Development Growth plan? After you have listed some methods for monitoring teacher progress toward the goals of the plan, list what types of evidence you would gather during the process.

Collect, record, and discuss ideas.

Display Slide 22: Methods for Monitoring Show and discuss any of these methods that were not generated during the previous activity.

. Review of daily schedules and lesson plans Teacher schedules and lesson plans provide evidence about time allotment to content of student achievement goal/s. They can also provide evidence about the use of specific strategies gained through professional development activities.

. Classroom observations Whether during walk-through observations or more formal observations, administrator/evaluators can gain valuable evidence about progress being made towards both sets of goals. Watching for the use of specific strategies outlined in the Professional Growth Plan by the teacher or grade/content team

16 and recording findings on an appropriate form is one way to gather and document evidence.

Asking students questions about work they are engaged in and strategies being used in the class provides additional evidence.

. Attendance at grade level/departmental and/or study group meetings Observing and documenting participation of group members, content of the meetings, samples of student work and analysis of it provides valuable evidence about progress being made towards both goals. Collecting copies of study group reflection logs provides documented evidence.

. Reviewing transcripts from professional development activities

. Collecting and reviewing benchmark assessments, pre/post test scores administered during the school year, progress reports

Refer to HO6: Monitoring Steps, HO7: Monitoring for Implementation, HO8: Monitoring for Implementation

These forms are included for your use. You may already have a process with forms or you may want to adapt these. A systematic process with appropriate forms for documentation will help you meet your monitoring goals.

Go over the forms.

Display Slide 23: Step Four: Annual Summary Conference What Happens During the Annual Evaluation Conference?

Prior to April 1, the administrator/evaluator will schedule a conference with each teacher. Prior to this meeting, each teacher will complete both the Teacher’s Formative Assessment Summary: Student Achievement Goal (Appendix M, p.21) and the Teacher’s Formative Assessment Summary: Professional Development Goal (Appendix N, p. 22). Both teacher and administrator/ evaluator will sign the forms. The purpose of the Annual Evaluation Conference is for the teacher to present and explain evidence that

17 both sets of goals have been met. At the same time, the administrator/evaluator will present evidence collected through the monitoring process. Using the Scoring Rubric (Appendix O, p. 23) the teacher and administrator/evaluator will agree on the teacher’s level of performance on both sets of goals. The Summary Report: Requirements (b) 1 and 3 (Appendix P, p. 24) will be completed and signed. (NOTE: this form requires the signature of the principal).

All forms will be filed and copies given to the teacher. If an agreement cannot be reached, the administrator/evaluator’s decision will “rule”. Teachers will be offered the opportunity to write dissenting comments that will be attached to the Summary Report: Requirements (b) 1 and 3 (Appendix P).

To ensure your understanding of the scoring process, we are now going to practice the identification of performance ratings.

Refer to HO9: Exploring the Scoring Process

With your partner, use the student achievement goal and professional development goal that you created in the Step 1 activity and complete the Worksheet: Exploring the Scoring Process.

Allow 30 minutes.

Display Slide 24: Step Five: Complete the Summary Report How does the summary report impact a teacher’s annual evaluation?

Turn to page 7 in the GTEP Resource Manual. This is the scoring guide for this process.

Display Slide 25: The Scoring Process

As you can see, a teacher’s annual summary evaluation score for the GTEP will not be adversely affected in the current school year should the teacher receive an unsatisfactory on either (b) 1 or 3. However, a PDP addressing the area receiving the unsatisfactory is required. It is important to point out that an administrator/evaluator may require a

18 PDP for a Basic score in either requirement. The PDP then becomes part of the GTEP process for the next school year. Failure to meet the conditions of the PDP would result in an Unsatisfactory on the GTDRI the following year.

Turn to the Summary Report: Requirements (b) 1 and 3, Appendix P, on page 24 in the GTEP Resource Manual. Notice the unsatisfactory boxes for requirements (b) 1 and (b) 3. If a PDP is required, you will check the appropriate box(es). Remember, a PDP is required if an “Unsatisfactory” rating is given on either (b) 1 or (b) 3. If both Requirements (b) 1 and (b) 3 are rated as “Unsatisfactory”, then both PDP boxes will be checked. This requirement is consistent with the current GTEP Annual Evaluation.

Distribute HO10: Georgia Teacher Evaluation Program: Annual Evaluation Summary Report Point out the section “Evaluation Summary” at upper right side of the form. A PDP is required for any teacher who receives an unsatisfactory on the Overall Evaluation Summary.

Point out the section “Mark Only Areas for Required PDP” on right side of form.

As you know, if the teacher has all NIs in any dimension across 3 standard observations, that dimension must be marked, thereby indicating that a PDP is required in that area. If the teacher has 1 or 2 NIs in any dimension across 3 standard observations, the administrator/evaluator may mark that dimension with the decision based upon its significance to the teacher and students. In cases where dimensions have only 1 or 2 NIs, the decision about which dimensions to mark should be made with the teacher. However, the administrator/evaluator makes the final decision. If the teacher’s evaluation summary for the GTOI is overall “Unsatisfactory”, one or more dimensions must be identified as areas for a required PDP even if only 1 or 2 NIs were received in any dimension.

Point to the section “Identify GTDRI Areas for Required PDP” on lower right side of the form.

19 If a teacher’s evaluation summary for the GTDRI is overall “Unsatisfactory”, the administrator/evaluator will identify the area(s) of deficiency by using the numbers and letters of the item(s) on the GTDRI. This coded identification indicates that a PDP is required in that area. If a teacher’s evaluation summary for the GTDRI is overall “Satisfactory” and the teacher has received notification, documentation, and a conference for a deficiency on the GTDRI, the administrator/evaluator may identify that area for a required PDP.

Turn to the Professional Development Plan for Requirements b(1) and/or b(3) Appendix Q, on page 25 in the manual.

This form is adapted from the GTEP PDP form. As with the GTEP, the PDP is a requirement of the law, not this particular form.

You will now participate in a role-playing activity to practice Step 4 and 5. Partner 1 will take the role of a teacher, Ms./Mr. Pas de’ Buc. Partner 2 will be in the role of the administrator/evaluator.

Distribute HO packets: Partner 1: Teacher’s Formative Assessment Summary: Student Achievement Goal and the Teacher’s Formative Assessment Summary: Professional Development Goal

Partner 2: Notes for Partner 2, Copies of Student Achievement and Professional Growth Plan forms, Scoring Rubric, Annual Summary Report: Requirements (b) 1 and 3, and Professional Development Plan form.

Find a location to conduct the annual evaluation conference. Your goal is to come to consensus about the score for both requirements that Mr/Ms Pas de’ Buc will receive using the Scoring Rubric. Partner 1 will present and explain the information on the formative assessment summary forms. Partner 2 will present evidence gathered during the monitoring process contained in the script. Partner 2, the administrator/evaluator will then complete the Summary Report: Requirements (b) 1 and 3. If a PDP is required for Mr/Ms Pas de’ Buc, you will complete that form.

We will take 30 minutes for this activity.

20 Allow participants to share their experiences. The Appendix of the GTEP Resource Manual includes 2 additional tools for your use. The Administrator/Evaluator’s Checklist Appendix R, is on page 26 Teacher Evaluation, Appendix S, page 27 is a flow chart of the steps and would be a good resource to use in an orientation session for teachers.

Now we will turn our attention to Requirement 2 of the Georgia Official Code, Section 20-2-210. Turn to page 28 in the manual.

Refer to Requirement 2: Observations of the teacher by the principal and assistant principals during the delivery of instruction and at other times as appropriate.

As you know this requirement is addressed through the Georgia Teacher Observation Instrument (GTOI) of the Georgia Teacher Evaluation Program (GTEP). The GTOI provides sample effective practices that are examples of specific behaviors associated with successful performance of a dimension or sub dimension.

The GTOI was developed using the latest research on effective teaching practices and knowledge of how students learn. Since its development, however, researchers have continued to identify instructional practices that have a high likelihood of increasing student achievement. If we are to improve student learning, we must stay abreast of the current research on teaching and learning.

Display Slide 26: 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?

We are now going to move to the GTOI Resource Manual page 30. We will begin by answering the first essential question,” What are additional sample effective practices?”

Many of you have probably been involved in instructional effectiveness courses such as Learning-Focused Schools where you have become very familiar with research based instructional

21 practices. Perhaps you have read or participated in a study group using Marzano’s Classroom Instruction that Works which identifies nine categories of research based instructional strategies that improve student achievement. Where do these “new” instructional practices fit within the dimensions of the GTOI?

Distribute envelopes containing the cards to be sorted in the following activity. A copy of the cards is provided at the end of this manual.

We are going to begin with an activity to activate your prior knowledge and help you begin thinking about where some of the “newer” practices are aligned with the GTOI. In your envelope are large cards with the Dimensions and Sub dimensions of the GTOI. On the smaller cards you will find scenarios representing instructional practices. You will work in a collaborative square team to identify the dimension or sub dimension where the teacher behavior described on the scenario card might fit.

Divide the scenario cards evenly among your groups. Take turns reading the statements aloud and as a group identify the dimension or sub dimension being described. Keep in mind that an instructional practice might be representative of multiple dimensions.

Allow 5-7 minutes.

Were there any practices with which you were unfamiliar? Were there any practices that you had difficulty categorizing?

Your manual provides you with both the sample effective practices from GTEP and additional sample effective practices based on more current research and aligned to the dimensions.

In your teams, go through the GTOI section of your manual to see how your alignment of effective practices compares with the manual.

Allow 5-7 minutes.

22 Refer to Slide 26: 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?

Point to the 2nd essential question: “How do you use the sample effective practices?”

Just as we recognize the importance of aligning curriculum and assessment in the classroom, so should teacher evaluation be aligned to the research-based practices teachers are learning through their professional development. Using the additional effective practices to document evidence of each dimension will help ensure that alignment.

While these additional effective practices can help you document evidence of each dimension, they will also help you and your staff share a common understanding of current research-based best practice and a common vocabulary for discussing teaching and learning.

As we answer the question ““How do you use the sample effective practices?” it is also important here to emphasize how they are NOT to be used. As was made clear to you in your GTEP training, these sample effective practices are provided to help you document evidence of each dimension. They are not intended to be all- inclusive or to be scored individually.

Refer to Slide 26: 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?

Point to the third essential question: What are Guiding Questions and how can they promote best classroom practice?

Your manual also provides guiding questions for each dimension.

Refer to examples on page 31 of the manual.

23 In Collaborative pairs brainstorm and compile a list of ways these questions might be used.

Allow two minutes for the activity and then record responses. Encourage participants to add other group members’ ideas to their own list. If not mentioned by participants, add the following to the list and discuss:

Guiding questions can be used to:  Help teachers as they plan instruction  Facilitate reflection meetings  Facilitate communication during peer collaboration and coaching  Focus conferences with the teachers  Guide the development of Professional Development plans

We are going to summarize by completing a 3-2-1 activity.

Display Slide 27: 3-2-1 Summarizing

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

Have participants get up and find a new partner and share their 3-2-1.

24 Display Slide 28: Seven Areas of Teacher Evaluation

Turn to page 54 in the GTEP Resource Manual. The Georgia Teacher’s Duties and Responsibilities Instrument (GTDRI) adequately meets Georgia Code, Sections (b) 4,5,6, and 7. However, in order to more closely align the GTDRI to section 20-2-210 of Georgia’s official code, a revision has been made to section I.A.

With your partner, compare the unrevised section I.A on HO11 to the revised GTDRI on page 56 of the Resource Manual. What is the major difference in the two?

Give time for this activity. Collect responses.

You are correct. This expansion more clearly defines “interacts in a professional manner with student, parents, staff, and school leaders”.

Remember that should a PDP be required for a teacher because the teacher did not satisfactorily meet either the student achievement goal (b) 1 or the professional development goal (b) 3, the PDP would become a part of that teacher’s GTDRI for the upcoming school year.

As a summarizing activity for this training, have participants group together and design an orientation plan for teachers. The plan should outline the key concepts teachers will need to know before being evaluated by them. Have each team share with another team. Ask for volunteers to share with large group.

Ask for questions and/or comments.

25 Mr. Equals posts essential Mrs. Speedo uses questions to communicate acceleration/preview expected learning and strategies prior to beginning a maintain a focus on the new unit of instruction. lesson’s learning objectives.

Ms. Chunk stops periodically Di Versity differentiates during a lecture and has instruction by providing texts students summarize what at varied reading levels. they are learning.

Mr. Rhom Bus will give a Tickets out the Door help Bill pretest before he begins a Wright determine which geometry unit. students understood the lesson on the Constitution.

Ms. Waters uses a KWL as Collaborative pairs use “Pairs an activating strategy to Checking” to practice solving determine students’ equations in Mr. Balance’s readiness and prior algebra class. knowledge related to solids, liquids, and gases. Mrs. Steppe uses tiered Students in Mr. Enron’s lessons to meet the diverse class use a fishbone graphic needs of learners in her organizer to record causes classroom. and effects of the Stock Market Crash. Ms. Hooker begins each Mr. Hightower communicates lesson with an activating high expectations to all strategy to stimulate interest students as he begins the in the content. lesson.

26 Bonny Fide develops an Vee Riety gives students a authentic assessment task Tic-Tac-Toe menu from which requires his students which to choose to write a “Visitor’s Guide to learning activities. the Universe”. Mr. North uses structured Students in Miss Cry Teria’s notetaking to keep students class use a rubric to guide cognitively engaged during a their performance on the end lecture on magnetism. of unit project.

As students Think-Pair-Share Mr. Time Lee returns the about the question, “How are English quiz to students the fractions, decimals, and following day. Grades are percents alike?” Mrs. Dee accompanied by written Nominator checks for comments and suggestions. understanding.

In Miss Spacek’s classroom Mr. Hobby talks informally students rearrange desks with students before or after according to the type of class about their interests. activity planned.

Each year Mr. Stan Dard has Mr. Bond demonstrates his students devise their own respect and rapport in set of classroom rules and responding to Johnny’s off consequences. the wall contribution to the class discussion.

27 References

Danielson, Charlotte (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: ASCD.

Marzano, Robert, J. (2003). Classroom Instruction that Works. Alexandria, VA: ASCD.

Marzano, Robert, J. (2003). First things first: Demystifying data analysis. Education Leadership, 60(5), 22-24.

“No Child Left Behind Act: Regulations,” United States Department of Education, www.ed.gov/offices/OESE/reference.html

“20-2-210”. Official Code of Georgia. Annotated 12-10-01 ed.