19/10/2008 CLASS Keys12/4/2008

Continuum of ImprovementA rubric with four levels of performance.

EvidenceExamples that develop the expectations for the rubric.

Element DescriptorsWords/phrases found in the element, rubric, or evidence.

Data SourcesSuggested artifacts and conference discussion topics.

Research RationaleCurrent research justifying the element.

Each Element in the CLASS Keys Contains

29/10/2008 CLASS Keys12/4/2008

39/10/2008 CLASS Keys12/4/2008

9/10/2008 CLASS Keys

Student Achievement

How should teachers be held accountable for student achievement?

59/10/2008 CLASS Keys

6

TeacherTeacher GradesGrades SubjectSubject Measure(s)Measure(s)

Richard Wagner K-5 Music Rhythm Assessment, Instrument ID

John Milton 7 Lang. Arts XYZ Reading Assessment

Brett Favre 9-12 Physical Ed. District Physical Fitness Test

Isaac Newton 4 Math Units 1-4 Common Assessments

Wally Welder 10-12 Welding Satisfactory Performance on 3 Welds

CLASS Keys offers flexibility to districts regarding the impact

on student achievement requirement.

12/4/2008

9/10/2008 CLASS Keys 79/10/2008 CLASS Keys

CLASS Keys

CLASS Keys Field Study Timeline

Summer 2008 Select Schools (+150)

Fall 2008 Training Sessions

2008-2009 Field Study

Early Spring 2009 Data Collections

Late Spring 2009 Revisions

8CLASS Keys

CLASS Keys

TheThe

ProcessProcess

9

CLASS Keys 10

Standard Elements Self-Assessment

CP 1.1 Content knowledge Not Evident Emerging Proficient Exemplary

CP 1.2 Vertical alignment Not Evident Emerging Proficient Exemplary

CP 1.3 Interdisciplinary Not Evident Emerging Proficient Exemplary

CP 2.1 Written curriculum Not Evident Emerging Proficient Exemplary

CP 2.2 Organizing Framework Not Evident Emerging Proficient Exemplary

CP 2.3 Planning assessment Not Evident Emerging Proficient Exemplary

SBI 1.1 Research-based Not Evident Emerging Proficient Exemplary

SBI 1.2 Higher-order thinking Not Evident Emerging Proficient Exemplary

SBI 1.3 Differentiation Not Evident Emerging Proficient Exemplary

SBI 1.4 Flexible grouping Not Evident Emerging Proficient Exemplary

SBI 1.5 Use of technology Not Evident Emerging Proficient Exemplary

SBI 2.1 High expectations Not Evident Emerging Proficient Exemplary

SBI 2.2 Communicate standards Not Evident Emerging Proficient Exemplary

SBI 2.3 Feedback/fair grading procedures Not Evident Emerging Proficient Exemplary

AL 1.1 Diagnostic Assessment Not Evident Emerging Proficient Exemplary

AL 1.2 Formative Assessment Not Evident Emerging Proficient Exemplary

AL 1.3 Summative Assessment Not Evident Emerging Proficient Exemplary

AL 2.1 Use data to identify needs and intervene Not Evident Emerging Proficient Exemplary

P 1.1 Classroom Management Not Evident Emerging Proficient Exemplary

P 1.2 Maximize Time Not Evident Emerging Proficient Exemplary

P 1.3 Acknowledge Diversity & Accomplishments Not Evident Emerging Proficient Exemplary

P 1.4 Students Taking Responsibility Not Evident Emerging Proficient Exemplary

P 2.1 Parent Involvement Not Evident Emerging Proficient Exemplary

P 3.1 Job-embedded Learning Not Evident Emerging Proficient Exemplary

P 3.2 Content and Pedagogy Professional. Learning Not Evident Emerging Proficient Exemplary

P 4.1 School Improvement Not Evident Emerging Proficient Exemplary

CLASS Keys

Professional Growth PlanAn annual plan that includes

Goal setting and action plan.

Professional growth planning linked to the school/district improvement plan.

A cycle of constant development.

Purpose: To allow teachers to direct their own careers through goal setting and performance evaluation with strong ties to student learning.

119/10/2008 CLASS Keys

District Goals

School Goals

Team/Grade Level Goals

Classroom Goals

Student Goals

Alignment of Goals from District to Classroom to Student

12CLASS Keys

CLASS Keys

Informal Observations

2 - 3 short, (5-15 minutes) unannounced observations.

Only a few of the elements are assessed.

The feedback can come in the form of an email for informal

observations

2 - 3 more informals are conducted after the formal

observation.

These informals do impact the Annual Evaluation.

13

CLASS Keys

14

1. What do you want the students to know and be able to do by the end of the lesson?

2. What Georgia Performance Standard (GPS) or QCC or National Standard does the lesson address?

3. What assessment strategies will you use to monitor student understanding?

4. Describe the sequence of events in the lesson with amount of time expected for each event.

5. How have you integrated other subjects into the lesson to be observed?

6. If students will work in groups, what is the rationale for the make up of the groups?

Pre-Observation Questions