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Moving from Good to Great. New Evaluation Model for Tennessee Teachers. Flow Chart. True Learning. TEAM = Tennessee Educator Acceleration Model. What is the Tap Concept?. Why the TAP Rubric? A differentiated model. Why Tap?. - PowerPoint PPT Presentation
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Moving from Good to GreatNew Evaluation Model for Tennessee Teachers
Flow Chart
True Learning
TEAM = Tennessee Educator Acceleration Model
Observa-tion
50% = TAPTVAAS35%
Class Data15%
What is the Tap Concept?
Why the TAP Rubric?A differentiated model
1 1.5 2 2.5 3 3.5 4 4.5 505
101520253035
TAP Scores
Lowest Ratings Middle Ratings Highest Ratings0%10%20%30%40%50%60%70%
1% 3%10%
23%
63%
Traditional Teacher Evaluation Model
Scores
Why Tap? Effectiveness rating indicators of teachers’
strategies were research based (J. Eckert, 2009) Multiple observations each year Reforms had been isolated as stand-alones that
were not sustainable/ leverage came when these were aligned
Evaluation Structure Professional development Measure of effectiveness Compensation Differentiated roles for teachers
What does research tell us?
Studies reveal that teacher quality has a tremendous effect on student achievement and that this effect varies widely.
Eric Hanushek found that the difference in student performance from having an effective teacher versus an ineffective teacher in a single academic year could be more than one full year of standardized achievement using a value-added model.
In a study of students in Texas, results suggest that there is greater benefit in improving the quality of the teacher in a classroom by one standard deviation as measure by student achievement than a ten-student reduction in class size.
A study of teacher effect on Tennessee students found that differences in student achievement of 52-54 percentile points were observed between students having three consecutive year of highly effective versus ineffective teachers.
Achievement differences based on three years with an ineffective teacher
TAP RubricDesigning
and Planning Instruction
Professional
Instruction
The Learn
ing Environme
nt
Three Basic Pillars of a Lesson(Teacher Evaluation 101)
1. What did the teacher teach?
2. What did the teacher and students do to work toward mastery?
3. What did the students learn and how do we know?
Designing and Planning Instruction
Instructional Plans
Student Work
Assessment
The Learning EnvironmentExpectat
ionsManaging Student Behavior
Environment
Respectful Culture
InstructionalStandards & Objectives
Motivating Students
Presenting Instructiona
l Content
Lesson Structure
and Pacing
Academic Feedback
Grouping Students
Teacher Content
Knowledge
Activities and
Materials
Teacher Knowledge of Students
Questioning
Thinking Problem Solving
Professionalism
School Responsibilities
Growing and Developing
ProfessionallyReflecting on
Teaching
Community Involvement
Suggested
Sequence
Type Length
Rubric Pre-Conferenc
e
Post-Conferenc
e Type
First InformalAnnounced
15 Min Designing and Planning Rubric = 3 indicators(Teacher Provides Lesson Plan)
Yes Informal
Second FormalUnannounced
Lesson First 12 Indicators from Instructional Rubric
No Formal
Third InformalUnannounced
15 Min Environment Rubric = 4 indicators
No Informal
Fourth FormalAnnounced
Lesson Instructional Rubric = all 12 indicators
Yes Formal
Fifth InformalAnnounced
15 Min Designing and Planning Rubric + Environment Rubric = 7 indicators
Yes Informal
Sixth FormalUnannounced
Lesson Instructional Rubric = all 12 indicators
No Formal
Apprentice Teachers:
Suggested
Sequence
Type Length
Rubric Pre-Conference
Post-Conference Type
First InformalAnnounced
15 Min Designing and Planning Rubric = 3 indicators(Teacher Provides Lesson Plan)
Yes Informal
Second FormalAnnounced
Lesson First 12 Indicators from Instructional Rubric
Yes Formal
Third InformalUnannounced
15 Min Environment Rubric = 4 indicators
No Informal
Fourth FormalUnannounced
Lesson Instructional Rubric = all 12 indicators
No Formal
Professional Teachers:
