It's All About Perceptions--- SURVEYS

Student Survey Window will open October 15,2013
Remember only Standards 3,4,7,8 are on the Student Surveys.
These surveys can be given more than once and must be addressed on the next formative , if given.
Here are the student survey question:

Grades 3-5 Surveys of Instructional Practice

Grades 3-5 Standard 3: Instructional Strategies

1.               My teacher wants me to ask questions about what we are learning.

2.               My teacher gives us different kinds of activities to make class more interesting.

3.               If I don’t understand something, my teacher explains it in a different way.

4.               My teacher helps me understand what I still need to work on at school.

5.               My teacher shows me how I can use what I learn at home and in the community.

Grades 3-5 Standard 4: Differentiated Instruction

6.               The work my teacher gives me is at the right level for me.

7.               My teacher understands where I need to improve.

8.               My teacher has me work in class with different groups of students.

9.               My teacher gives students as much individual help as they need.

10.             My teacher wants us to share our own ideas in class.

Grades 3-5 Standard 7: Positive Learning Environment

11.             My teacher cares about my learning.

12.             My teacher is good at getting students to behave well in class.

13.             My teacher explains the instructions if I don't understand them.

14.             I feel comfortable asking my teacher questions.

15.             My teacher treats all students with respect.

Grades 3-5 Standard 8: Academically Challenging Environment

16.             The work I am assigned in this class challenges me.

17.             My teacher encourages me to do the work even when it is hard for me.

18.             My teacher doesn’t let me give up when the work gets hard.

19.             My teacher says it is OK for me to make mistakes, as long as I try my best.

20.             My teacher wants me to try new things, even if they are hard for me.

Grades 6-8 Surveys of Instructional Practice

Grades 6-8 Standard 3: Instructional Strategies

1.   My teacher encourages me to participate in class, rather than just sitting and listening.

2.   My teacher encourages me to ask questions in class.

3.   My teacher frequently checks to see if we understand what is being taught.

4.   My teacher takes time each day to summarize what we have learned.

5.   My teacher gives me assignments that require me to connect knowledge from several different sources.

Grades 6-8 Standard 4:Differentiated Instruction

6.   My teacher chooses activities and assignments based on what students need to learn.

7.   My teacher gives students as much individual attention as they need to be successful.

8.   When I don’t understand something, my teacher tries to figure out why I don’t understand it.

9.   The work my teacher gives me is at the right level for me.

10. My teacher allows me to work with different groups of students depending on the activity we are doing.

Grades 6-8 Standard 7: Positive Learning Environment

11.  I feel comfortable asking my teacher questions.

12.  My teacher cares about my learning.

13.  My teacher holds students responsible for their behavior.

14.  My teacher explains the instructions if I don't understand them.

15.  My teacher treats all students with respect.

Grades 6-8 Standard 8: Academically Challenging Environment

16.  The work assigned in this class challenges me.

17.  My teacher expects me to do my best.

18.  When I am confused by something, my teacher will not let me give up until I understand it.

19.   Because of my teacher, I push myself to learn as much as I can.

20.  My teacher encourages me to try new things, even if they are difficult for me.

Grades 9-12 Surveys of Instructional Practice

Grades 9-12 Standard 3: Instructional Strategies

1.  My teacher encourages me to be an active participant in class, rather than just sitting and listening.

2.  My teacher uses a variety of activities and strategies to help me be interested in class.

3.  My teacher frequently checks to see if I understand what is being taught.

4.  My teacher takes time each day to make sure we summarize what we have learned.

5.  My teacher asks me to use what I learn to solve problems or relate to real world topics.

Grades 9-12 Standard 4: Differentiation

6.   My teacher gives students as much individual attention as they need to be successful.

7.   My teacher teaches in different ways to meet the needs of the students.

8.   When I don’t understand something, my teacher tries to figure out why I don’t understand it.

9.    The work my teacher gives me meets my academic needs.

10.  My teacher gives me opportunities to use what I learned in creative ways.

Grades 9-12 Standard 7: Positive Learning Environment

11.   My teacher cares about my learning.

12.    The instructions my teacher gives are clear.

13.     My teacher ensures the rules and procedures are followed in class.

14.     My teachers treat students with respect.

15.      I feel comfortable asking my teacher questions.

Grades 9-12 Standard 8:Academically Challenging Environment

16.     My teacher makes productive use of class time.

17.     The work assigned in class challenges me.

18.     When confused by something, my teacher will not let me give up until I understand it.

19.     Because of my teacher, I push myself to learn as much as I can.

20.     My teacher encourages me to try new things, even when they are difficult.

TKES Offerings for 2013-2014

ESS OFFERINGS FOR 2013-2014

1.  Understanding the Standards

2.  Understanding the Rubric/What makes Exemplary? What makes Proficient? What Makes Needs Development?

3.  Differentiation/Assessment Strategies/Assessment Uses

4.  Effective Communication with  Evaluators

5.  Electronic Platform

6.  Instructional Planning-Writing Good Lesson Plans with TKES

7.  Depth of Knowledge/Standards/Assessment Items

8.  Writing Good Assessments

9.  Higher Order Thinking Questioning

10. Time Management for TKES/LKES

I am available for any of these trainings.  Please assess your staff needs and let me know.

More to come,

Victor

ELECTRONIC PLATFORM---"It's a good thing."

Electronic Platform Webinars will be offered monthly.  Did you miss August and September?  They are archived and can be watch at you convenience.  These are located on the Electronic Platform. 

·       Sign in to the Electronic Platform (tle.gadoe.org)

·       Click on the Professional Learning Opportunity

·       Under Learning Opportunities click District Implementation Webinars

·       Scroll to bottom

·       Click view to see August or September Implementation Webinars

Many questions have been asked about seeing which teachers have completed Self-Assessment, Orientation, etc.

Please follow these steps to a fantastic new chart that will give you updated information.

·       Sign in to the Electronic Platform (tle.gadoe.org)

·       Click on Staff Management

·       Look on the left side of screen to see Dynamic Dashboard

·       Click on Dynamic Dashboard

·       When the screen appears you will need to click  under Plan -the dropdown box (Please Choose) for Teacher Keys Effectiveness System 2013-2014

·       Then you will be able to select the Steps that you need to view

·       You will then need to scroll to the bottom of the page

This is a fantastic and useful tool!!!

Another quick timesaver...

Under the User Guide you will see Teacher Quick Reference and Evaluator Quick Reference.  Both or these are great tools for guiding you through the process.

I am available to come and offer Electronic Platform Training at any time. 

Have a GREAT day. 

More to come.

Victor

TKES/LKES Opportunities

Just wanted to start by thanking each of you for your dedication and enthusiam for this work.  We have a huge task ahead, but with the administration that I have had the privilege to work with, all I can say is WOW!!!!
I am currently serving the following:

1. Ben Hill County- RT3 District (100%)
2. Bleckley County- Cohort 3
3. Dodge County- Cohort 3
4. Laurens County- Cohort 2 (100%)
5. Dublin City- Cohort 2 (100%)
6. Wilcox County- Cohort 2 (100%)
7. Montgomery County- Cohort 3
8. Telfair County- Cohort 2
9. Wheeler County- Cohort 2 (100%)
10. Treutlen County- RT3 District (100%)
11. Pulaski County- RT3 District (100%)
12. Ware County- Cohort 3
13. Coffee County- Cohort 3
14. Pierce County- Cohort 3
15. Bacon County- Cohort 3
16. Harrell Center GNETS- Cohort 3
17. Heartland -GNETS- Cohort 3

Any of these folks from RT3 or Cohort 2 will be glad to assist you at any time. They have been through the ranks and survived.

I am including the SLO Overviews for your SLO District Contacts.  Please know that I will be offering SLO Training for your district in writing Pre/Post Assessments for 2014-2015.  I will let you know when this is coming. (January??) 

SLO Overviews

Date	Time	Location	RESA District	SLO Contact
September 16, 2013	8:30-11:30 & 12:30-3:30	Central GA Tech College in Macon	Middle GA RESA	Tawni Taylor
	8:30-11:30 & 1:00- 4:00	Pioneer RESA	Pioneer RESA	Sharon Ericson
September 17, 2013	9:00-12:00	North GA RESA	North GA RESA	Becky Bryant
	9:00-12:00	Central Savannah RESA	Central Savannah RESA	Shauntice Bryant
	8:30-11:30 & 12:30-3:30	Oconee RESA	Oconee RESA	Tawni Taylor
September 18, 2013	9:00- 12:00 & 1:00-4:00	West GA RESA	West GA RESA	Becky Bryant
	9:00-12:00	First District  RESA	First District  RESA	Shauntice Bryant
	8:30-11:30 & 1:00- 4:00	Northeast  Georgia RESA	Northeast Georgia  RESA	Sharon Ericson
September 19, 2013	9:00-12:00	Liberty Central Office	First District  RESA	Shauntice Bryant
	1:00-4:00	Okefenokee RESA	Okefenokee RESA-	Sharon Ericson
September 20, 2013	9:00-12:00	Chattahoochee-Flint RESA	Chattahoochee-Flint RESA	Becky Bryant
	8:00-11:30 & 12:00- 3:00	Coastal Plains RESA	Coastal Plains RESA	Sharon Ericson
September 23, 2013	8:30-11:30 & 12:30-3:30	Heart of Georgia RESA	Heart of Georgia RESA	Tawni Taylor
	8:30-11:30 & 1:00 4:00	Southwest RESA	Southwest RESA	Sharon Ericson
September 24, 2013	9:00-12:00	Griffin RESA	Griffin RESA	Sharon Ericson
	8:30-11:30 &   1:00 - 4:00	Southwest RESA	Southwest RESA	Sharon Ericson
September 25, 2013	8:30-11:30 & 12:30-3:30	Fulton County PLC South	Metro RESA	Tawni Taylor
	8:30-11:30 & 12:30-3:30	Coastal Plains RESA	Coastal Plains RESA	Sharon Ericson
September 27, 2013	1:00-4:00	Forsyth County Central Office	Metro RESA	Tawni Taylor

I will be giving each of you more data on Georgia FIP (Formative Instructional Practices) and how we can incorporate this with our SLO Process.

FREQUENTLY ASKED QUESTIONS

Cohort 3 Districts:

1.        If a district is doing a 100% pilot, then TKES does count as their annual evaluation for this year?

·         Correct.

2.        If a district is doing a 100% pilot, what about GTDRI- does Performance Standard #9 substitute for that or would GTDRI have to be done on these teachers this year? 

·         #9 would substitute for GTDRI.

3.       If a district is doing a partial pilot with a % of teachers, then TKES does not count as their annual evaluation.  They have to do the TKES pilot and the old instrument (like GTOI) that everyone else in the district is doing? 

·         Correct.

4.       In this case of a partial pilot, can administrators use one of the 30 minute formatives as the GTOI observation?

·         Yes, but is a district decision. 

5.       Would GTDRI be used in a partial pilot? 

·         GTDRI would be used in a partial pilot.

6.       In all cases, is the SGP data from pilot teachers being “mined”- that is stored and collected? Is it being collected on all teachers? 

·         The only information teachers and administrators will see this school year will be the final results from TAPS.  SGP data is available through the portal on all teachers but won’t be used in the summative evaluation this year for non Rt3 districts.

Questions from an administrator in Cohort 3 district -

7.       While in training in Athens, one of our trainers suggested our system TKES contact may be able to get us samples of "good" observation forms as well as completed formative and summative documents to use as examples.  Is that possible?  

·         I do not know of samples of “good” observation forms or completed formative and summative documents to use as examples.  This might be something we look at providing in the future.  I know that my districts wanted to see “good” models of commentary. 

8.       Also, we have a few teachers that were on PDPs last year under the old evaluation method that principals are concerned about potentially not making it.  Do we know what is determined as enough documentation within the TKES process to support a non-renewal of a tenure teacher?  Is there any guidance on how the Race to the Top districts handled this? 

·         There is not a predetermined amount of documentation to support a non-renewal of a tenured teacher.  Evaluators need to look at the totality of evidence and consistency of practice to make this determination.  Certainly a summative evaluation of ND or I would support a non-renewal but this, of course, would be a district decision if this is enough.  I do not know of any guidance given to Rt3 districts concerning this. 

9.       I want to confirm that I wrote down the right thing in TKES training and it was that if a teacher receives two or more Ineffectives on the Summative in TKES it will equate to reporting them on the state Unsatisfactory report. Is this correct?

·         If a teacher receives an Ineffective or Needs Improvement overall rating on their summative evaluation, the district would report this to the PSC.

10.    Will itinerant teachers use a variation of TKES? These are Special Ed teachers that travel between several schools.

·         That is a district decision.  Since multiple evaluators can be assigned they can have the evaluation completed by multiple evaluators or it can be completed by evaluators at one site.

MISCELLANEOUS QUESTIONS -

11.    XXX district wanted me to ask about their PRE-K teachers.  They are not certified, would they have to use TKES or could this be a district call as to what to use to evaluate them?

·         TKES is designed for teachers and may be used for noncertified teachers in a PreK setting if they are being held to the instructional expectation of all other teachers.  The district will need to make a decision about these individuals based on their expectations.  If they are hired as Paraprofessionals and are not held to the same expectations as other teachers, then TKES might not be the best evaluation tool.  There are some noncertified teachers especially in Charter Settings that are teachers and TKES should be used for their evaluations. 

12.    Now that some of the principals have been to the trainings they are very concerned about the amount of time it will take to complete observations.  Can we opt, in this first year, to do a limited number of evaluations or must we do all 6 (2-30 mins ones and 4 -10 mins ones)?

·         They have to complete all 4 walkthroughs and 2 observations with the summative.

13.    How have we addressed Hospital Homebound teachers?

·         Hospital Homebound teachers are not evaluated with any component of TKES.

14.    What if the teacher is in a computer lab but simply manages the students who are in there working on various courses that are offered through cyber instruction? In other words, there are 15 students in the lab….some are working on calculus, some on German 2, some on Russian, etc.

·         The district would make the determination if the teacher is a “contributing professional.”  If so, the teacher would not be evaluated with TKES.  See excerpt from handbook below:

·         Virtual Schools: A variety of online learning programs are afforded students in the state of Georgia. These programs include, but are not limited to: virtual online schools and blended learning programs in local districts which occur in a variety of venues and models. Blended learning occurs at the district and school level, where both online and face-to-face classes are offered. At the classroom level, blended learning can occur when online courses are supported with in-class instruction or instructional support. If the teacher does not provide direct instruction and serves as a facilitator, the teacher is identified as a contributing professional; therefore an SLO/SGP for student growth will not be utilized.

15.     Would this also be true if the curriculum and delivery is all computer based as with teachers in question 14?

·         If the curriculum and delivery is all computer based, the district would decide if the teacher is "a contributing professional."  Consider this scenario - There could be the SAME curriculum offered in two schools - one "teacher" walks around and truly just monitors a.k.a. contributing professional.  The other "teacher" instructs in the computer lab.  This teacher would be evaluated with TKES. 

16.    One of my districts has asked about the suitability of TKES for teachers who teach cyber courses only. Do they use TKES for such teachers?

·         See answer above.

17.    What about alternative school staff being evaluated by TKES?  They do not "teach" the content standards any more than the ISS teacher does, so we're thinking they do not need to be evaluated with TKES.  Is this correct? 

·         That is incorrect.  Alternative school teachers would be evaluated by TKES.  See below for additional clarifying information related to alternative school teachers:

·         Alternative/Non-Traditional Education School: An Alternative/Non-traditional Education School has an official school code and serves as the home school for enrolled students. The school receives an AYP designation, reports FTE counts for all enrolled students and earns Quality Basic Education (QBE) formula funds directly. Adherence to all requirements as stated in SBOE Rule 160-3-8-17 Case Management Consultation for Agency Placed Transfer Students is required. If a student does not meet the 65% enrollment in the instructional period at the alternative school or the home school, but the teacher administers the SLO pre and post-assessment, the data will not be used to inform the TEM of the teacher at the alternative school or the teacher at the home school. To inform the TEM, the teacher must have more than 15 students in the class and be enrolled in the course for 65% of the instructional period in one school.

18.    If an alternative program is only virtual with monitoring, would their teachers not be considered contributing professionals?

·         They would be considered contributing professionals.  See question 14 above.

19.    Should Instructional Coaches be evaluated by TKES?

·         Instructional coaches should not be evaluated with TKES. 

20.    I remember last year that districts had to submit something regarding how they were going to evaluate alternative school teachers- which TAPS were applicable….. This relates to the email question below from XXX District. Is there guidance for that same question this year?

·         Alternative school teachers will be evaluated by TKES.  See below for additional clarifying information related to alternative school teachers:

·         Alternative/Non-Traditional Education School: An Alternative/Non-traditional Education School has an official school code and serves as the home school for enrolled students. The school receives an AYP designation, reports FTE counts for all enrolled students and earns Quality Basic Education (QBE) formula funds directly. Adherence to all requirements as stated in SBOE Rule 160-3-8-17 Case Management Consultation for Agency Placed Transfer Students is required. If a student does not meet the 65% enrollment in the instructional period at the alternative school or the home school, but the teacher administers the SLO pre and post-assessment, the data will not be used to inform the TEM of the teacher at the alternative school or the teacher at the home school. To inform the TEM, the teacher must have more than 15 students in the class and be enrolled in the course for 65% of the instructional period in one school.

21.    I have a question about ESOL teachers and here are the details…

XXX County has two half-time ESOL teachers who each serve approximately 7 students.  The teachers exclusively use the push-in model and are not responsible for planning and delivering instruction, but instead reinforce what the classroom teacher is doing and assist the student in completing work.  I am unsure what the TKES observations will look like for these teachers.

·         Push-in models will be evaluated with TKES.  Their observations will look like any other teacher that is evaluated with TKES.  I have included below a section from the handbook.

	TAPS	Survey	SLO/SGP (if SLO developed for course)
·         Pull-Out	Y	Y	Y
·         Push-In	Y	Y	Y

22.    Where are the familiarization activities located i.e. A Clean Room? 

·         Melinda has them in a file and can forward to you.  They are also located on SharePoint.

23.    A question has come up about using a 360 degree video camera to record a teacher’s lesson to be used as an observation for TKES.  Do you know if this would be considered an observation or could it only be considered as additional documentation?

·         One of the purposes of TKES is to actively engage the evaluator in the classroom setting.  I do not believe the observation requirement should be replaced by a video process.  There are many behaviors that can be observed but may not be fully captured through a video process.  I think back on our experiences with rating the online videos.  The observation also allows the observer to see authentic documentation in action.  This would not be able to be captured through a video process.

24.    I have the attached document in my files regarding the TAPS score (TAPS Executive Summary)….my notes indicate that this is in review.  Is this a handout that can be given to anyone who wants a deeper understanding of the scoring for TAPS?  Thanks so much for clarifying for me!

·         You certainly may share this with districts.  Please make sure to stress to them that the “cut scores” may change this year. 

25.    I am a pilot teacher.  When I was at an orientation, I understood that a “grade level meeting” that I was conducting could be recorded as one of my four walk-throughs.  Is this correct?

·         No.  This is incorrect.  Your principal could certainly use this information as documentation but certainly cannot use this in place of a walk-through observation.

26.    I have a LKES question. I would like to modify the LKES process to use with my district directors. Do you know if someone who has already modified the instruments for use with non-school leaders?

Carrollton City has modified LKES to use with district administrators.  


MORE TO COME--- Have a GREAT Day!!!!
Victor