legal: The New TKES System Evaluates Teachers

Legal The New TKES System Evaluates Teachers Based on 10 Detailed Criteria

By Matthew Pence, Staff Attorney

House Bill 244, passed by the 2013 Georgia legislature, mandates that beginning in the 2014-15 school year, all Georgia teachers will be evaluated under the Teacher Keys Effectiveness System. This represents a huge change for both teachers and administrators.

TKES began as part of Georgia’s involvement in the United States Department of Education’s Race to the Top Initiative. During 201213 school year, 26 Georgia school systems piloted the program. The PAGE Legal Department has fielded many calls from members regarding the new evaluation process. Implementing a new, complex evaluation instrument across the state will not be without glitches, and it is imperative that teachers begin to acquaint themselves now with the new system.

Under the Georgia Teacher Evaluation Program, two instruments

were used: the Georgia Teacher Observation Instrument and the Georgia Teacher Duties and Responsibilities Instrument. Some systems even used local evaluation tools. Going forward, all teachers in Georgia will be evaluated on their level of effectiveness as it relates to 10 specific factors under TKES.

The Teacher Keys Effectiveness System will change both how the teacher is observed and the evidence the evaluator uses to determine the level of performance. TKES includes the Teacher Assessment on Performance Standards (TAPS), and this component accounts for 50 percent of the evaluation. Student performance data accounts for the other 50 percent. A later issue of PAGE ONE will explain the student performance portion in depth.

During the TAPS process, each teacher will receive a minimum of two 30-minute formative observations and four 10-minute walk

through observations. TKES focuses on 10 specific standards:

• Professional knowledge • Instructional planning • Instructional strategies • Differentiated instruction • Assessment strategies • Assessment uses • Positive learning environment • Academically challenging environment • Professionalism • Communication

During a 30-minute observation, a teacher will be evaluated on each standard as either exemplary, proficient, needs development or ineffective. During a 10-minute walk-through observation, the administrator is to choose only one or two of the standards to observe.

EvAluAtion Will

mEAsurE PErformAnCE ovEr thE YEAr

The new system is meant to promote dialogue, professional growth and student achievement. Administrators should begin with the assumption that the teacher being observed is proficient in all areas. After all, the teacher has a degree, is certificated by the Professional Standards Commission and is employed under a teaching contract issued to him/her by the local board of education. There should be no assumption that a teacher needs development or is ineffective.

Moreover, TKES envisions a summative evaluation that will capture a teacher’s performance related to each standard over the year. It will consider the totality of evidence and consistency of practice. As such, no one should receive all observations in one lumped time period. At year end, the teacher will receive a summative evaluation. The expected level of performance on each standard is “proficient.” On the summative, a teacher will receive an overall score between 0 and 30. Each standard is weighted between 3 and 0 points (3 for exemplary, 2 for proficient, 1 for needs development and 0 for ineffective) based on the annual rating of each of the 10 standards.

Each teacher should strive to reach, at the minimum, a score of 17 (as this will result in an overall evaluation of “proficient”). A score of 27–30 results in an overall rating of “exemplary.” A score of 17–26 results in an overall rating of “proficient.” A score of 7–16 results in an overall rating of “needs development,” and a score of 0–6 results in an overall rating of “ineffective.” Anything 16 and under—the equivalent of an unsatisfactory on the GTEP—will be reported to the Professional Standards Commission. Currently, those systems piloting TKES are only required to report to the PSC an overall score of “ineffective” on the TAPS. With the state rollout of TKES in 2014-15, an overall score of “ineffective” or “needs development” will be reported to the PSC. This overall score includes the TAPS rating as well as the student performance data.

As was customary under the GTEP, any PAGE member who receives an observation with which he or she disagrees should first call the PAGE Legal Department to speak with an attorney on staff. Everyone’s situation is unique, and our staff attorneys can evaluate your particular set of circumstances and advise you on what actions are best going forward. n

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