2. Orientation Powerpoint

Report
WELCOME
Dr. John D. Barge
State Superintendant
Dr. John D. Barge, State School
Dr. John
D. Barge, State School
Superintendent
Superintendent
“Making Education Work for All Georgians”
“Making
Education Work for All Georgians”
www.gadoe.org
www.gadoe.org
Katherine Wood
Race to the Top
Teacher -Leader Advisor
1
Teacher Keys Effectiveness System
Teacher Orientation
2012-2013 School Year
Pilot and Full Year Implementation
Dr. John D. Barge, State School
Dr.
Dr.John
JohnD.D.Barge,
Barge,State
StateSchool
School
Superintendent
Superintendent
Superintendent
“Making Education Work for All Georgians”
“Making
“Making
Education
EducationWork
Workfor
forAll
AllGeorgians”
Georgians”
www.gadoe.org
www.gadoe.org
www.gadoe.org
2
Today’s Learning Targets
• Introduce and explain all three components of the
Teacher Keys Effectiveness System.
• Understand that the Teacher Assessment on
Performance Standards (TAPS) is one component of
the Teacher Keys Effectiveness System (TKES).
• Provide expectations and orientation for the 2012-2013
Teacher Keys pilot and full year implementation.
Dr. John D. Barge, State School
Dr. John
D. Barge, State School
Superintendent
Superintendent
“Making Education Work for All Georgians”
“Making
Education Work for All Georgians”
www.gadoe.org
www.gadoe.org
3
Resources and Materials
Teachers will need the following resources
and materials for this orientation:
• Teacher Keys Effectiveness System Handbook,
Electronic Copy
• TKES Orientation Notes Handout
• TAPS Reference Sheet: Performance Standards and
Sample Performance Indicators
Dr. John D. Barge, State School
Dr. John
D. Barge, State School
Superintendent
Superintendent
“Making Education Work for All Georgians”
“Making
Education Work for All Georgians”
www.gadoe.org
www.gadoe.org
4
Teacher Keys Effectiveness System
Electronic Handbook Overview
Introduction to Teacher Keys
Part I: Teacher Assessment on Performance Standards
Part II: Student Growth and Academic Achievement
Part III: Surveys
Appendix 1: Performance Standards
Appendix 2: Forms and Tools
Appendix 3: Glossary
References
End Notes
Figures
Dr. John D. Barge, State School
Dr. John
D. Barge, State School
Superintendent
Superintendent
“Making Education Work for All Georgians”
“Making
Education Work for All Georgians”
www.gadoe.org
www.gadoe.org
5
TEACHERS MATTER
Dr. John D. Barge, State School
Dr. John
D. Barge, State School
Superintendent
Superintendent
“Making Education Work for All Georgians”
“Making
Education Work for All Georgians”
www.gadoe.org
www.gadoe.org
6
Which factor had the largest effect
on student achievement?
Mixed Ability
Grouping?
Class Size?
Prior
Achievement?
The Teacher?
Study Highlight: Wright, S.P., Horn, S.P., & Sanders, W.L. (1997)
Dr. John D. Barge, State School
Dr. John
D. Barge, State School
Superintendent
Superintendent
“Making Education Work for All Georgians”
“Making
Education Work for All Georgians”
www.gadoe.org
www.gadoe.org
7
Which factor had the largest effect
on student achievement?
Mixed Ability
Grouping?
4
Class Size?
3
Prior
Achievement?
2
The Teacher?
1
Study Highlight: Wright, S.P., Horn, S.P., & Sanders, W.L. (1997)
Dr. John D. Barge, State School
Dr. John
D. Barge, State School
Superintendent
Superintendent
“Making Education Work for All Georgians”
“Making
Education Work for All Georgians”
www.gadoe.org
www.gadoe.org
8
Why do we need
effective teachers?
Dr. John D. Barge, State School
Dr. John
D. Barge, State School
Superintendent
Superintendent
“Making Education Work for All Georgians”
“Making
Education Work for All Georgians”
www.gadoe.org
www.gadoe.org
Time
in
School
Year
Needed
to
Time in School Year Needed to Achieve the Same Amount
of Learning
Achieve Same Amount of Learning
75th Percentile
Teacher
March
25th Percentile
Teacher
0
June
1/4
1/2
3/4
1
Years Needed
Source: Leigh, A. (n.d.). Estimating Teacher Effectiveness From Two-Year Changes in Students’ Test
Scores. Retrieved May 22, 2007, from http://econrsss.anu.edu.au/~aleigh/.
Dr. John D. Barge, State School
Dr. John
D. Barge, State School
Superintendent
Superintendent
“Making Education Work for All Georgians”
“Making
Education Work for All Georgians”
www.gadoe.org
www.gadoe.org
10
Theory of Action
If educators have specific performance standards for effective
teaching, and
If educators are provided professional learning support to
develop classroom behaviors that meet the performance
standards, then
The professional capacity of teachers to positively impact
student learning will increase.
Also, then, teachers will hold higher expectations for student
learning, and
Students will learn more and achieve at higher levels.
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
11
Teacher Keys Effectiveness System
Teacher Keys Effectiveness System
(Generates a Teacher Effectiveness Measure )
Teacher Assessment on
Performance Standards
Surveys of Instructional
Practice
(Observations and Documentation)
(Grades 3-5, Grades 6-8, Grades 9-12)
Student Growth and Academic Achievement
Teachers of Tested Subjects
- Student Growth Percentile
- Achievement Gap Reduction
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Teachers of Non-Tested Subjects
- DOE-approved, district-developed
Student Learning Objectives
12
Teacher Keys Effectiveness System
Teacher Keys Effectiveness System
(Generates a Teacher Effectiveness Measure )
Teacher Assessment on
Performance Standards
Surveys of Instructional
Practice
(Observations and Documentation)
(Grades 3-5, Grades 6-8, Grades 9-12)
Student Growth and Academic Achievement
Teachers of Tested Subjects
- Student Growth Percentile
- Achievement Gap Reduction
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Teachers of Non-Tested Subjects
- DOE-approved, district-developed
Student Learning Objectives
13
Teacher Keys Effectiveness System
Teacher Keys Effectiveness System
(Generates a Teacher Effectiveness Measure )
Teacher Assessment on
Performance Standards
Surveys of Instructional
Practice
(Observations and Documentation)
(Grades 3-5, Grades 6-8, Grades 9-12)
Student Growth and Academic Achievement
Teachers of Tested Subjects
- Student Growth Percentile
- Achievement Gap Reduction
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Teachers of Non-Tested Subjects
- DOE-approved, district-developed
Student Learning Objectives
14
TAPS Domains and Standards
PLANNING
1. Professional Knowledge
2. Instructional Planning
INSTRUCTIONAL DELIVERY
3. Instructional Strategies
4. Differentiated Instruction
ASSESSMENT OF AND FOR LEARNING
5 Domains
10 Standards
5. Assessment Strategies
6. Assessment Uses
LEARNING ENVIRONMENT
7. Positive Learning Environment
8. Academically Challenging Environment
PROFESSIONALISM AND COMMUNICATION
9. Professionalism
10. Communication
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
15
DOMAIN
TAPS Main Components
PERFORMANCE
STANDARD
PLANNING
Performance Standard 1: Professional Knowledge
The teacher demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and
the needs of students by providing relevant learning experiences.
PERFORMANCE
Sample Performance Indicators
INDICATORS
Examples may include, but are not limited to:
The teacher:
1.1 Addresses appropriate curriculum standards and integrates key content elements.
PERFORMANCE
1.2 Implements students’ use of higher-level thinking skills in instruction.
APPRAISAL
1.3 Demonstrates ability to link present content with past and future learning experiences, other subject
areas,
RUBRIC
and real-world experiences and applications.
Exemplary
Proficient
In addition to meeting the
requirements for Proficient…
The teacher continually demonstrates
extensive content and pedagogical
knowledge, enriches the curriculum,
and guides others in enriching the
curriculum. (Teachers rated as Exemplary
Proficient is the expected level of
performance.
The teacher consistently
demonstrates an understanding of the
curriculum, subject content,
pedagogical knowledge, and the
needs of students by providing
relevant learning experiences.
continually seek ways to serve as role models
or teacher leaders.)
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Needs Development
Ineffective
The teacher inconsistently
demonstrates understanding of
curriculum, subject content,
pedagogical knowledge, and student
needs, or lacks fluidity in using the
knowledge in practice.
The teacher inadequately
demonstrates understanding of
curriculum, subject content,
pedagogical knowledge and student
needs, or does not use the knowledge
in practice.
16
Domain: Planning
Performance Standard 1: Professional Knowledge
The teacher demonstrates an understanding of the
curriculum, subject content, pedagogical knowledge, and
the needs of students by providing relevant learning
experiences.
Performance Standard 2: Instructional Planning
The teacher plans using state and local school district
curricula and standards, effective strategies, resources, and
data to address the differentiated needs of all students.
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
17
Domain : Instructional Delivery
Performance Standard 3: Instructional Strategies
The teacher promotes student learning by using researchbased instructional strategies relevant to the content area
to engage students in active learning and to facilitate the
students’ acquisition of key knowledge and skills.
Performance Standard 4: Differentiated Instruction
The teacher challenges and supports each student’s learning
by providing appropriate content and developing skills which
address individual learning differences.
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
18
Domain: Assessment of and For Learning
Performance Standard 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.
Performance Standard 6: Assessment Uses
The teacher systematically gathers, analyzes, and uses
relevant data to measure student progress, to inform
instructional content and delivery methods, and to provide
timely and constructive feedback to both students and
parents.
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
19
Domain: Learning Environment
Performance Standard 7:
Positive Learning Environment
The teacher provides a well-managed, safe, and orderly
environment that is conducive to learning and encourages
respect for all.
Performance Standard 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.
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
20
Domain: Professionalism & Communication
Performance Standard 9: Professionalism
The teacher exhibits a commitment to professional ethics
and the school’s mission, participates in professional
growth opportunities to support student learning, and
contributes to the profession.
Performance Standard 10: Communication
The teacher communicates effectively with students,
parents or guardians, district and school personnel, and
other stakeholders in ways that enhance student
learning.
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
21
TAPS Process Flow
Orientation
Familiarization
Self-Assessment
Observations &
Documentation*
Collection
Formative
Assessment and
Feedback
Summative
Assessment and
Feedback
Feedback
Documentation includes data from walkthroughs and surveys.
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
22
TAPS Process Flow
Orientation
Familiarization
SelfAssessment
Observations &
Documentation
* Collection
Formative
Assessment and
Feedback
Summative
Assessment and
Feedback
Feedback
Documentation includes data from walkthroughs and surveys.
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
23
Self-Assessment Form (Abbreviated)
Must be completed electronically prior to pre-conference.
Planning
Rating
Comments
1.
_____Exemplary
_____Proficient
_____Needs Development
_____Ineffective
Strengths:
Professional Knowledge
Areas for Growth:
Exemplary
The teacher continually
demonstrates expertise and leads
others to determine and develop a
variety of strategies and
instruments that are valid and
appropriate for the content and
student population and guides
students to monitor and reflect on
their own academic progress.
(Teachers rated as Exemplary
continually seek ways to serve as
role models or teacher leaders.)
Proficient
The teacher systematically
and consistently chooses a
variety of diagnostic,
formative, and summative
assessment strategies and
instruments that are valid
and appropriate for the
content and student
population.
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Needs Development
Ineffective
The teacher inconsistently
chooses a variety of
diagnostic, formative, and
summative assessment
strategies or the instruments
are sometimes not
appropriate for the content
or student population.
The teacher chooses an inadequate
variety of diagnostic, formative, and
summative assessment strategies or
the instruments are not appropriate
for the content or student population.
24
TAPS Data Sources
• Observations





Two formative observations, at least 30 minutes each.
Announced or unannounced.
Four walkthroughs, minimum of 10 minutes each.
Observations must be completed prior to the summative
evaluation.
Formative and summative assessments completed using the
electronic platform.
• Documentation Upon Evaluator’s Request




Site administrator determines format (electronic and/or hard-copy).
Documentation sources may vary.
Evaluator collects notes on Formative Assessment Form.
Documentation is collected in the electronic platform.
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
25
Examples of Documentation
• Lesson Plans
• Summary of Conference with Teacher
• Parent Contact Log
• Data Used to Differentiate
• Emails to Parents
• Assessments
• Professional Learning
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
26
Rating Performance
Totality of the Evidence and Most Consistent Practice
Performance Standard 1: Professional Knowledge
Exemplary
In addition to meeting the
requirements for
Proficient…
The teacher continually
demonstrates extensive
content and pedagogical
knowledge, enriches the
curriculum, and guides
others in enriching the
curriculum. (Teachers
rated as Exemplary
continually seek ways to
serve as role models or
teacher leaders.)
Proficient
Proficient is the expected
level of performance.
Needs Development
Ineffective
The teacher consistently
demonstrates an
understanding of the
curriculum, subject
content, pedagogical
knowledge, and the needs
of students by providing
relevant learning
experiences.
The teacher inconsistently
demonstrates
understanding of
curriculum, subject
content, pedagogical
knowledge, and student
needs, or lacks fluidity in
using the knowledge in
practice.
The teacher inadequately
demonstrates
understanding of
curriculum, subject
content, pedagogical
knowledge and student
needs, or does not use the
knowledge in practice.
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
27
Rating Teacher Performance
Terms
ranked by
degree of
frequency
Consistently
Continually
Definition
Example
Occurs at regular intervals
Every Week
(Regular intervals will vary
depending on the standard
and the task.)
Occurs with high
frequency, appropriately,
and over time
Every Day, Every Class
(Frequency will vary
depending on the standard
and the task.)
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
28
Formative Assessment
(Abbreviated)
Totality of the Evidence and Most Consistent Practice
Planning
1. Professional
Knowledge
Rating
_____Exemplary
_____Proficient
_____Needs Development
_____Ineffective
Exemplary
The teacher continually
demonstrates extensive content
and pedagogical knowledge,
enriches the curriculum, and
guides others in enriching the
curriculum. (Teachers rated as
Exemplary continually seek ways
to serve as role models or teacher
leaders.)
Specific Comments
Proficient
The teacher consistently
demonstrates an
understanding of the
curriculum, subject
content, pedagogical
knowledge, and the needs
of students by providing
relevant learning
experiences.
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Needs Development
The teacher inconsistently
demonstrates
understanding of
curriculum, subject
content, pedagogical
knowledge, and student
needs, or lacks fluidity in
using the knowledge in
practice.
Ineffective
The teacher inadequately
demonstrates understanding of
curriculum, subject content,
pedagogical knowledge and student
needs, or does not use the
knowledge in practice.
29
Summative Assessment
Planning
1. Professional
Knowledge
Rating
_____Exemplary
_____Proficient
_____Needs Development
_____Ineffective
Exemplary
The teacher continually
demonstrates extensive content
and pedagogical knowledge,
enriches the curriculum, and
guides others in enriching the
curriculum. (Teachers rated as
Exemplary continually seek ways
to serve as role models or teacher
leaders.)
Specific Comments
Proficient
The teacher consistently
demonstrates an
understanding of the
curriculum, subject
content, pedagogical
knowledge, and the needs
of students by providing
relevant learning
experiences.
Dr. John D. Barge, State School
Dr. John
D. Barge, State School
Superintendent
Superintendent
“Making Education Work for All Georgians”
“Making
Education Work for All Georgians”
www.gadoe.org
www.gadoe.org
Needs Development
The teacher inconsistently
demonstrates
understanding of
curriculum, subject
content, pedagogical
knowledge, and student
needs, or lacks fluidity in
using the knowledge in
practice.
Ineffective
The teacher inadequately
demonstrates understanding of
curriculum, subject content,
pedagogical knowledge and student
needs, or does not use the
knowledge in practice.
30
Teacher Keys Effectiveness System
Teacher Keys Effectiveness System
(Generates a Teacher Effectiveness Measure )
Teacher Assessment on
Performance Standards
Surveys of Instructional
Practice
(Observations and Documentation)
(Grades 3-5, Grades 6-8, Grades 9-12)
Student Growth and Academic Achievement
Teachers of Tested Subjects
- Student Growth Percentile
- Achievement Gap Reduction
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Teachers of Non-Tested Subjects
- DOE-approved, district-developed
Student Learning Objectives
31
Surveys of Instructional Practice
•Are administered through the TLE Electronic Platform
•Use three different surveys (Grades 3-5, 6-8, 9-12)
•Require anonymous responses (no commentary)
•Allow for multiple district-selected survey windows
•Open on October 1, 2012 and close on April 30, 2013
•Allow for multiple administrations for same teacher
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
32
Grades 6-8 Survey Sample
Strongly
Agree
Agree
Disagree
Strongly
Disagree
My teacher uses different ways to
teach and help me learn.
3
2
1
0
My teacher sets high learning
standards for the class.
3
2
1
0
Abbreviated Sample Form for Training Purposes
Dr. John D. Barge, State School
Dr. John
D. Barge, State School
Superintendent
Superintendent
“Making Education Work for All Georgians”
“Making
Education Work for All Georgians”
www.gadoe.org
www.gadoe.org
33
TKES Survey Results
• The summary table will provide the mean survey response for the
four performance standards.
• Evaluators will use this data as an additional source of documentation
to inform the formative and the summative rating within the
Teacher Keys Effectiveness System.
Teacher
3. Instructional
Strategies
4. Differentiated
Instruction
7. Positive
Learning
Environment
8. Academically
Challenging
Environment
0.9
2.1
3.0
1.7
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
34
Teacher Keys Effectiveness System
Teacher Keys Effectiveness System
(Generates a Teacher Effectiveness Measure )
Teacher Assessment on
Performance Standards
Surveys of Instructional
Practice
(Observations and Documentation)
(Grades 3-5, Grades 6-8, Grades 9-12)
Student Growth and Academic Achievement
Teachers of Tested Subjects
Teachers of Non-Tested Subjects
- Student Growth Percentile
- Achievement Gap Reduction
- DOE-approved, district-developed
Student Learning Objectives
Dr. John D. Barge, State School
Dr. John
D. Barge, State School
Superintendent
Superintendent
“Making Education Work for All Georgians”
“Making
Education Work for All Georgians”
www.gadoe.org
www.gadoe.org
35
What is an SGP?
Why is it a
percentile?
What does the
percentile tell us
about instruction?
76
Who is a student
measured
against?
How much
growth is
enough?
Dr. John D. Barge, State School
Dr. John
D. Barge, State School
Superintendent
Superintendent
“Making Education Work for All Georgians”
“Making
Education Work for All Georgians”
www.gadoe.org
www.gadoe.org
36
SGP Final Points
• SGPs not only show how individual students
are progressing, but they also can be
aggregated to show how groups of students,
schools, districts, and the state are
progressing.
• This model can transition to PARCC when
implemented.
Dr. John D. Barge, State School
Dr. John
D. Barge, State School
Superintendent
Superintendent
“Making Education Work for All Georgians”
“Making
Education Work for All Georgians”
www.gadoe.org
www.gadoe.org
37
Teacher Keys Effectiveness System
Teacher Keys Effectiveness System
(Generates a Teacher Effectiveness Measure )
Teacher Assessment on
Performance Standards
Surveys of Instructional
Practice
(Observations and Documentation)
(Grades 3-5, Grades 6-8. Grades 9-12)
Student Growth and Academic Achievement
Teachers of Tested Subjects
Teachers of Non-Tested Subjects
- Student Growth Percentile
- Achievement Gap Reduction
- DOE-approved, district-developed
Student Learning Objectives
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
38
Purpose of
Student Learning Objectives
Serve as a measure of the powerful impact of
teachers on student learning in non-tested areas.
Give educators, school systems, and state leaders
an additional means by which to understand,
value, and recognize success in the classroom.
Build on what great teachers do already.
Dr. John D. Barge, State School
Dr. John
D. Barge, State School
Superintendent
Superintendent
“Making Education Work for All Georgians”
“Making
Education Work for All Georgians”
www.gadoe.org
www.gadoe.org
39
Characteristics of SLOs
Represent the most
important learning for an
instructional period
Are developed by District
and approved by the
GaDOE
Student Learning
Objectives
Are specific, measurable,
time-bound
Dr. John D. Barge, State School
Dr. John
D. Barge, State School
Superintendent
Superintendent
“Making Education Work for All Georgians”
“Making
Education Work for All Georgians”
www.gadoe.org
www.gadoe.org
Are aligned to Common
Core, State, and/ or National
standards, as well as other
district and school priorities
40
Overview of SLO Process
Teacher
administers
preassessments
Beginning
of Course
Teacher
creates and
implements
teaching
and
learning
strategies
Teacher
monitors
student
progress
through
on-going
formative
assessments
August - May
*includes mid-year review
Dr. John D. Barge, State School
Dr. John
D. Barge, State School
Superintendent
Superintendent
“Making Education Work for All Georgians”
“Making
Education Work for All Georgians”
www.gadoe.org
www.gadoe.org
Evaluator /
teacher
determines
Student
Learning
Objective
attainment
May 15 data
submission to
GaDOE
41
Pilot SLO Evaluation Rubric
Student Learning Objective Evaluation Rubric
Exemplary
Proficient
Greater than 50% of the
students exceeded the
Student Learning
Objective, at least 40%
met the Student
Learning Objective, and
no more than 10% did
not meet the Student
Learning Objective.
Greater than or equal
to 80% of students met
or exceeded their
Student Learning
Objective and no more
than 20% did not meet
the Student Learning
Objective.
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Needs
Development
Ineffective
Great than or equal to
50% of students met or
exceeded their Student
Learning Objective.
Fewer than 50% of
students met or
exceeded their Student
Learning Objective.
42
TLE Electronic Platform
Dr. John D. Barge, State School
Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
43
Teacher Keys Effectiveness System
Teacher Keys Effectiveness System
(Generates a Teacher Effectiveness Measure )
Teacher Assessment on
Performance Standards
Surveys of Instructional
Practice
(Observations and Documentation)
(Grades 3-5, Grades 6-8, Grades 9-12)
Student Growth and Academic Achievement
Teachers of Tested Subjects
- Student Growth Percentile
- Achievement Gap Reduction
Dr. John D. Barge, State School
Dr. John
D. Barge, State School
Superintendent
Superintendent
“Making Education Work for All Georgians”
“Making
Education Work for All Georgians”
www.gadoe.org
www.gadoe.org
Teachers of Non-Tested Subjects
- DOE-approved, district-developed
Student Learning Objectives
44
Teacher & Leader Effectiveness
Avis King, Deputy Superintendent of School Improvement
[email protected]
Barbara Lunsford, Associate Superintendent of School Improvement
[email protected]
Martha Ann Todd, TLE Division Director
[email protected]
Susan White, TLE Program Manager
[email protected]
Cindy Saxon, Interim TLE Program Manager
[email protected]
Pam Colvin, TLE Program Manager
[email protected]
Dr. John D. Barge, State School
Dr. John
D. Barge, State School
Superintendent
Superintendent
“Making Education Work for All Georgians”
“Making
Education Work for All Georgians”
www.gadoe.org
www.gadoe.org
45

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