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.

Links for Teachers

Please refer to the "Links for teachers" document for hundreds of quality links.  Topics include:

Academic Skills

Arts & Crafts in the Classroom

Assessment

Autism

Behavior & Behavioral Problems

Brain-Compatible Instruction

Bulletin Boards

Character Education

Classroom Management

Classroom Resources 

Common Core & Standards-Based Curriculum

Differentiated Instruction

Digital Citizenship & Online Safety

Diversity

Early Childhood Education

Economics

English as a New Language

Foreign Languages

Government Educational Sites

History

International Education

Language Arts

Lesson Planning

Literature

Literacy

Mathematics

Middle School

Music

Physical Education

Primary Source 

Reading

Response to Intervention

Science

Social Studies

Special Education & Learning Disabilities

Standards-Based Curriculum

Student Teaching

Substitute Teaching

Technology in the Classroom

Testing

Metacognition; TAPS 6.7

Metacognition is important in life.  It is important for you as an adult learning new concepts or skills, important for you as you evaluate your effectiveness as a teacher, and important to teach your students so that they become independent learners.  In addition, it is Element 6.7 in the TAPS portion of TKES: Teaches students how to self-assess and to use metacognitive strategies in support of lifelong learning.

It has taken me quite a while to figure out a way for me to incorporate and specifically teach metacognitive strategies to my students.  For me, metacognition is relatively new (I became aware of it, in an intense way, while working on my doctorate) and has two aspects.  One: metacognition is your own personal awareness of your comprehension, understanding, and ability to ascertain your progress in learning.  Two: there are "stacks of research" showing how important it is for students to use metacognition to increase their achievement.  I use metacognition all the time, but either I was not teaching it before or I was ineffective.  Now that metacognition has become more pronounced in education, I do not think that my students truly could gauge their own progress without my telling them.  I do not want to be ineffective; how do I change that?

I read an excellent article last year about promoting meta-cognition in the classroom, and even though it was a bit cumbersome and had too much information, I created a way that would be simple, quick, and effective for my students; you can do the same.  Not only will it easily demonstrate element 6.7, but, more importantly, it will help you and your students.  It shows them where they are in their understanding (concept) and demonstrating (skill) of each learning goal and you where they are.

I teach middle school, so after each new concept is presented or skill is described, the students give themselves a score from 1 to 5 and note what is the area of weakness.  Each time the concept or skill is reviewed, the students re-rate themselves and note any changes in weakness.  Not only has it been very helpful for the students to gauge for themselves (and compared to others) how they are doing, I can quickly ask, "Show me with your fingers how you rated yourself" or "Raise your hand if you gave yourself a 5."  This week one class in particular had too many 3s and 2s.  I asked, "Why did you give yourself a 3 on that?"  Student answered.  "What do I need to do so that your score goes up next time?"  Student answered.  Result?  They understood the content, but could not perform the skill (to a level of 5) because I was going too fast.  Excellent: metacognition, formative assessments, student/teacher input for future planning &/or content....

My scoring system

1. I really don't understand this at all; I'm mostly lost.
2. I've got some of it, but I'm not quite sure I understand how all of this works together.
3. I've got most of it, but I get confused on a couple of parts.
4. I can do this very well; a few mistakes; I'll give myself a 5 by the end of the week.
5. I'm great; I could teach this to someone else; I could perform this on stage in the cafeteria during lunch time and get it right.

Instruction during an Observation--preview

From talking with other teachers in different schools, there is a vast difference in the amount of "intensity" for the TKES/TAPS process--for the evaluator and the teacher; this is true of any teacher evaluation system--past, present, and future.  If your schools has promoted a "be calm" atmosphere, that is fantastic; mine has not.  I know of one teacher where the school has put him/her on very close scrutiny and another school where a teacher passed all 10 TAPS Standards with a Level III and did not have to provide any additional documentation.  If you have been observed, or the climate in your school is of particular interest to others, please let me know (e-mail), and I will share your experience anonymously.

Up to now, I had been concentrating on each element in the standards to ensure the Evaluator would observe and document that I had completed the particular performance standard.  While I do not think that is a bad approach, it may not be all inclusive and there may be an easier and better way.  Instead of focusing on the details, it may be more beneficial to focus on the big picture.

The rubric for Performance Standard 3: Instructional Strategies, Level IV indicates that

In addition to meeting the requirements for Level III; The teacher continually facilitates students' engagement of metacognitive learning, higher-order thinking skills, and application of learning in current and relevant ways.  (Teachers rated as Level IV continually seek ways to serve as role models or teacher leaders.)

 and the rubric for Level III indicates

The teacher consistently promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning, and to facilitate the students' acquisition of key skills.

Now, this is my 22nd year teaching.  I had in my teaching area the elements of Standards 3 & 7 typed up so that I could address each one (as seen in post dated September 9); that was stressing me out.  I think I found a better way.

Ignore the elements.  Teach.  Check for student learning.  Specifically:

• promote student learning by using research-based instructional strategies (I do that)
• engage students in active learning (I do that)
• facilitate the students' acquisition of key skills (I do that)
• students' engagement of metacognitive learning (I found a great way to do that this year)
• higher-order thinking skills (I use my DOK questions for that)
• application of learning (I do that)

I think that this approach will keep me focused on the main thing, student learning, and less on trying to pass off the checklist of elements--hoping the students learn while I perform my teaching.  Now, if they will just stop by and observe me!

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.

Observation Preparation

A colleague of mine was observed the other day.  The Evaluator did not see the lesson plans for the day, which were printed and in a notebook a few feet away.  When the observation was over, the Evaluator requested a copy of the lesson plans (i.e., "evidence," "proof") so that s/he could load them in to The Platform online.

Because we have not gone through this process before, I am still very skeptical and leery of The System.  It has been made clear to us (through meetings & document from the Ga DOE) that if the Evaluator does not see something, then we can submit evidence within 24 hours and it will be uploaded into The Platform.  To me, that automatically implies (a year from now when someone is reviewing your file) that you didn't do something in real time, were told to submit proof so that you could received a good score, you prepared some sort of document, sent it to the Evaluator, and s/he uploaded it to The Platform so that they could backward-document your performance on that element.  I don't think that will look good....

Now, thinking ahead a couple of years...  If I were an Administrator and were to look at a file in The Platform and saw that someone had multiple documents loaded into The Platform for many of the elements, that would be "a red flag" to me that many of the elements were not being demonstrated in real time--the teacher had to keep providing proof that they were doing their job!  Even if the evidence was appropriate, it would be a red flag.  I have been in the legal field as an Administrator, and after reading a bazillion resumes (pardon the slang), I have noticed that some patterns tend to reveal how people really are--not how they say they are.

I suggest to you that all the evidence you have collected and your lesson plans be located in close proximity to the Evaluator's location, AND that the materials be labeled clearly.  We have been told that the Evaluator has the opportunity to review evidence while they are still in the classroom and if they see the documentation, then they do not have to ask for it later, and it will not have to be loaded into The Platform.  Translation: if they observe the behavior in real time &/or see it in your notebook while they are in the room, then they don't have to upload it into The Platform.  This should keep The Platform clean and simple (i.e., you are a good teacher in real time.)

To that end, here is what I sent to my Evaluator today:

Information for my observation/evaluation: all paperwork/evidence for your review is located in the tall wood cabinet to the left of the main door near the "panic buttons."  On the shelf are: daily lesson plans, TAPS evidence for standards 1-10, and extremely detailed lesson plans for 6th grade as they relate/correlate with the Georgia Performance Standards and the Nation Standards.  Notebooks with evidence have table of contents with brief definitions so that you can discern the purpose of that evidence.

I intend that when he enters my room, I will either formally (verbally) or informally (through gestures) ensure that he has located the lesson plans, the TAPS notebooks (Volume 1 & 2), and my National Standards correlation.

TKES/TAPS Teacher information for evaluation

I decided that I would have copies of the TAPS (Teacher Assessment on Performance Standards) information at my area in preparation for the first observation.  I copied the standards and each element for Standard 3 & 7 and then underlined the parts I wanted to ensure I mentioned during the observation.  While I would normally say or have the students demonstrate 90% of this anyway, I want to hit 100%.

To that end, I had a copy of the Depth of Knowledge section from my lesson plans with questions for levels 1, 2, 3, & 4 highlighted (so that I could see the easily), then overlaid a copy of Standards 3 & 7 with the specific elements underlined.  It looks like this:

This is the lesson plan format I created last year to prepare for TKES.  Each line/element is a drop down field where I can create a TKES/TAPS complete and compatible lesson plan for a class in <1 minute.  You can see it here, but you can also see it at my online portfolio (here) or in my Keys to Successful Teacher Assessment (here),

Pre-Evaluation...lunch

Today at lunch, my Evaluator stopped by and gave a colleague and me ideas as to the TAPS areas he would be observing sometime next week for his first observation.  He mentioned that he would be looking for certain elements for instructional strategies and positive learning environments (Standard 3 and 7).  My colleague quickly asked if each of the elements of each standard had to be observed for us to pass.  He calmly, and confidently, reiterated that the elements were not a checklist.  He added two points that calm my nerves somewhat:
1) he was quite familiar with the rubric, what to look for, and how everything worked because he had used the full blown TKES evaluation system last year, and a trial run the year before, and
2) he said that if you're a good teacher, instructional strategies and classroom environment should be a given; if not, you're probably not a very good teacher.  Internally, I agreed.

The point: I have a bit more confidence in the process and that my Evaluator is indeed not looking for a "gotcha."  However, I'll be more sure when it is actually over....

In any case, I still am adding to my TKES/TAPS notebook (pictured in an earlier post, and suggestions on how to implement on on a separate page [Handbook for Successful TKES Evaluation]).  Near the Evaluator/observation area, I have a 2-inch notebook with my lesson plans, 2, 4-inch notebooks with my evidence cataloged by section and identified by individual table of contents, and a 2-inch binder with my detailed lesson plans as they relate to each and every section of material in my textbook and national standards; all integrated and cross referenced.  The Evaluator indicated that we would need to show him where our lesson plans were; I put a sign by his observation area.

At one time, I was planning on replacing documents in my notebook with newer versions, but after reading more of the TAPS rubric, I decided that would be a bad idea.  The reason?  The wording for Level IV begins with, "The teacher continually demonstrates...," "The teacher continually seeks and uses....," "The teacher continually facilitates....," etc.  To me that means not only on a daily/weekly basis, but also on a yearly basis.  I decided not to replace evidence in my notebook, but rather add to so that I could demonstrate "continually."

(an aside: the state of education)

This is an abbreviation of a fine article, worth noting.
http://www.edweek.org/ew/articles/2014/08/27/02finn.h34.html

Published Online: August 26, 2014

Published in Print: August 27, 2014, as American Education in 2014: Where We've Come, What's Ahead

COMMENTARY

Finn: Eight of the Toughest Challenges Schools Still Face

By Chester E. Finn Jr.

Two years before A Nation at Risk, we—and a handful of fellow travelers—had concluded that American education needed a kick in the pants, a kick toward greater quality, primarily in the form of stronger student learning.... 

What has been accomplished in three decades-plus? A lot, actually, beginning with two epochal changes: First, we now judge schools by their achievement results, not their inputs or intentions....  And, second, choice among schools has become almost ubiquitous. Though too many choices are unsatisfactory, and too many kids don't yet have access to enough good ones, we're miles from the education system of 1981, which took for granted that children would attend the standard-issue, district-operated public school in their neighborhoods unless, perhaps, they were Catholic (or very wealthy).

Let me note eight of the toughest and most consequential challenges ahead. 

Governance. The basic structural and governance arrangements of American public education are obsolete. We have too many layers, too many veto points, too much institutional inertia. Local control needs to be reinvented—to me, it should look more like a charter school governed by parents and community leaders than a vast Houston- or Chicago-style citywide agency.... 

Finance. I dare you to track, count, and compare the dollars flowing into a given school or a given child's education. I defy you to compare school budgets across districts or states. I challenge you to equalize and rationalize the financing of a district or state education system—and the accounting system that tracks it—in ways that target resources on places and people that need them and that enable those resources—all those resources—to follow kids to the schools they actually attend. What an unfiltered mess! 

Leaders. We're beginning to draw principals, superintendents, chancellors, and state chiefs from nontraditional backgrounds, but we haven't turned the corner on education leadership. We still view principals, for example, as chief teachers—and middle managers—rather than the CEOs they need to become if school-level authority is ever to keep up with school-level responsibility. We already hold them accountable as executives, but nothing else about their role has yet caught up. 

Curriculum and instruction. "Structural" reformers—I plead guilty to having been one—don't pay nearly enough attention to what's happening in the classroom, in particular to what's being taught (curriculum) and how it's being taught (pedagogy). The fact is that content matters enormously [emphasis added]—E.D. Hirsch Jr. of the Core Knowledge Foundation is exactly right about this—and that some instructional methods work better in particular circumstances than others [emphasis added]. Both standards-based and choice-based reform have remained largely indifferent to these matters, but that ought not continue. 

High-ability students. Smart kids deserve education tailored to their needs and capabilities every bit as much as youngsters with disabilities. And the nation's long-term competitiveness—not to mention the vitality of its culture, the strength of its civic life, and much more—hinges in no small part on educating to the max those girls and boys with exceptional ability. Yet gifted education in America is patchy at best; at worst, it's downright antagonistic to the needs of these kids [emphasis added]. 

Preparation of educators. How many times [emphasis added] do people like former Teachers College President Arthur Levine and organizations like the National Council on Teacher Quality have to document the failings of hundreds upon hundreds of teacher- and principal-preparation programs before this gets tackled as a top-priority reform? [emphasis added].... 

Complacency. Two forms of complacency alarm me. The familiar one is the millions of parents who deplore the condition of American schools in general but are convinced that their own child's school is just fine ("... and that nice Ms. Randolph is so helpful to young Mortimer"). The new one, equally worrying, is reformers who think they've done their job when they get a law passed, an evaluation system created, or a new program launched, and then sit back on their haunches, give short shrift to implementation, and defy anyone who suggests that their proud accomplishment isn't actually working. 

Further information to assist you....

Apart from this ongoing blog presentation of descriptions and ideas, I wanted to point to you a series of handouts that may be helpful.  They're located on this blog, in part, and on my online portfolio (https://sites.google.com/site/gcason123/).  Brief descriptions:

Advice and Teaching Methods:
Sight Reading at Concert Festival (a.k.a. LGPE: Large Group Performance Evaluation)
Saxophone Handbook (comprehensive manual for teaching/playing saxophone)

Some ideas for new teachers....
Some teaching ideas....
Some procedural ideas....
Some ideas for question....
Some "behavior modification" (i.e., discipline) ideas....
Some physical management ideas....

Surviving a Doctorate: Year 1.  Practical advice on ideas and methods to make sure you finish your degree!

Handbooks and Other Resources:
Classroom Instruction That Works, 2nd ed. Results (very good)
Instructional Strategies That Work (very good)
Saxophone Handbook
Surviving a Doctorate: Year 1

TKES-Specific Ideas and Essays:
TKES: Lesson Plan Design
TKES: Checks for Understanding
TKES: Differentiation
TKES: Mastering Concepts and Skills
TKES: Remediation and Enrichment
TKES: Keys to Your Successful Evaluation
TKES: Lesson Plan Design for Band

School Law:
Thoughts & Quotes Regarding "A Teacher's Pocket Guide to School Law" (very good refresher)

Instructional Strategies:
Instructional Strategies That Work
The 9 Most Effective Instructional Strategies That Work--Updated

SLO SONG by Linda Kinnison Roth