What you will learn in this module:
1. What is the TKES process?
- Overview
- Expectations
- Assessments
- Walkthrough
- Formative
- Summative
- TAPS – Teacher Assessment on Performance Standards
- Student Growth and Academic Achievement
- What is a Student Learning Objective (SLO)?
- What is a Student Growth Percentile (SGP)?
Instructions
In this module, you will need to read the content and view the video clips to gain an understanding of the TKES process. Study the standards and check your progress at the end. If you need more information, you can download the 2014-2015 TKES Handbook at the bottom of this page.
What is the TKES Process?
The Teacher Keys Effectiveness System is made up of three components. These components combine to measure teacher effectiveness (TEM).
1. Teacher Assessment on Performance Standards-TAPS
TAPS is the way teachers will be evaluated with the use of the ten performance standards.
There will be six assessments conducted through classroom observations. The observations consist of
four walkthroughs that each last for ten minutes and two formatives that each last for thirty minutes.
During a walkthrough, the evaluator will look at two or more standards. All ten standards will be assessed
during the observations.
Standard assessment is rated through the use of a rubric. The rubric has four levels of rating beginning
with Level I and going to Level IV. Level III is the desired rating for each standard. This system is
designed to allow teachers to show growth throughout the year. The summative assessment is the
compilation of the progress a teacher has made in the school year.
2. Surveys of Instructional Practice (student perception surveys)
Once a year, students in grades 3-12 take a survey and evaluate the practices that occur in the
classroom. These surveys focus on Performance Standards 3: Instructional Strategies, 4: Differentiated
Instruction, 7: Positive Learning Environment, & 8: Academically Challenging Environment. The survey
scores are visible in the teacher's platform once fifteen students have completed surveys. The data from
these surveys is valuable to the teacher and the evaluator. The scores are not used in any calculations
but are used to support ratings in the TAPS.
3. Student Growth
SGP (Student Growth Percentile) and SLO (Student Learning Objective) measures are calculated to
show student growth and achievement. Student growth data is always a lagging measure used to inform
the summative assessment. For teachers who teach courses with a CRCT or an EOCT, an SGP is
calculated using the state assessment to determine growth for the year or instructional period. Teachers
of non-tested subjects utilize an SLO to determine student growth. District approved SLO pre- and post-
assessments are developed to determine student growth. These growth calculations combine with the
TAPS rating to determine the TEM score. The TEM score will be discussed later in this module.
1. Teacher Assessment on Performance Standards-TAPS
TAPS is the way teachers will be evaluated with the use of the ten performance standards.
There will be six assessments conducted through classroom observations. The observations consist of
four walkthroughs that each last for ten minutes and two formatives that each last for thirty minutes.
During a walkthrough, the evaluator will look at two or more standards. All ten standards will be assessed
during the observations.
Standard assessment is rated through the use of a rubric. The rubric has four levels of rating beginning
with Level I and going to Level IV. Level III is the desired rating for each standard. This system is
designed to allow teachers to show growth throughout the year. The summative assessment is the
compilation of the progress a teacher has made in the school year.
2. Surveys of Instructional Practice (student perception surveys)
Once a year, students in grades 3-12 take a survey and evaluate the practices that occur in the
classroom. These surveys focus on Performance Standards 3: Instructional Strategies, 4: Differentiated
Instruction, 7: Positive Learning Environment, & 8: Academically Challenging Environment. The survey
scores are visible in the teacher's platform once fifteen students have completed surveys. The data from
these surveys is valuable to the teacher and the evaluator. The scores are not used in any calculations
but are used to support ratings in the TAPS.
3. Student Growth
SGP (Student Growth Percentile) and SLO (Student Learning Objective) measures are calculated to
show student growth and achievement. Student growth data is always a lagging measure used to inform
the summative assessment. For teachers who teach courses with a CRCT or an EOCT, an SGP is
calculated using the state assessment to determine growth for the year or instructional period. Teachers
of non-tested subjects utilize an SLO to determine student growth. District approved SLO pre- and post-
assessments are developed to determine student growth. These growth calculations combine with the
TAPS rating to determine the TEM score. The TEM score will be discussed later in this module.
Expectations
TAPS uses three main areas to define the expectations for teacher performance. They are domains, standards, and indicators. Within these areas there are five domains, ten standards, and multiple indicators. The five domains and ten performance standards are as follows:
Planning:
1. Professional Knowledge
2. Instructional Planning
Instructional Delivery:
3. Instructional Strategies
4. Differentiated Instruction
Assessment of and for Learning:
5. Assessment Strategies
6. Assessment Uses
Learning Environment:
7. Positive Learning Environment
8. Academically Challenging Environment
Professionalism and Communication
9. Professionalism
10. Communication
NOTE: Teachers will receive a laminated copy of these standards and indicators during their school TKES Orientation with administrators.
Planning:
1. Professional Knowledge
2. Instructional Planning
Instructional Delivery:
3. Instructional Strategies
4. Differentiated Instruction
Assessment of and for Learning:
5. Assessment Strategies
6. Assessment Uses
Learning Environment:
7. Positive Learning Environment
8. Academically Challenging Environment
Professionalism and Communication
9. Professionalism
10. Communication
NOTE: Teachers will receive a laminated copy of these standards and indicators during their school TKES Orientation with administrators.
Assessments
There are several assessments that occur in the TKES process. These assessments are time sensitive and designed to show teacher growth. Here are the different assessments and the roles they play in the process:
Self-Assessment
At the beginning of the school year, the teacher takes a self-assessment to reflect on their professional
practices in areas of strength and needed development. This assessment is often utilized in the pre-
evaluation conference to discuss professional learning opportunities for the year.
Formative Assessment
In each semester, evaluators will complete a formative assessment for each teacher. This assessment
consists of data from the two ten minute walkthrough observations and the thirty minute formative
observation. The ratings of the first formative assessment will be discussed at the mid year conference.
Summative Assessment
This is the end of the year assessment or performance evaluation. The ratings on this assessment show
the growth of the teacher in areas of need through evidence found in all six observations, student
perception surveys, and documentation. Using the totality of evidence, this summative assessment score is
given an overall score that is combined with student growth to receive the TEM score.
TAPS Summative Scores:
Level I 0-6
Level II 7-16
Level III 17-26
Level IV 27-30
Self-Assessment
At the beginning of the school year, the teacher takes a self-assessment to reflect on their professional
practices in areas of strength and needed development. This assessment is often utilized in the pre-
evaluation conference to discuss professional learning opportunities for the year.
Formative Assessment
In each semester, evaluators will complete a formative assessment for each teacher. This assessment
consists of data from the two ten minute walkthrough observations and the thirty minute formative
observation. The ratings of the first formative assessment will be discussed at the mid year conference.
Summative Assessment
This is the end of the year assessment or performance evaluation. The ratings on this assessment show
the growth of the teacher in areas of need through evidence found in all six observations, student
perception surveys, and documentation. Using the totality of evidence, this summative assessment score is
given an overall score that is combined with student growth to receive the TEM score.
TAPS Summative Scores:
Level I 0-6
Level II 7-16
Level III 17-26
Level IV 27-30
What is the Teacher Effectiveness Measure (TEM)?
The Teacher Effectiveness Measure is the final evaluation measure. The four ratings are Exemplary, Proficient, Needs Development, and Ineffective. The score is determined by the TAPS overall rating from the Summative Assessment and the Student Growth. The illustration below is the state matrix for determining the TEM. This illustration can also be seen in the 2014-2015 TKES Handbook on page 20. Remember that student growth is a lagging measure.
Student Growth
Student Growth is determined by two different measures called an SLO and a SGP. The courses that a teacher teaches determines the type of measure utilized. The SGP is determined for teachers who teach a course that has a CRCT or an EOCT. SGPs for students can be seen in the SLDS. The SLO is for teachers of non-tested subjects.
The SGP is calculated per student for the course. The student growth is determined by comparing the student to other students across the state that are most like that student. What does that mean? If a student takes the 4th grade CRCT in math and scores 298, then in 5th grade the student's math CRCT score will be compared to students who scored 298 on the 4th grade math CRCT. The growth will be determined on how the student did in comparison to the other students' scores. The Georgia Department of Education created a great video to help explain this measure. The video is provided below.
The SLO is a statement and growth target created by the district to show growth of a student during an instructional period. The growth target is set for expected growth and high growth targets. At the beginning of the instructional period, a pre-assessment is given to the students. This score is entered into Infinite Campus in a non-weighted grading task. A spreadsheet is created for the teachers to see the targets for each student's expected and high growth targets. A post-assessment is given at the end of the instructional period and the student scores are entered again into a non-weighted grading task in Infinite Campus. The post scores are entered into the spreadsheet and the growth is calculated for each individual student. The main point to remember in this process is that the assessment is NOT measure on an absolute bar. There is not a "passing" score that all students must achieve. Each student has their own personal targets determined by the pre-assessment score. More information on SLOs can be viewed in the video below.
The SGP is calculated per student for the course. The student growth is determined by comparing the student to other students across the state that are most like that student. What does that mean? If a student takes the 4th grade CRCT in math and scores 298, then in 5th grade the student's math CRCT score will be compared to students who scored 298 on the 4th grade math CRCT. The growth will be determined on how the student did in comparison to the other students' scores. The Georgia Department of Education created a great video to help explain this measure. The video is provided below.
The SLO is a statement and growth target created by the district to show growth of a student during an instructional period. The growth target is set for expected growth and high growth targets. At the beginning of the instructional period, a pre-assessment is given to the students. This score is entered into Infinite Campus in a non-weighted grading task. A spreadsheet is created for the teachers to see the targets for each student's expected and high growth targets. A post-assessment is given at the end of the instructional period and the student scores are entered again into a non-weighted grading task in Infinite Campus. The post scores are entered into the spreadsheet and the growth is calculated for each individual student. The main point to remember in this process is that the assessment is NOT measure on an absolute bar. There is not a "passing" score that all students must achieve. Each student has their own personal targets determined by the pre-assessment score. More information on SLOs can be viewed in the video below.
Student Learning Objective (SLO)
http://youtu.be/q2rWn1HuD4s
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Student Growth Percentile (SGP)Georgia Department of Education. Georgia Student Growth Model. http://gsgm.gadoe.org
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