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

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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.