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Moving from Good to Great

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?.

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Moving from Good to Great

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  1. Moving from Good to Great New Evaluation Model for Tennessee Teachers

  2. Flow Chart

  3. True Learning

  4. TEAM = Tennessee Educator Acceleration Model

  5. What is the Tap Concept?

  6. Why the TAP Rubric?A differentiated model

  7. 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

  8. 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.

  9. Achievement differences based on three years with an ineffective teacher

  10. TAP Rubric

  11. 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?

  12. Designing and Planning Instruction

  13. The Learning Environment

  14. Instructional

  15. Professionalism Community Involvement School Responsibilities Growing and Developing Professionally Reflecting on Teaching

  16. Apprentice Teachers:

  17. Professional Teachers:

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