Uploading to the TLE Platform-updated

There is quite a bit of discussion in our area about recent evaluation scores on the Teacher Assessment on Performance Standards (TAPS).  Some teachers are thrilled, some are enraged.  The TKES/TAPS system is as good, and as flawed, as the other "evaluation instruments."

1. There is one evaluator who has the reputation of only giving 3s to the teachers (unless they are very bad), with no hope of ever getting a 4 in any area irrespective of a teacher's performance.
2. One of the teachers in our area received straight 3s in all areas very quickly with no documentation required; yet there are questions regarding their teaching ability.
3. One teacher received straight 4s in two areas after a single observation, with not documentation.
4. Some really good, consistent, effective teachers are receiving only 3s.

Here is what I have noticed and think:

• It does not matter have much evidence you have to document your excellent performance if the Evaluator does not look at your evidence (i.e., Evidence Notebook) while at the observation.
• It does not matter how much evidence you have if the Evaluator does not ask for it after the observation.
• An Evidence Notebook is irrelevant if no one looks at it.  That is fine if 3s are OK.

I decided to proactively upload most of my notebook into the TLE Platform.  In this way, the documents are dated and timed indicating that I uploaded them well ahead of time.  While I was scanning documents (for Section 1) on my printer into a USB drive and uploading them, I realized that it may beneficial to upload the table of contents (TOC) that I have created for each Section of the TAPS.  So, after I loaded about 25 documents into the Platform, I uploaded each of my TOC for each section of the TAPS.  In my mind, in this way, there is notification of multiple pieces of evidence for every section of the TAPS proactively entered.  If I make changes to the TOC for a section, I can change it and upload it at a later.  In the end, all of this documentation will be associated with my evaluation, for a long time.

10/31/14
I learned at a meeting recently that as the current semester comes to an end, we will be meeting with our Evaluator for the Formative #1 session.  The Formative assessment will be an overview of all 10 Standards.  I asked if the documents loaded into The Platform would be reviewed and used as part of that formative assessment, and I was told, "Yes, they would."  I intend to have several (if not multiple) pieces of evidence for all 10 Standards in The Platform well before that time.

Notes and Thoughts About Observation #2

My second observation focused on Teacher Assessment on Performance Standards (TAPS) number 5 and 8.

5. Assessment Strategies: The teacher systematically chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population.

5.1 Aligns student assessment with the established curriculum and benchmarks.  

5.2 Involves students in setting learning goals and monitoring their own progress.  

5.3 Varies and modifies assessments to determine individual student needs and progress.  

5.4 Uses formal and informal assessments for diagnostic, formative, and summative purposes.  

5.5 Uses grading practices that report final mastery in relationship to content goals and objectives.  

5.6 Uses assessment techniques that are appropriate for the developmental level of students.  

5.7 Collaborates with others to develop common assessments, when appropriate.  

8. Academically Challenging Environment: The teacher creates a student-centered, academic environment in which teaching and learning occur at high levels and students are self-directed learners.

8.1 Maximizes instructional time.  

8.2 Conveys the message that mistakes should be embraced as a valuable part of learning.  

8.3 Encourages productivity by providing students with appropriately challenging and relevant material and assignments.  

8.4 Provides transitions that minimize loss of instructional time.  

8.5 Communicates high, but reasonable, expectations for student learning.  

8.6 Provides academic rigor, encourages critical and creative thinking, and pushes students to achieve goals.  

8.7 Encourages students to explore new ideas and take academic risks.

On this particular day, I was giving a test to the 6th grade class.  My performance tests have variety: students can demonstrate in at least three different ways that they have mastered the material, there is differentiation in content and product (differentiation in process has already occurred).  Even though I know that my classroom has been set up to ensure completion of Standards 5 and 8, I wanted to make sure that the Evaluator would make the link.  To that end, I gave the class instructions for the day and underlined the items that would match elements in the Standards.  The process for giving the test was not "a dog and pony show" for the Evaluator, this is what I routinely do; however, I normally would not underline the instructions....  Here are some of the items listed for the class that day (I did not include the highlighted Elements for the class, those were added for this blog):

Finish TEST TODAY on #13 [Element 8.3]. This is a summative test [Element 5.4] and will go on your report card. You can warm up on your own [Element 8.1] in the way that will help you prepare. 

Remember [Element 5.2, 5.3, 8.7]:
5 extra points for playing it from memory (correctly)
5 extra points for playing it "fast" (correctly)
10 extra points for playing it fast from memory (correctly)

This is to assess your skill in the standards about reading notes and performing alone [Element 5.1]!  Set a goal of making a 100 [Element 5.2, 8.5], but if you don't, figure out what you did wrong [Element 8.6], and you can try again for a higher grade in a couple of days [Element 5.5, 8.2, 8.6, 8.7].  I'd like all of you to make a 110 [Element 8.5]!  After you play, give yourself a grade of 1-5 and make a note of what you need to improve in your book [Element 5.2]. I'll use the grades to help you get better [Element 5.3]! Everybody will grade everybody silently and we'll compare scores.... We'll talk to each other - kindly -to tell them how to get better [Element 8.2].

100-110       Fantastic! Keep up the great work, it's paying off!

95-100         Great! You're right on track!

90-94           Very good! Practice some and try again for a higher grade.

85-90           Doing OK, but there are some things you need to review.

80-84           Need to review a couple of things and may need to have some additional help

70-80           You may have missed some important concepts - let's get together to clear those up.

<70              Let's talk....

In the end, my evaluation was successful and the comments appropriate (the class went very well).  It would seem to me that this level of detail is not necessary if you and your school evaluator have a good working relationship and you are comfortable with making 3s in all areas of the Standards.  In many ways, this Observation Instrument is just like all the ones before: you will pass unless you are doing something horribly wrong.  TKES just has more definition than the previous GTOI, et al.  I feel it is important for me to make 4s on at least several of the Standards; so, I am putting forth effort to make as many of the Elements observable as possible.

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