Effectively Organizing the TLE Platform

I am very good at doing things twice: first the cumbersome way and then a better way; I've discovered that long-term "learning style" again through uploading documents into The Platform.  My initial uploads seemed precise to me, and then after reviewing them, they were overly complicated and unclear (and probably would irritate the Evaluator).  I offer this procedure:

1.  When you upload a document, you have to specify which Performance Standard with which it will be associated before you are allowed to upload the document.  In the description section on the left, I put the section and element number and the descriptor, "Section 2.3: Plans instruction effectively for content mastery, pacing, and transitions."  Under that, I put the exact titles from my table of contents from my notebook (copy and paste).  It looks like this:

Section 2.3: Plans instruction effectively for content mastery, pacing, and transitions.

Lesson Plans (dated 8/30/13) showing sequential process for section assessment

Lesson Plans (dated 9/9/13) showing integration of curriculum to long-term goals

Example of all Essential Questions for the year for each lesson with mastery items underlined

Essay: §3.4.2 Understanding the Content and Mastering the Skills Through Research-Based Instructional Strategies

Then, click the check box for Standard 2 from the right side of the window, and then click, "Done."  This will create a section on the right that has a tab, "Attach File."  Like other "attach" tabs, it will open a "choose file" where you can select the document, then click, "OK" and it uploads.  You can upload electronic documents from your computer or scanned files.  Use electronic documents if you have them.  I had many samples of handouts I created for class as well as TKES essays - that had identifying titles - and loaded those into The Platform.  The titles of the documents load into The Platform.  

This is where it gets a little odd: I have scanned many documents (300+) into my computer to upload into The Platform.  Each scan automatically gave it a scan number (Scan0235).  I did not rename each file - that would take too long.  To help organize The Platform, I attached the scanned documents in scanned order with the associated Element descriptor in order of the scanned documents.  Meaning: if the Evaluator wanted to see the, "Example of all Essential Questions for the year for each lesson with mastery items underlined," s/he would look at the third scanned document under Section 2.3.

I have documents in my computer in folders such as, "Teaching Techniques," "Handouts," "GC-Publications," and "GC-TKES."

2.  What do you do with all of those scanned documents?  I occurred to me that I file them somewhere for safe keeping.  So, I created a folder, "GC-TKES/TLE Upload Documents/TO DO."  These files were scanned in order from my notebook, so as I use my table of contents from my Word document, I can put them in the right section of The Platform.  I did not scan all of my documents; only the clear, precise ones that showed excellent evidence.

3.  What do you do with the scanned files after you upload them?  They are still located in your, "TO DO" subfolder.  I decided to create a subfolder entitled: "GC-TKES/TLE Upload Documents/Section 1" then one labeled, "Section 2," etc.  That way, if I need to go back and double check a scan/file, I can find it easily.  I know now which scans have been uploaded into what section and what scans I still have to upload.  It looks like this:

GC-TKES

TLE Upload Documents

Section 1

Section 2

etc...

TO DO

Table of Contents

You may recall that I decided to enter my entire table of contents (TOC) into each Standard to show the totality of my evidence.  (You would be correct in inferring that I have a, "preponderance of the evidence" philosophy with this new system.)  I will reload the TOC as my evidence notebook changes.

Observation Preparation--upon further review

I do not like uncontrolled variables that affect me (or my certificate).  I do not want documents uploaded into The Platform if at all possible.  It was my assumption that I would have my first 20 minute observation this past week, potentially Thursday, then Friday; I was not observed.  However, during that time, I decided that one variable that could slip past was my Evaluator not looking into the cabinets were my lesson plans and evidence were located even though I had informed him/her where the materials were.  To remedy that, I put both on the table where s/he would observe me (I did not have the lesson plans standing up like that; I did that for the picture.)

I also learned something about the teaching process, student interaction process, and the communication process in anticipation for my observation - as I had 12 class periods to anticipate being observed.  I will post that information soon.

Examples of Documentation Evidence

Georgia Department of Education. (2014). Teacher Keys Effectiveness System Handbook.  Atlanta:  Retrieved from http://legisweb.state.wy.us/InterimCommittee/2012/TKESHandbook.pdf

“All Rights Reserved”

p. 64

Examples of Documentation Evidence

Evaluators may request documentation from teachers when a standard is not observed during an announced or unannounced observation. The examples below will provide ideas that may be helpful when needing further documentation. This is not a comprehensive list of examples and should not be used as a checklist. [emphasis in original] Documentation may also need to be supplemented with conversation, discussion, and/or annotations to clarify the teacher’s practice and process.

Standards and Examples of Documentation

1. Professional Knowledge

• Summary of a plan for integrating instruction

• Class profile
• Annotated list of instructional activities for a unit
• Annotated photographs of teacher-made displays used in instruction
• Annotated samples or photographs of instructional materials created by the teacher
• Lesson/intervention plan (including goals and objectives, activities, resources, and assessment measures)

2. Instructional Planning

• Course Syllabus
• Lesson Plan
• Intervention Plan
• Team/Department Meeting Minutes
• Substitute Lesson Plan

3. Instructional Strategies

• Samples of handouts/presentation visuals
• Technology samples on disk
• Video of teacher using various instructional strategies

4. Differentiated Instruction

• Summary of consultation with appropriate staff members regarding special needs of individual students
• Samples of extension or remediation activities
• Video or annotated photographs of class working on differentiated activities
• Video of teacher instructing various groups at different levels of challenge

5. Assessment Strategies

• Copy of teacher-made tests and other assessment measures
• Copy of scoring rubric used for a student project
• Summary explaining grading procedures

6. Assessment Uses

• Brief report describing your record-keeping system and how it is used to monitor student academic progress
• Photocopies or photographs of student work with written comments
• Samples of educational reports, progress reports, or letters prepared for parents or students

7. Positive Learning Environment

• List of classroom rules with a brief explanation of the procedures used to develop and reinforce them
• Diagram of the classroom with identifying comments
• Schedule of daily classroom routines
• Explanation of behavior management philosophy and procedures

8. Academically Challenging Environment

• Samples of materials used to challenge students
• Samples of materials used to encourage creative and critical thinking
• Video of lesson with students problem-solving challenging problems

9. Professionalism

• Documentation of presentations given
• Certificates or other documentation from professional development activities completed (e.g., workshops, conferences, official transcripts from courses, etc.)
• Thank you letter for serving as a mentor, cooperating teacher, school leader, volunteer, etc.
• Reflection on personal goals

10. Communication

• Samples of communication with students explaining expectations
• Parent communication log
• Sample of email concerning student progress
• Sample of introductory letter to parents/guardians
• Sample of communication with peers

Teacher Assessment on Performance Standards & Documenting Performance

Georgia Department of Education. (2014). Teacher Keys Effectiveness System Handbook.  Atlanta:  Retrieved from http://legisweb.state.wy.us/InterimCommittee/2012/TKESHandbook.pdf

“All Rights Reserved”

p. 8

Distinguishing Characteristics of the Teacher Assessment on Performance Standards

The TAPS component has several distinctive characteristics. It provides:

• A focus on the relationship between professional performance and improved learner academic achievement.
• Sample performance indicators for each of the teacher performance standards.
• A system for documenting teacher performance based on multiple data sources.
• A procedure for conducting performance reviews that stresses accountability, promotes professional improvement, and increases the involvement of teachers in the evaluation process.

p. 11

Performance indicators provide examples of observable, tangible behaviors for each standard as noted in Appendix 1. That is, the performance indicators are examples of the types of performance that may occur if a standard is being successfully met. The list of performance indicators is not exhaustive, is not intended to be prescriptive, and is not intended to be a checklist. Further, all teachers are not expected to demonstrate each performance indicator. [emphasis in original]

p. 16

Step 4: Documenting Performance

Explanation

A fair and equitable performance evaluation system for an educational professional acknowledges the complexities of the job. Thus, multiple data sources are necessary to provide a comprehensive and authentic “performance portrait” of a teacher’s work.  The Teacher Keys Effectiveness System takes into account several data sources. The TAPS focuses on two data sources, in particular - observation and documentation.

Observations

Classroom observations provide key information on the performance standards. Credentialed evaluators are required to conduct two formative observations. These observations may be announced or unannounced and must be at least 30 minutes in duration. In addition, a minimum of four walkthroughs/frequent brief observations consisting of at least 10 minutes each should be conducted for each teacher. Additional observations may be conducted at the building administrator’s discretion. All observation feedback will be recorded using the GaDOE TLE Electronic Platform.

To assist evaluators, a TAPS Reference Sheet that lists the performance standards and sample performance indicators is provided in Appendix 2. Evaluators should keep in mind that the indicators are merely examples of the behaviors teachers might display if they are proficient in the standards. The indicators are not to be used as a checklist. [emphasis in original]  Evaluators are required to keep their observation notes pertaining to various standards on the Formative Assessment Report Form, making sure to annotate (check box) that the comments pertain to the observation. When it is time to make summative ratings of performance, evaluators should not assign ratings to the ten standards based solely on the observations.

Evaluators will conduct a pre-evaluation conference, mid-year conference and summative evaluation conference for all teachers evaluated by the TKES. The evaluator is also responsible for providing timely feedback to the teacher regarding the Formative Assessment Report Form through the GaDOE TLE Electronic Platform. Although feedback is required, a formal  conference after each formative observation is optional.