I am currently serving the following:
- Ben Hill County- RT3 District (100%)
- Bleckley County- Cohort 3
- Dodge County- Cohort 3
- Laurens County- Cohort 2 (100%)
- Dublin City- Cohort 2 (100%)
- Wilcox County- Cohort 2 (100%)
- Montgomery County- Cohort 3
- Telfair County- Cohort 2
- Wheeler County- Cohort 2 (100%)
- Treutlen County- RT3 District (100%)
- Pulaski County- RT3 District (100%)
- Ware County- Cohort 3
- Coffee County- Cohort 3
- Pierce County- Cohort 3
- Bacon County- Cohort 3
- Harrell Center GNETS- Cohort 3
- Heartland -GNETS- Cohort 3
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.
· 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?
MORE TO COME--- Have a GREAT Day!!!!
Victor
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