A Look at Georgia's New Teacher
Evaluation System
The new Teacher Evaluation System will be implemented in the 26 Race to
the Top districts next year along with 60 additional districts.  Districts will
continue to be added each year until all systems are under a uniformed
system (

The new Teacher Evaluation System will be based on three core
components: (1) Teacher Performance Standards, (2) Student Growth, and
(3) Surveys.

Teacher Performance Standards
    - Measured by 5 domains (categories): Planning, Instructional Delivery,
    Assessment of and for Learning, Learning Environment, and
    Professionalism & Communication
    - Within these categories are 10 strands (2 strands per domain) to
    measure the effectiveness of a teacher...
    o Professional Knowledge: The teacher demonstrates an
    understanding of the curriculum, subject content, pedagogical
    knowledge, and the needs of students by providing relevant
    learning experiences.
    o 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
    o Instructional Strategies: The teacher promotes student learning
    by using research‐based instructional strategies relevant to the
    content area to engage students in active learning and to promote
    key skills.
    o Differentiated Instruction: The teacher challenges students by
    providing appropriate content and developing skills which address
    individual learning differences.
    o 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.
    o 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.
    o Positive Learning Environment: The teacher provides a well‐
    managed, safe, and orderly environment that is conducive to
    learning and encourages respect for all.
    o 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.
    o Professionalism: The teacher demonstrates a commitment to
    professional ethics and the school’s mission, participates in
    professional growth opportunities, and contributes to the profession.
    o Communication: The teacher communicates effectively with
    students, parents or guardians, district and school personnel, and
    other stakeholders in ways that enhance student learning.
    - Observations
    o Teacher rated on how/if they meet the above 10 strands
    o 2 formal observations: 1 announced and 1 unannounced
    o At least 30mins each
    o Completed between Jan.-Apr 1
    - Documentation/Artifacts:
    o School will decide required documents to “prove” effectiveness
    for each of the 4 strands; sample docs are listed below:
    o Professional Knowledge
     Class profile
     Annotated list of instructional activities for a unit
     Annotated photographs of teacher-made displays used in
     Annotated samples or photographs of instructional materials
    created by the teacher
     Lesson/intervention plan (including goals and objectives,
    activities, resources, and assessment measures)
    o Instructional Planning
     Course Syllabus
     Lesson Plan
     Intervention Plan
     Team/Department Meeting Minutes
     Substitute Lesson Plan
    o Instructional Strategies
     Samples of handouts/presentation visuals
     Technology samples on disk
     Video of teacher using various instructional strategies
    o Differentiated Instruction
     Summary of consultation with appropriate staff members
    regarding special needs of individual students
     Samples of extension or remediation activities
     Video or annotated photographs of class working on
    differentiated activities
     Video of teacher instructing various groups at different levels
    of challenge

    Teachers will be ranked Exemplary, Proficient, Developing/Needs
    Improvement, or Ineffective for each strand and will receive an
    overall score and rank of effectiveness.
EmpowerED Georgia is a
grassroots education advocacy
group made of thousands of
parents, educators, and concerned
citizens from across the state. We
are committed to ensuring a quality
public education for every child.

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