Evaluation manual

Georgia Teacher Evaluation Program 1993 Advisory Committee Members

Sheila Barefield Teacher, Elementary Muscogee County Schools Columbus, GA
Dan Cochran Director, Evaluation
& Certification Cobb County Schools Marietta, GA

Joyce Carreker Special Programs Director Sumter County Schools Americus , GA
Mamie Crawford Teacher, Middle School Butts County Schools Jackson, GA

Harold Chapman Assoc. Professor of Education Fort Valley State College Fort Valley, GA
Suzanne Daughtry Teacher, Elementary Gwinnett County Schools Norcross, GA

Leontine Espy Principal, High School Bibb County Schools Macon, GA

Faye Fox Teacher, Primary School Dalton Public Schools Dalton, GA

Garland Gordon Teacher, Elementary Thomasville City Schools Thomasville, GA

Gale Hulme Asst. Superintendent,
Instructional Services Gwinnett County Schools Lawrenceville, GA

Margaret Hunt Director Chattahoochee-Flint RESA Americus, GA

Jeanie Jones Assoc. Superintendent,
Instructional Services Cobb County Schools Marietta, GA

Agatha Kent Curriculum Director Screven County Schools Sylvania, GA

Joann McAleer Learner Support Strategist Cobb County Schools Marietta, GA

Joseph Murphy Dean, School of Education Augusta College Augusta, GA

Mary Sue Murray Asst. Superintendent,
Instruction Douglas County Schools Douglasville, GA

Lynda Nix-Waller Teacher, High School Douglas County Schools Lithia Springs, GA

Walter Pierce Principal, High School Clayton County Schools Morrow, GA

Jim Puckett Director, Training
& Board Development GA School Boards Association, Inc. Lawrenceville, GA

Alexander Rainey Principal, High School Gilmer County Schools Ellijay, GA

Judy Reiff Assoc. Professor, Elementary
Education University of Georgia Athens, GA

Alicia Roberts English Department Chair,
High School Atlanta City Schools Atlanta, GA

Gwen Rountree Asst. Superintendent,
Personnel & Staff Development McDuffie County Schools Thomson, GA

Ed Smith Band Director, High School Troup County Schools LaGrange, GA

Earl Swank Secondary Education Chairman Valdosta State College Valdosta, GA

Saint Thomas Principal, Middle School Decatur County Schools Bainbridge, GA

Michael Thompson Teacher, High School Bacon County Schools Alma, GA

Dennis Whittle Principal, Elementary Forsyth County Schools Alpharetta, GA

Patricia Wingate Teacher, Elementary Dougherty County Schools Albany , GA

John Yates Executive Director GAEL Dahlonega, GA

GEORGIA TEACHER EVALUATION PROGRAM
EVALUATION MANUAL
Werner Rogers State Superintendent of Schools GEORGIA DEPARTMENT OF EDUCATION
July 1993

ACKNOWLEDGMENTS We wish to express our appreciation to the many people who have contributed to the development of the Georgia Teacher Evaluation Program: Evaluation Manual (Revised July 1993) and training program. The components of the program and the evaluation manual were prepared through collaborative efforts of the Georgia Department of Education, the Georgia Teacher Evaluation Project at Georgia State University, the Performance Assessment Laboratory at the University of Georgia, and consultants from school districts, state agencies, colleges and universities. Through questionnaires, interviews, evaluation documentation, debriefing sessions, and other m~ans of formal and informal communication, teachers and administrators in every school system in Georgia have provided information vital to the production of the teacher evaluation program. Historically, a bias review committee composed of teachers selected by pilot districts and an advisory committee composed of educators nominated by professional organizations, districts, colleges and universities provided the project staff with valuable guidance related to the Georgia Teacher Evaluation Program. The information and insights gained from participants in the pilot and field-test programs are reflected in the content of the GTEP: Evaluation Manual and training program. Georgia educators continue to provide guidance to the Georgia Teacher Evaluation Program through participation on advisory committees and surveys completed by evaluators and teachers throughout the state.
iii

Table of Contents
Acknowledgments .......................................................................................................iii
Introduction ................................................................................................................. 1
Philosophy and Purposes .......................................................................................... 1
Procedures for GTEP Implementation ....................................................................... 2 Evaluation Instruments ............................................................................................. 2 Re~uirements for Training ........................................................................................ 3 Responsibility for Evaluation .................................................................................... 3 Georgia Teacher Evaluation Process ...................................................................... 4 Orientation .......................................................................................................... 5 Pre-Evaluation Conference ................................................................................. 5 Observations....................................................................................................... 5 Annual Evaluation Requirements .................................................................. 5 Standard Evaluation Process ........................................................................ 7 Formative Evaluation Process ....................................................................... 8 Observation Guidelines ................................................................................. 8 Extended Phase ............................................................................................ 9 GTOI: Scoring and Written Comments ............................................................. 10 GTDRI: Notification and Documentation ........................................................... 10 Post-Observation/Notification Conference ........................................................ 11 Annual Evaluation Summary Report ................................................................. 11 Annual Evaluation Conference ......................................................................... 17 Professional Development Plan ........................................................................ 17 Records ................................................................................................................. 19 State Salary lncrements ...... ;.................................................................................. 19 Confidentiality ......................................................................................................... 19 Complaints .............................................................................................................20 Synopsis of Reliability, Validity, and Related lssues .............................................. 21
Georgia Teacher Observation Instrument. .............................................................. 25
Georgia Teacher Duties and Responsibilities Instrument.. ................................... 63
Appendix ................................................................................................................... 69
Teacher Job Description ........................................................................................ 71 Standard Process- GTOI Observation Record: Standard Form ............................. 73 Formative Process- GTOI Observation Record: Standard Form ........................... 75 GTOI Observation Record: Extended Form ........................................................... 77 Annual Evaluation Summary Report ...................................................................... 79 Notification and Documentation Record ................................................................. 81 Professional Development Plan ............................................................................. 83 Bibliography ........................................................................................................... 85 Selected Readings ................................................................................................. 89
v

INTRODUCTION The Georgia Teacher Evaluation Program (GTEP) was developed in response to the Quality Basic Education (QBE) Act. The OBE Act requires that all personnel employed by local units of administration (LUA) shall have their performance evaluated annually by appropriately trained evaluators. Certified professional personnel who have deficiencies and other needs shall have professional development plans designed to mitigate such deficiencies and other needs as may have been identified during the evaluation process. (O.C.G.A. 20-2-210) The information contained in this manual is intended to provide all teachers and administrators in Georgia with a description of the evaluation instruments and a summary-of procedures for the GTEP. The instruments and procedures are described further in a training program for evaluators and in an orientation session for teachers. This manual includes three major sections: (a) procedures for GTEP Implementation, (b) the Georgia Teacher Observation Instrument (GTOI), and (c) the Georgia Teacher Duties and Responsibilities Instrument (GTDRI).
PHILOSOPHY AND PURPOSES Teacher evaluation is an integral component in the process of improving teaching and learning. An effective evaluation program results when teachers are treated as professionals and evaluators are successful in using evaluations to reinforce effective practices and to improve teaching. The purposes of the annual performance evaluation are:
1. to identify and reinforce effective teaching practices; 2. to identify areas where development can improve instructional effectiveness;
and 3. to identify teachers who do not meet the minimum standards so that
appropriate action can be taken.
1

PROCEDURES FOR GTEP IMPLEMENTATION
EVALUATION INSTRUMENTS The Georgia Teacher Evaluation Program (GTEP) includes the use of two instruments-the Georgia Teacher Observation Instrument (GTOI) and the Georgia Teacher Duties and Responsibilities Instrument (GTDRI). These two instruments shall be used for the annual evaluation of teaching personnel employed for 120 days or more, who are employed at least half-time, and are required to have a teaching certificate. Exceptions to this rule include the following: 1. The local unit of administration (LUA) will determine which evaluation program is
appropriate for teaching personnel who are required to have a teaching certificate but who are serving in multiple roles, such as teacher-leadership, teacher-counselor, etc. Only one evaluation program will be used for each individual. The individual will receive an orientation to the appropriate program. 2. Special groups of teachers, such as hospital/homebound, in-school suspension, and migrant teachers, who do not hold regular classroom teaching roles will be evaluated using the applicable portions of the GTDRI and appropriate additional criteria as specified by the local unit of administration. The teacher~ receive a written statement of the criteria and an orientation to them prior to their use in the evaluation of the teacher.
3. Teachers who are employees 0. portion of the year~. at a minimum, be
evaluated with the GTDRI. The local unit of administration will determine whether the GTOI will be used with teachers employed fewer than 120 days and with those teachers who are employed less than half-time. The local unit of administration will decide the appropriate number of observations if the number of days taught is less than 120. Teachers~ receive an orientation to the GTEP process and a statement of the criteria on which they will be evaluated.
All teachers evaluated using any portion of the Georgia Teacher Evaluation Program must receive a copy of this GTEP: Evaluation Manual and must receive an Annual Evaluation Summary Report according to the guidelines in this manual.
2

REQUIREMENTS FOR TRAINING
Evaluation activities ~ be conducted by trained evaluators. A trained GTEP evaluator is defined as an individual who has attended all state-approved, required GTEP training sessions including conferencing and Professional Development Plan (PDP) training segments, a school-based practice activity, any required update training, and has met state-adopted evaluator proficiency requirements.
RESPONSIBILITY FOR EVALUATION
The sct-rool principal is responsible for the management of all teacher evaluation activities. The principal must review and sign the Annual Evaluation Summary Report on each teacher. The principal~ conduct a minimum of 10 GTOI classroom observations annually unless this number is higher than the total number of observations required in a school. Priority for these observations should be for teachers in their first year at the school and for teachers believed to be at-risk of receiving an unsatisfactory annual evaluation report. In the event the principal is unable to conduct evaluation activities for reasons such as illness, late employment, or not yet meeting training requirements, the local unit of administration ~designate a trained evaluator to perform these activities. If an evaluator leaves during the year, previous evaluation records that have been produced by that individual remain in effect. Teacher evaluations may be conducted only by system-level and school-based administrators, system-level instructional supervisory personnel, and school-based instructional leadership staff. Local system personnel may be assigned GTEP evaluation responsibilities only tor periods when such persons do not have regularly scheduled, direct student instructional responsibilities.
3

GEORGIA TEACHER EVALUATION PROCESS

ORIENTATION

w

PRE-EVALUATION CONFERENCE
(if requested)

~

w

GTOI: CLASSROOM OBSERVATION(S)
w

GTDRI: ONGOING OBSERVATIONS

SCORING AND WRITTEN COMMENTS
w
POST-OBSERVATION CONFERENCE
(if requested)
w

' /
WRITTEN NOTIFICATION, DOCUMENTATION
AND A CONFERENCE
w

ANNUAL EVALUATION SUMMARY REPORT

w

-

ANNUAL EVALUATION CONFERENCE
(optional if satisfactory in formative evaluation process)
w

PROFESSIONAL DEVELOPMENT PLAN

4

GEORGIA TEACHER EVALUATION PROCESS
There are eight basic steps in the Georgia Teacher Evaluation Process. See the diagram on page 4 for an overview of this process.
Step 1 - ORIENTATION (Required for New Teachers)
All teaching personnel~ receive an orientation to the Georgia Teacher Evaluation Program prior to their initial evaluation observation. During the orientation session the teachers ~ be provided a copy of this GTEP: Evaluation Manual. An overview of the GTEP procedures, the content and 4ferminology in the GTOI and GTDRI, and information about the supplementary GTEP orientation materials will be discussed. These orientation materials are to be in every school in a convenient location for teachers. All teachers ~ have access to the supplementary materials including an Orientation Guide, transparencies, and an accompanying videotape of sample effective teaching practices.
For teachers who have previously received a GTEP orientation, an update on any changes in procedures and content of the GTEP shall be conducted.
Step 2- PRE-EVALUATION CONFERENCE (Required if Requested)
A pre-evaluation conference is not required as a routine procedure, but one ~be conducted at the request of either the teacher or the evaluator. This conference is designed to provide an opportunity for (a) further clarification of the GTEP content, evaluation procedures, or scoring criteria; (b) sharing of background information concerning the students and/or classes which may be observed; (c) sharing of other information which may have an impact on the teacher's evaluation; and (d) review of the past year's Professional Development Plan, if appropriate.
Step 3- OBSERVATIONS
Teachers~ be notified of the evaluation process and guidelines under which they will be evaluated.
Annual Evaluation Requirements
The teacher evaluation program in Georgia consists of classroom observations for scoring the Georgia Teacher Observation Instrument (GTOI) and ongoing school-wide observations for scoring the Georgia Teacher Duties and Responsibilities Instrument (GTDRI). The items on the GTDRI describe expectations for teachers in addition to the teaching tasks outlined in the GTOI. Evaluation of the performance of these duties and responsibilities is based on school-wide observations throughout the year and is handled by exception.
5

DIAGRAM OF STANDARD EVALUATION PROCESS

.

.

.

1

2

3

DIAGRAM OF FORMATIVE EVALUATION PROCESS

~ ~

DIAGRAMS OF REQUIRED EXTENDED PHASE

5 or more Nls

I

EXTENDED OBSERVATION(S) (may continue during Stnd. Obs.)

. 2

. 3

. 4

5 or more Nls

I IOTBNS.D. TOBNSD . .

1

2

EXTENDED OBSERVATION(S) (may continue during Stnd. Obs.)

. 3

. 4

. 1

5 or more Nls

IOTBNS.D. TOBNSD. .I

2

3

EXTENDED OBSERVA TION(S) (may continue during Stnd. Obs.)

5 or more Nls

SOTBNSD. . 1

TOBNSD. . TOBNS.D.I

2

3

EXTENDED OBSERVATION(S) (may continue during Stnd. Obs.)

. 4

6

Standard Evaluation Process
The standard evaluation process for the evaluation of classroom teaching with the GTOI regujres a minimum of 3 unannounced classroom observations of at least 20 minutes each. Results of each observation are recorded on the GTOI Observation Record: Standard Form designated for the Standard Process and
returned to the teacher within .5. working days. (A copy of the Standard
Process-GTOI Observation Record: Standard Form is contained in the Appendix, page 73.)
The standard evaluation process shall be used to evaluate the following groups of teachers:
-(1) Teachers with fewer than three years of teaching experience.
(2) Teachers with three or more years of teaching experience who are newly employed with an LUA.
(3) Teachers not in categories (1) or (2) whose previous year's performance was unsatisfactory under the standard evaluation process.
(4) Teachers eligible for the formative evaluation process who are placed into the standard evaluation process as determined by the principal.
(5) Teachers with three or more years of experience who are not newly employed with the LUA and who have a satisfactory Overall Evaluation Summary rating following two years in the formative process.
The LUA will determine the observation time lines for all teachers with the following exception. Teachers employed at the beginning of the school year who are new to a system or who have less than three years of teaching experience .rrl.US, have their first observation prior to November 15.
To the extent possible, standard observations should be distributed to provide for a sample of teaching behaviors at the beginning, middle, and end of lessons, at different times of the day, on different days of the week, and over a number of months. Standard observations for a given teacher~ not occur prior to the teacher's receiving a Standard Process-GTOI Observation Record: Standard Form for a previous observation and an opportunity to request and have a conference.
Teachers in the standard evaluation process will be evaluated on the GTDRI according to guidelines in this GTEP: Evaluation Manual.
7

Formative Evaluation Process
The formative evaluation process shall consist of a minimum of 1 unannounced classroom observation of at least 20 minutes. The results of this observation are recorded on the GTOI Observation Record: Standard Form designated for
the Formative Process and returned to the teacher within .5. working days. (A
copy of the Formative Process-GTOI Observation Record: Standard Form is contained in the Appendix, page 75.) This observation is formative in nature and is used for diagnostic purposes only; therefore, it~ DQ1 be used when determining the overall annual evaluation rating.
The following group of teachers shall be eligible to be evaluated with the two-year formative evaluation process.
Teachers with three or more years of teaching experience who are not newly employed with the LUA and whose most recent overall GTEP rating was satisfactory under the standard evaluation process.
Following two years of satisfactory performance in the formative evaluation process, teachers are placed in the standard evaluation process according to guidelines.
Teachers eligible for or currently in the formative evaluation process may be placed into the standard evaluation process as determined by the principal. The decision to place a teacher into the standard evaluation process should be based on performance during the unannounced GTOI observation of at least 20 minutes or other evidence as determined by the principal. Standard evaluation process guidelines must be followed for these teachers.
The GTOI observation conducted while in the formative evaluation process cannot serve as one of the 3 standard observations required in the standard evaluation process.
Teachers in the formative evaluation process will be evaluated on the GTDRI according to guidelines in this GTEP: Evaluation Manual.
Observation Guidelines
For teachers in either the standard or formative evaluation process, it is both impossible and undesirable to write rules for every evaluation situation. In order to be effective, evaluators must use a common sense approach to evaluation. Observations for evaluation using the GTOI should take place during teacbing situations which provide appropriate opportunities for interaction of either a student-focused or teacher-focused nature. In cases where the students are engaged in appropriate noninteractive learning activities, such as silent reading, independent writing, or listening to a story, evaluators should not score the lesson with the GTOI. Evaluators should not score exams, videotapes, films, guest speakers, or similar classroom activities. Evaluators are encouraged to use professional discretion in the selection of observation times.
8

Extended Phase
The extended phase is reguired in the standard evaluation process when a teacher has accumulated 5 or more Needs Improvement (NI) scores and has not participated in the extended phase during the current school year.
The extended phase begins with a required conference to plan for the extended phase observation. The conference is followed by an announced, full class/lesson observation. The results of this observation are recorded on the
GTOI Observation Record: Extended Form and returned to the teacher within .5.
working days. (A copy of the GTOI Observation Record: Extended Form is contained in the Appendix, page 77.)
-A conference to discuss the results m.u.st be held after this observation. The
scores from the extended observation are used for diagnostic purposes only and ~ !lQl be used to determine any rating on the Annual Evaluation Summary Report.
If all of the scores from the extended observation are satisfactory, standard observations are resumed. If the scores indicate improvement is needed, assistance should be planned and provided promptly. If necessary, the plan for assistance should be formulated as a Professional Development Plan and implemented immediately.
After a reasonable amount of time, standard observations~ resume until a total of 4 standard observations are accumulated. The extended phase may continue during the time that standard observations have been resumed. For teachers who have entered the extended phase, the annual evaluation results will be based on the best 3 of 4 standard observations. (See the diagram of the GTOI observations on page 6.)
Extended observations can be used with teachers in either the standard evaluation process or the formative evaluation process for diagnostic purposes. Extended observations are an option any time a teacher or an evaluator wishes to collect information about teaching skills from announced full lesson/class observations. Announced extended observations are an important diagnostic tool and are encouraged for use at any time but may not be used as part of the Annual Evaluation Summary Report. Extended observations are recommended when an evaluator or teacher wants more detailed information about the teacher's instructional skills as they relate to the dimensions on the observation instrument.
9

Step 4- GTOI: SCORING AND WRITTEN COMMENTS GTDRI: NOTIFICATION AND DOCUMENTATION
GTOI: Scoring and Written Comments
Classroom observations are scored for each dimension and comments mus1 be
written for each of the three teaching tasks on the GTOI observation records. These comments should address the program purposes of identifying and reinforcing effective teaching practices and identifying areas where development can improve instructional effectiveness. The dimensions on the GTOI are scored Satisfactory (S) or Needs Improvement (NI) with one exception. Building for Transfer (Task 1: Dimension C) may be scored Not Applicable (NA) during Student-Focused Content Development. Content Development (Task 1: Dimension B) may be scored by observing either teacher-focused interactions or student-focused interactions or both.
All teachers shall receive a copy of each GTEP observation record within ~ working days of the observation. A conference to discuss each observation shall occur if requested by either the teacher or the evaluator within .1Q working days of receiving the results and shall be held within .1Q working days of this request. Any written comments submitted by the teacher within .1Q working days of receiving the results or within .1Q working days of the conference shall be attached to the observation record or Annual Evaluation Summary Report.
GTDRI: Notification and Documentation
Items in the Georgia Teacher Duties and Responsibilities Instrument (GTDRI) are scored by exception. All items shall be scored as satisfactory on the annual evaluation summary unless prior to the annual evaluation summary the teacher has:
been notified in writing;
received written documentation on each incident serving as the basis for the
unsatisfactory annual evaluation summary; and
had a conference concerning the unsatisfactory performance .
An unsatisfactory annual evaluation summary for the GTDRI can occur if both of the following conditions have been met:
(1) The employee has failed to perform a duty or responsibility which is a
part of the employee's job description under O.C.G.A. 20-2-211 (d) and
local board of education policies; .QI committed an act prohibited ur~er local board of education or State Board of Education rules .QI where the employee had received written notification that the act was prohibited prior to committing the act which is the subject of the GTDRI written notification.
10

(2) The employee has had opportunity of remediation activities, has failed to remediate the conduct which was the subject of the GTDRI deficiency and has received notification of the subsequent deficiency. For purposes of this rule, remediation shall be deemed to have occurred if the employee has continuously performed in an appropriate manner the duty or responsibility previously identified as deficient for the remainder of the annual evaluation cycle. The annual evaluation cycle is from the date of completion of the annual evaluation summary for one year to the date of completion of the following year's annual evaluation summary.
A copy of an optional form which could be used for notification and
-documentation is contained in the Appendix on page 81.
Step 5- POST-OBSERVATION/NOTIFICATION CONFERENCE
Post-Observation Conference
A post-observation conference to discuss the results of a GTOI observation is reguired if requested by either the teacher or the evaluator. Formal and informal conferences to discuss instruction are encouraged. A post-observation conference is reguired after each extended phase observation.
Notification Conference
A notification conference is reguired anytime a teacher receives written notification and documentation for each new incident on the GTDRI. The purpose of the conference is to:
explain the deficient area; discuss the subject of concern; clarify action(s) required; and discuss the time frame for corrections.
Step 6 - ANNUAL EVALUATION SUMMARY REPORT (Required)
The Annual Evaluation Summary Report provides an Overall Evaluation Summary as well as summary information on areas of strength, areas for improvement, and areas for professional development. The following rules and procedures are used for completion of the Annual Evaluation Summary Report. (The letters and numbers in the following instructions correspond to the labeled example of an Annual Evaluation Summary Report on page 12.)
11

A(1) A(~) A(~)

poRT CONFIDENTIAL
GEORGIA TEACHER EVALUATION PROGRAM: ANNUAL EVALUATION SU VIMARY RE
(Refer to back foc instructions)

Teacher's Name

SyAim

School

State Code State Code

Il IIL
Teecher's Race/Ethnlclty
Q American Indian, Alaskan NatNe

B~ O 0 Asian Pacific Islander

0

Non-H . Hispanic

ISP8IliC 0 Wli

Q White, Non-Hispanic racial

Lalt 4 Digits TMCherSSN
I I I
Teec:her's Sex
OMale
0Fernale

System

School

~=-

Date
MO I DAY I YR

III I I I I I

CUrrent Year Status (darken only one)

For teac11ers with-
than 3 - experience:
Standard Year 1 Standard Year 2

_.,..,,_ For taachara with
3 or mooe 'je8nl 10 sysan:
O

For taachara with 3 or
mooe years_.,..,,
Formative Year 1 FormatM! Year 2

Standard Year 3

Standard

Standard

Evaluation ~mmary

Georgia To~
;IT~

Georgia eacher ~and
Re~ 'bilities

E~~n
Sumn ry

0Satislactory

Instrument

0Salisfactory 0 Satisfactory

0 Unsati&faclory

0

Not Applicable (Formative Only)

0

Unsatisfactory

0 Unsatislactory

GEORGIA TEACHER OBSERVATION INSTRUMENT SUMMARY COMMENTS

MARK ONLY AREAS FOR REQUIRED PDP

~
~ ~ ~
-D ~
' t"-.. .........
"" "" ~
"""""" GEORGIA TEACHER DUTIES AN~BIUTIES INSTRUMENT SUMMARY COM TS "" '

A. lnstructionall.ellel

0

B. Content Dellelopment

1. Teacher- Focused 0

2. ShxMnt- ;~

C. Building foc Transfer

........... B

A. Promoting Engagement 0

I

~--J c.=: Student

D. Supporting ShxMnts 0

I

A. Use of Time

0

B. Physical Setting

0

C. Appropriate Behavior 0

IDENTIFY GTDRI AREAS FOR REQUIRED PDP
(REFER TO I~NT FOR CODES)

-- E ... ..... ~ ~TOR: (SIGNATURES! TEACHER: PRINCIPAL:
Teacher's Comments:

DATE DATE

-""..........r--.... c
Sign and return copy to principal's office. Signature acknowledges receipt of form, not neces sarily concurrence. Written comments may be
- _orovided and/or attached. Initial and date here if hed.

Revised 93/94

12

- -------

--- ---

...

STANDARD PROCESS
A. Evaluation Summary
Georgia Teacher Observation Instrument
A(1) If the teacher has fewer than 5 Nls across 3 standard observations, Satisfactory is marked in the GTOI column. If the teacher has participated in the extended phase and has 5 or more Nls on the best 3 of 4 standard observations, Unsatisfactory is marked in the GTOI column.
Georgia Teacher Duties and Responsibilities Instrument
A(2) Mark Satisfactory on the Annual Evaluation Summary Report if:
the teacher's performance was consistently acceptable; or
the teacher's unsatisfactory performance was remediated and performance was acceptable; or
the teacher had not received written notification, documentation, and a conference for each new incident serving as the basis for the unsatisfactory performance.
Mark Unsatisfactory on the Annual Evaluation Summary Report if both of the following conditions have been met:
(1) the teacher has failed to perform a duty or responsibility which is part of the employee's job description and local board of education policies; or the teacher committed an act prohibited under local board of education or State Board of Education rules; or the teacher had received written notification that the act was prohibited prior to committing the act which is the subject of the GTDRI written notification; and
(2) the teacher has had an opportunity for remediation, has failed to remediate the conduct which was the subject of the GTDRI deficiency and has received notification of the subsequent deficiency.
Overall Evaluation Summary
A(3) If the teacher received a Satisfactory Evaluation Summary on both the GTOI and the GTDRI, a score of Satisfactory is marked for the Overall Evaluation Summary. If the teacher received an Unsatisfactory Evaluation Summary for either the GTOI or the GTDRI, an Unsatisfactory is marked for the Overall Evaluation Summary.
13

FORMATIVE PROCESS

A. Evaluation Summary

Georgia Teacher Observation Instrument

A(1) If the teacher is in the Formative Process, Not Applicable (Formative Only) is marked in the GTOI column. In the formative process, only one GTOI observation is required and is not sufficient to make an annual evaluation summary decision.

Georgia Teacher Duties and Responsibilities Instrument

A(2) M~rk Satisfactory on the Annual Evaluation Summary Report if:

the teacher's performance was consistently acceptable;
or
the teacher's unsatisfactory performance was remediated and performance was acceptable;
or
the teacher had not received written notification, documentation, and a conference for each new incident serving as the basis for the unsatisfactory performance.

Mark Unsatisfactory on the Annual Evaluation Summary Report if both of the following conditions have been met:

(1) the teacher has failed to perform a duty or responsibility which is part of the employee's job description and local board of education policies;

or

the teacher committed an act prohibited under local board of education or State Board of Education rules;

or

the teacher had received written notification that the act was prohibited prior to committing the act which is the subject of the GTDRI written notification;

and

(2) the teacher has had an opportunity for remediation, has failed

to remediate the conduct which was the subject of the GTDRI

deficiency and has received notification of the subsequent

deficiency.

-

Refer to pages 10 and 11 or page 65 for the GTDRI section of the Administrative Procedures Act (APA) Rule 160-3-1-.11.

14

Overall Evaluation Summary
A(3) If the teacher received a Satisfactory Evaluation Summary on the GTDRI, a score of Satisfactory is marked for the Overall Evaluation Summary. If the teacher received an Unsatisfactory Evaluation Summary on the GTDRI, a score of Unsatisfactory is marked for the Overall Evaluation Summary.
B. GTOI Dimensions for a Required Professional Development Plan (PDP)
If the teacher has all Nls in any dimension across 3 standard observations,
oo that dimension ~ marked, thereby indicating that a PDP is required in
that area. If the teacher has 1 or 2 Nls in any dimension across 3 standard
- observations, the evaluator ID.a mark that dimension with the decision based upon its significance to the teacher and students. In cases where dimensions have only 1 or 2 Nls, the decision about which dimensions to mark should be made with the teacher. However, the administrator makes the final decision. If the teacher's evaluation summary for the GTOI is overall Unsatisfactory, one or more dimensions~ be identified as areas for a required PDP even if only 1 or 2 Nls were received in any dimension.
C. GTDRI Areas for a Required Professional Development Plan (PDP)
If a teacher's evaluation summary for the GTDRI is overall Unsatisfactory, the evaluator will identify the area(s) of deficiency by using the numbers and letters of the item(s) on the GTDRI. This coded identification indicates that a PDP is required in that area. If a teacher's evaluation summary for the GTDRI is overall Satisfactory and the teacher has received notification, documentation, and a conference for a deficiency on the GTDRI, the evaluator may identify that area for a required PDP.
D. Summary Comments for the GTOI and the GTDRI
For teachers in the standard evaluation process, at least one comment ~ be written for each evaluation instrument. If the teacher has a required PDP, a specific comment~ be written which addresses the area(s) in which the teacher needs improvement.
For teachers in the formative evaluation process, at least one comment
.!!l.U.S1 be written for the GTDRI. If the teacher has a required PDP, a specific
comment~ be written which addresses the area(s) in which the teacher needs improvement.
E. Signature Section
The form .!!l.U.S1 be signed and dated by the primary evaluator, the teacher,
and the principal. If additional documentation or comments are attached, the teacher should initial and date the appropriate space.
15

CONFIDENTIAL
PROFESSIONAL DEVELOPMENT PLAN

ANNUAL EVALUATION PROGRAM:

DGLEI

DGTOI

OGTDRI

0 Other

Evaluatee:

School:
Check one of the following:
A

System, RESA. or Psychoeducational Center:
0 Optional Plan for Enhancement
Ooptional Plan for Specific Needs Development
0 Required Plan for Specific Needs Development

Specific Objectives for Improvement:
I

I

I
8
I

I I

I !
Activities and Time Line:

I

c

I

I

Criteria for Measurement of Progress:
D

Record of Participation in Recommended Activities:
E

Record of Performance on Specified Criteria:

F ...
(~
EVAWA:
~ EVALUATEE:
Evaluatee's comments:
ReviRd 93/94

DATE: DATE:
16

Evaluatees signature acknowledges receipt of
form. not necessarily concurrence. Written
comments may be provided below and/or ,.;-, evaluators copy. Initial and date
here if comments ar.

Step 7- ANNUAL EVALUATION CONFERENCE
For teachers in the standard evaluation process, an Annual Evaluation Conference ID.I.lS1 be conducted with each teacher at which time a summary of the results on the GTOI and GTDRI is presented.
For teachers in the formative evaluation process, an Annual Evaluation Conference is regujred if the teacher's performance was determined Unsatisfactory on the GTDRI. At this conference the results of the Annual Evaluation Summary Report shall be presented. Teachers in the standard and formative evaluation processes must be provided with a copy of the completed Annual Evaluation Summary Report.
Any written statements concerning the annual evaluation summary which are submitted by the teacher within 1Q. working days of the Annual Evaluation Conference or within 1Q. working days of receiving the Annual Evaluation Summary Report must be attached to the summary report.
The Annual Evaluation Conference is designed to provide an opportunity:
(1) to communicate the overall evaluation results for the school year;
(2) to review specific areas of strength and areas identified for improvement; and
(3) for the teacher and the primary evaluator to sign, date, and receive copies of the Annual Evaluation Summary Report.
The principal will also review and sign the Annual Evaluation Summary Report. This conference may also be used as the time for discussing the content of a Professional Development Plan.
Step 8- PROFESSIONAL DEVELOPMENT PLAN
Professional Development Plans (PDP) are encouraged for all teachers. The PDP is part of continuing staff development for the benefit of the individual teacher. At a minimum, teachers whose Overall Evaluation Summary results are Unsatisfactory or who demonstrate other needs according to criteria on page 15, sections B. and C. and who are offered a subsequent contract must have a PDP. In addition to these requirements, principals have the authority to require POPs as needed throughout the year.
For teachers whose performance is Unsatisfactory, measurement of progress on the PDP is required as part of the next year's annual evaluation. The plan includes specific objectives for improvement, activities and a time line for meeting these objectives, criteria for measurement of progress toward meeting the objectives, a record of participation in recommended activities, and a record of performance on specified criteria. (A copy of the Professional Development Plan is contained in the Appendix, page 83.)
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The following rules and procedures are used for completion of a Professional Development Plan. (The letters in the following instructions correspond to the labeled example of a PDP on page 16.)
A. Professional Development Plan Categories OPTIONAL PLAN FOR ENHANCEMENT is checked if the Overall Evaluation Summary score is Satisfactory and no dimensions on the GTOI are marked for a required PDP on the Annual Evaluation Summary Report. OPTIONAL PLAN FOR SPECIFIC NEEDS DEVELOPMENT is checked if the Overall Evaluation Summary score is Satisfactory and a dimension on the GTOI or an area on the GTDRI which is not marked for a required PDP is selected for improvement. REQUIRED PLAN FOR SPECIFIC NEEDS DEVELOPMENT is checked if a dimension on the GTOI or a deficient area on the GTDRI is marked for a required PDP on the Annual Evaluation Summary Report.
B. Specific Objectives for Improvement Specific objectives for improvement should address deficiencies, needs, or areas identified for enhancement.
C. Activities and Time Line Activities for meeting the objectives and a time line for participating in the activities should be described.
D. Criteria for Measurement of Progress Specific criteria for measurement of progress on the PDP should be described. Measurement of progress involves keeping a record of successful completion of activities and determining whether or not the teacher's performance has improved in the targeted areas. "Improvement in targeted areas" means previously marked areas have been judged to show improvement. The evaluator makes this judgment. For teachers who have received a required plan for specific needs development, progress toward completion of the PDP shall be evaluated during the next evaluation cycle if the individual is employed in the same school system.
E. Record of Participation in Recommended Activities and Record of Performance on Specified Criteria
- Comments, such as notes about participation in activities and progress
checks with the teacher, are written in this section.
F. Signature Section
The form .[]lYS1 be signed and dated by the evaluator and the evaluates. If additional documentation or comments are attached, the teacher should initial and date the appropriate space.
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RECORDS
Observation records, required POPs, Annual Evaluation Summary Reports, and any documentation related to the GTDRI, including teacher comments attached to any of these records, shall be maintained as part of the evaluatee's personnel evaluation file and shall be confidential. The length of time that records are kept is governed by the Records Retention Act.
STATE SALARY INCREMENTS (APA Rule 16031.11, Effective: July 1, 1993)
Discretionary state salary increments above the minimum salary base shall be determined by individual experience and length of satisfactory service. Advancement to the next step on the state salary schedule shall be recorded on the Certified Personnel Information (CPI) report to the state.
(1) Individuals at a step requiring one year of credited service shall move to the next step on the state salary schedule if creditable experience requirements have been met, except as follows. An individual receiving two consecutive unsatisfactory annual evaluations shall remain at his or her current step until he or she receives a satisfactory annual evaluation. Upon receipt of a satisfactory annual evaluation, an individual shall be placed on the state salary schedule on the step where that individual would have been placed if the years of unsatisfactory evaluations had not been received.
(2) Individuals at a step requiring two years of credited service shall be entitled to move to the next step on the state salary schedule if creditable experience requirements have been met and if the individual received a satisfactory annual evaluation in at least one of the two years on that step. If both years of service, on the same step, are unsatisfactory the individual shall remain at that step until a satisfactory annual evaluation is received. Upon receipt of a satisfactory annual evaluation, that individual shall be placed on the state salary schedule on the step where that individual would have been placed if the years of unsatisfactory evaluations had not been received.
CONFIDENTIALITY
All aspects of the evaluation process and results are confidential and are to be shared only with appropriate personnel. Within the same school district, official evaluation records, documentation, and attachments may be transferred. However, they must not be transferred to other school districts, organizations, or individuals without written permission of the teacher. Administrators have the option of using appropriate school employees to assist in the preparation of forms and records; however, administrators ~ provide them with clear instructions regarding confidentiality and control of records.
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COMPLAINTS Guidelines for contract nonrenewal or termination during the contract term are governed by the Fair Dismissal Law (O.C.G.A. 20-2-940 through 20-2-947). For example, an official notice of nonrenewal given to a tenured teacher~ include a copy of this law. Further, any use of the results of the Georgia Teacher Evaluation Program as part of contract decisions should be in compliance with this law. In cases where the action taken is not applicable under the Fair Dismissal Law and the teacher disagrees with the evaluation procedures or results, complaints may be registered in the following manner:
(1) All teachers shall receive a copy of each GTEP observation record within .5. working
days of the observation. A conference to discuss each observation shall occur if requested by either the teacher or the evaluator within .1Q working days of receiving the results and shall be held within .1Q working days of this request. Any written comments submitted by the teacher within .1Q working days of receiving the results or within 1Q working days of the conference shall be attached to the observation record or Annual Evaluation Summary Report. (2) In cases where observations are conducted by evaluators other than the principal and the complaint concerns an alleged violation of GTEP procedures and is not resolved in the conference with the evaluator, the teacher shall be permitted to request a conference with the principal within .1Q working days of the conference with the evaluator. Any requested conference shall be held. (3) Teachers who wish to continue to pursue alleged violations of the GTEP procedures shall follow the appropriate procedures established by the local unit of administration. In cases where there are no identified established procedures, teachers shall pursue the issue directly with the local superintendent or designee. The request for review shall be filed within 1Q working days of the occurrence or receipt of the observation record or Annual Evaluation Summary Report and shall include the reasons for the complaint and copies of all supporting documentation. Within 2Q working days of receiving the request for review, the superintendent or designee shall consider the request and provide a written decision. Local decisions are not appealable to the Georgia Board of Education.
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SYNOPSIS OF RELIABILITY, VALIDITY, AND RELATED ISSUES
Establishing the credibility of an evaluation program is an essential part of program development and implementation. Credibility issues involve the evaluation process, content of the evaluation instruments, and the outcomes of the evaluation. These issues translate to equity, validity, and reliability. Equity considerations include issues such as fairness and consistency in the evaluation process. Validity questions involve establishing what is being evaluated and documenting the significance for its intended use. Reliability issues include interobserver differences, internal consistency of the evaluation instruments, stability of scores, and dependability of summative evaluation decisions.
Equity+.;sues
Equity has been a major concern throughout the development and implementation of GTEP. Prior to implementation, the GTEP Steering Committee, the Bias Review Committee, and participants (teachers and evaluators) in the pilot and field tests provided information for use in the development and modification of the instruments, evaluation process, and the evaluator training program. Systematic feedback from these groups in the form of questionnaires, interviews, demographic information and evaluation documentation, debriefing sessions, and other means of formal and informal communication helped establish guidelines for matters such as the number and length of observations which should be required for annual evaluation of teachers, teaching situations that are appropriate for annual evaluation of teachers, and the design of the training program that is required for all evaluators. Surveys were used to solicit feedback from teachers and evaluators regarding adherence to GTEP guidelines and procedures and attitudes towards GTEP and various components of the assessment process. During the field test and the first year of implementation, external evaluators also conducted school visits to gather information and obtain feedback about GTEP from teachers and administrators. Widespread involvement of practitioners has contributed to a fair program which is reflected in the credibility and acceptance of the evaluation instruments, process, and training program.
Validity Information
The initial development of the GTOI was based on a review of teacher effectiveness research. The GTOI dimension statements and effective practices were drawn from well-documented research in this area. (Pertinent research is summarized for each dimension in the GTOI section of this manual.) The initial GTDRI was developed from a review of teacher duties/responsibilities as described in teacher evaluation instruments used in Georgia and other states. Teachers and administrators on the GTEP Steering Committee, members of the Bias Review Committee, and the thousands of participants in the pilot and field tests provided information that was used in the development and revision of the evaluation instruments and procedures.
Information for the initial content validation of the1986 pilot draft of the evaluation instrument was gathered during a job analysis survey of Georgia teachers. Revisions in the Georgia Teacher Evaluation Program based upon data from this study, and pilot test information, resulted in the field-test edition of GTEP. During the pilot test years (1986-87 and 1987-88), numerous surveys were conducted which addressed participants' attitudes toward and experiences with the teacher evaluation program.
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During the 1988-89 statewide field test, affirmations of the validity of the GTOI dimension statements were obtained from Georgia teachers through surveys administered at critical points throughout the year. Each of these surveys included items related to program validity (e.g., whether or not a specific GTOI dimension or GTDRI duty/responsibility is routinely performed and important for effective teaching; whether or not GTOI dimensions and/or GTDRI statements should be a component of the annual teacher evaluation process, etc.). Responses to items related to the validity of the GTOI were strongly supportive and those related to the validity of the GTDRI statements were generally positive.
Program evaluation of the first year of GTEP implementation (1989-90) included an orientation survey, in-depth surveys, and an end-of-year survey. Validity-related questions on these surveys included, among others, whether or not 1) the GTDRI duties/responsibilities are representative of job requirements, 2) the GTOI dimension behaviors are routinely performed, 3) the GTOI dimensions and GTDRI statements should be required as part of the annual evaluation process, 4) the two instruments together address the most important teaching behaviors that should be assessed for annual evaluation, and 5) GTEP is a fair and reasonable program for annual evaluation. Approximately 95,000 surveys were returned; analyses of these surveys indicated strong validity-related support for GTEP.
During the 1990-91 school year, a limited validation study was conducted to augment the 1988-89 statewide field test validation study. Every GTOI dimension and GTDRI statement received positive support from the total group of survey respondents. Additionally, a teacher summary survey that contained, in part, validity-related items, was sent to approximately 400 teachers sampled from throughout the state. More than three-fourths of the respondents agreed that GTOI and GTDRI are appropriate as components of annual teacher evaluation, the GTOI and GTDRI together address the most important teaching behaviors that should be assessed, and GTEP is a fair and reasonable annual evaluation program.
The GTEP evaluation cycle of formative and standard observations was implemented in 1991-92. A sample of more than 1,000 teachers from throughout the state were mailed the GTEP Summary Survey; 72% of the surveys were completed and returned. Approximately 85% of the respondents agreed that evaluation using the GTOI and GTDRI is appropriate. Approximately three-fourths of the respondents felt that the GTOI and GTDRI together address the most important teaching behaviors that should be addressed for annual teacher evaluation and that GTEP is a fair and reasonable annual teacher evaluation program.
Reliability Information
The most common reliability concerns, consistency among evaluators and instrument interpretation, are checked at two points during evaluator training. Instrument _ interpretation is checked as part of an evaluator's proficiency requirements through the use of written tests (using descriptions of teaching situations) and scoring agreement (using videotapes of teaching situations). Trainees, in a group with a trainer, also participate in a field-based training activity that requires the evaluation of a classroom lesson.
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Evidence for the reliability of the GTOI has been investigated, beginning with the 1987-88 extended pilot test. Studies have examined both interobserver agreement in scoring decisions among evaluators observing the same behavior, as well as the generalizability of GTOI scores across evaluators, dimensions, and occasions. lnterobserver agreement was reasonably high in studies conducted during the 1988-89 field test. Generalizability coefficients, limited by the lack of variance in GTOI scores due to the generally high performance levels of teachers, are moderate. Dependability results indicate the probability of an error in scoring resulting in a false denial is relatively low. The Georgia Department of Education continues to monitor program equity, validity,
- credibility, and reliability through the use of surveys, analyses of the evaluator training
program, and analyses of teacher evaluation forms. For the results of data analyses and additional information regarding GTEP, refer to Georgia Teacher Evaluation Program: Tabular Results of 1991-92 Program Evaluation Activities, 1992; Georgia Teacher Evaluation Program: Results of 1990-91 Program Evaluation Activities, 1992; Georgia Teacher Evaluation Program: Results of 1989-90 Program Evaluation Activities (Vols.1- 2 ), 1991; Georgia Teacher Evaluation Program: Results of the 1988-89 Statewide Field Test (Vols.1 - 2), 1991; Georgia Teacher Evaluation Program: Evaluation of the 1988-89 Field Test Training Program, 1990; Georgia Teacher Evaluation Program: Validity Evidence for the 1988-89 GTEP Instruments, 1990; Implementation of the 1987-88 Georgia Teacher Evaluation Program in Twenty Pilot Districts, 1989; Georgia Teacher Evaluation Instrument: Evaluation of 1987-1988 Training Sessions, 1988; Georgia Teacher Evaluation Instrument: Summary Report of the 1986-19871mplementation, 1987; and Georgia Teacher Evaluation Program: Technical Manual (1986-90), 1991.
23

Georgia Teacher Evaluation Program
GEORGIA TEACHER OBSERVATION INSTRUMENT
25

GEORGIA TEACHER OBSERVATION INSTRUMENT
Organization and Explanation of Content and Terminology The Georgia Teacher Observation Instrument (GTOI) is organized into three broad areas of teaching performance called "teaching tasks." These three tasks are :
I. Provides Instruction II. Assesses and Encourages Student Progress Ill. Manages the Learning Environment Each task is described by a set of measurable components referred to as "dimensions." These dimensions are the decision-making units of the systematic evaluation of teaching performance. Some of the dimensions have been divided into "subdimensions" which provide for a more detailed description of teaching behaviors. There are two observation forms : a Standard Form used for short unannounced observations and an Extended Form used for full-lesson announced observations. The Standard Form is used for teachers in both the Standard Evaluation Process and the Formative Evaluation Process and is designated for the appropriate process. Ten dimensions comprise the Standard Form, and 16 dimensions and subdimensions comprise the Extended Form. A summary of the dimension statements for both forms follows on pages 27- 29. Additional components of the GTOI which are part of the full instrument are the sample effective practices. Effective practices are examples of specific behaviors associated with successful performance of a dimension or subdimension. They are not intended to be all inclusive nor are they intended to be scored individually. The GTOI also includes research/rationale statements, examples, and questions to ask for each dimension and subdimension. These components provide additional
informatio.n to descri~e .the teaching prin~iples used as the basis !or the GTOI. Th~
complete Instrument IS mtended as a tra1mng resource, as a sconng and conferenctng resource for observers, and as an interpretive resource for teachers and others who wish additional explanation and enrichment of the instrument content.
26

GTOI DIMENSION STATEMENTS: EXTENDED FORM
I I TEACHING TASK 1: PROVIDES INSTRUCTION
Dimension A: Instructional Level-The amount and organization of the lesson content are appropriate for the students based on their abilities and the complexity and difficulty of the material.
Dimension B: Content Development 81: Teacher-Focused Content Development-Content is explained, discussed, or reviewed in an appropriate sequence through techniques such as using definitions, examples, demonstrations, and modeling or through teacher-guided group activities. 82: Student-Focused Content Development-Student-focused activities provide appropriate opportunities for students to practice or extend previous content or to generate new content.
Dimension C: Building for Transfer C1: Initial Focus-Initial activity focuses students' attention on lesson objectives and the learning context. C2: Content Emphasis-Content is made easy to learn and remember through emphasizing major features, critical attributes, or other distinguishing parts of the learning. OR Content Linking-Content is made easy to learn and remember by linking it to relevant life experiences, to prior or future learning or through associations. C3: Summaries-Learning is reinforced with appropriate summaries.
I !TEACHING TASK II: ASSESSES AND ENCOURAGES STUDENT PROGRESS
Dimension A: Promoting Engagement-Instructional engagement is promoted through stimulating presentations, active participation, or techniques which promote overt or covert involvement.
Dimension B: Monitoring Progress-Progress, understanding, and bases of misunderstanding are assessed by interpreting relevant student responses, contributions, performances, or products.
Dimension C: Responding to Student Performance C1: Responding to Adequate Performances-Students are provided content-related reinforcement on performances which are adequate and information on why they are adequate when appropriate. C2: Responding to Inadequate Performances-Students with poor performances or incorrect responses are given specific content-related feedback or correctives such as prompts or cues. OR No inadequate performances occur.
Dimension D: Supporting Students-Support for students is conveyed by using techniques such as providing encouragement, lowering concern levels, dignifying responses, and by using language free of sarcasm, ridicule, and humiliating references.
28

I !TEACHING TASK Ill: MANAGES THE LEARNING ENVIRONMENT
Dimension A: Use of Time A1: Non-instructional Tasks-Instructional time is maximized by techniques such as providing clear and complete directions and using efficient methods for transitions, materials distribution, and other routine matters. A2: Instructional Time-Use of instructional time is optimized by techniques such as focusing on objectives and providing sufficient instructional activities.
Dimensit>n B: Physical Setting-The physical setting allows the students to observe the focus of instruction, to work without disruption, to obtain materials, and to move about easily; and it allows the teacher to monitor the students and to move among them .
Dimension C: Appropriate Behavior C1: Monitoring Behavior-Appropriate behavior is maintained through techniques such as monitoring the behavior of the entire class, establishing clear and consistent expectations, and providing positive feedback when appropriate. C2: Intervening-Appropriate behavior is maintained by providing appropriate feedback or interventions when learners are off-task or disruptive. OR Behavior is appropriate.
29

30 TEACHING TASK 1: PROVIDES INSTRUCTION Dimension A: Instructional Level Research/Rationale:
To provide effective learning experiences, the teacher must match the difficulty of content to the students' current achievement levels and needs (Brophy & Evertson, 1976; Tyler, 1965). The quality of instruction affects achievement, success rates, and the time students need to learn (Bloom, 1976; Brophy & Evertson, 1976; Lyle, 1985). Selecting appropriate tasks for students increases success rates during seatwork assignments (Brophy & Evertson, 1976). Both the selection of and the presentation of content are important. Presenting new or difficult material in small steps so students can attend to all the information allows students to effectively process the material and reduces possible confusion (Rosenshine, 1986; Rosenshine & Stevens, 1986; Rowe, 1982). The amount of information that should be presented at one time is dependent upon the age and maturity of the students and the difficulty of the material. With younger students or more difficult material, instruction should be presented in smaller steps followed by more practice than would be necessary with older students or less difficult material (Rosenshine & Stevens, 1986; Rowe, 1982). Teaching in small steps, providing active practice during initial learning, and checking for understanding at each point before proceeding to the next step helps students assimilate unfamiliar content (Cummings, 1980; Rosenshine, 1986). The less familiar the content, the more quickly short-term memory becomes saturated. Immediate practice at each step of instruction helps students process new learning and facilitates its movement into long-term memory so that the short-term memory can receive additional information (Rosenshine, 1986; Rowe, 1982).
Examples of Dimension A: An English teacher guides middle school students through the process of writing a term paper (selecting topics, locating resources, developing an outline, taking notes, organizing notes, and documenting sources) as opposed to assigning the term paper as an independent project. A physical education instructor introduces basic strokes in tennis and practices backhand/forehand before going on to more difficult game skills.

31
TEACHING TASK 1: PROVIDES INSTRUCTION Dimension A: Instructional Level The amount and organization of the lesson content are appropriate for the students based on their abilities and the complexity and difficulty of the material.
Sample Effective Practices: <lrganizes the content into blocks or steps suitable for the abilities of the students and the complexity and difficulty of the material (e.g., small bits of information for low ability students or for difficult material) Ensures that learners have necessary skills and information before moving on to more difficult content Intersperses practice opportunities in lessons involving difficult content Provides moderately difficult tasks that are within reach of most students Varies the difficulty level of activities and questions to provide for student success Continues teacher-guided practice until most students are capable of mastering the content
Questions to Ask about Dimension A: Were the amount and organization of content appropriate for the students and the topic? Why or why not?

32
TEACHING TASK 1: PROVIDES INSTRUCTION
Dimension 8: Content Development
Subdimension 81 : Teacher-Focused
Research/Rationale:
Clear content development is consistently positively correlated with student achievement (Brophy & Good, 1986). Clear content presentation includes introducing new terms and concepts in ways learners can understand by modeling behaviors or processes and by providing concept definitions and labels and concrete examples (Armento, 1977). "When teachers explain exactly what students are expected to learn and demonstrate the steps needed to accomplish a particular academic task, students learn more" (What Works, 1986, p. 35), especially if demonstrations are provided to groups before seatwork is assigned (Brophy & Evertson, 1976). "Demonstrations, live or filmed, of process and products are facilitating rather than restricting to student initiative and creativity" (Hunter, 1984, p. 176).
Another key factor in appropriate content development is proper sequencing of instruction based on the intellectual processing required by a given activity (Gagne & Briggs, 1979). For example, if problem-solving is being taught, students must first learn the rules of the process before trying to solve a problem. Proper sequencing of instruction builds on prior learning and provides a framework around which students can order new learning or perform new tasks (Brophy, 1982; Gagne, 1965). Effective teachers begin lessons with reviews of previous, related learning emphasizing major points to ensure that students have the necessary prerequisite skills for the present lesson (Rosenshine & Stevens, 1986). Too, effective teachers present only one idea or concept at a time, focusing only on that one point and checking for student understanding before proceeding (Rosenshine, 1986). An instructional strategy of primary importance in content development is teacher-guided practice. "Guided practice is characterized by frequent questions" (Jones, 1986, p. 70), whether written or oral, until all students are able to answer correctly most of the time. The effective teacher uses guided practice to monitor student learning so that errors can be corrected before students begin independent practice. By controlling practice activities, especially with the practice of new material, effective teachers increase the opportunities for students to be successful in subsequent activities and assignments (Barnes, 1981 ).
Examples of Subdlmenslon B1:
A chemistry teacher models the process for conducting an experiment before students begin work on the lab activity.
A third grade teacher guides her students through sample problems using the long division process before students are assigned items to complete independently.

33 TEACHING TASK 1: PROVIDES INSTRUCTION
Dimension B: Content Development
Content is developed through appropriate teacher-focused or student-focused activities.
Subdimension 81: Teacher-Focused Content Development
Content is explained, discussed, or reviewed in an appropriate sequence through techniques such as using definitions, examples, demonstrations, and modeling or through teacher-guided group activities.
Sample Effective Practices:
Uses definitions to explain terms that are unfamiliar to students
Provides initial examples that are clear and appropriate to the learning
Provides simple examples first and then moves to more complex and difficult examples
Uses aids that support instruction
Provides demonstrations to show the steps of a process
Presents content in a logical sequence such as moving from easy to difficult or from concrete to abstract
Models learning by describing thought processes associated with the physical demonstration
Models higher-level thinking by verbalizing the processes of application, analysis, synthesis, and evaluation
Directs discussions and other interactive learning activities by asking focused questions and maintaining the focus on the learning
Conducts reviews which are stimulating and purposeful
Conducts teacher-guided group practice on new information or skills
Questions to Ask about Subdimension 81:
Was the lesson teacher-focused? Were appropriate techniques used to explain, discuss, review, or guide the content development? Which ones? When would others have been helpful?
NOTE: During short unannounced observations of teaching, Content Development should include appropriate Teacher-Focused Content Development (I 81) OR Student-Focused Content Development (I 82) OR both. At least~ must be scored.

34 TEACHING TASK 1: PROVIDES INSTRUCTION
Dimension B: Content Development Subdimension 82: Student-Focused
Research/Rationale: Student-focused activities can provide appropriate opportunities for students to practice and extend previous or new content. Students learn by having many opportunities to practice and apply the new skills or concepts being taught (Anderson, Evertson, & Brophy, 1979; Lyle, 1985; Rosenshine & Stevens, 1986; Tyler, 1965). One method of providing student-focused content development is through carefully structured cooperative group learning activities (Hawley & Rosenholtz, 1984; Rosenshine, 1983; Rosenshine & Stevens, 1986). For group learning to be optimally effective, teachers generally select the group members based on criteria such as the nature of the task, the social and/or academic skills of the students, expected learning outcomes, and demographic characteristics of the students. Group activities can include completing a drill practice sheet, participating in group reviews, preparing for a team event, or developing a project. The advantages of such cooperative settings come from the social value of working in groups and from the cognitive value gained from explaining the material to someone and/or having the material explained in turn (Rosenshine, 1983; Rosenshine & Stevens, 1986). However, it is important for teachers to monitor closely the progress of each group and to reassign members of groups periodically to help maintain momentum, to combat boredom (Rubin, 1985), and to vary academic interactions and learning opportunities. Student-focused activities also include distributed and independent practice opportunities. Short reviews periodically conducted (or distributed) beyond initial learning help reinforce content and enhance long-range retention (Cummings, 1980). Independent practice opportunities are provided only after students have sufficiently mastered the content so that few errors occur (Hunter, 1984) and a high success rate is fairly certain.
Examples of Subdlmenslon 82: Kindergarten students work in various centers: manipulative, art, puzzle, listening, housekeeping, block, or reading. Students solve math problems individually with the teacher's assistance. Groups of students carry out a simulation of a session at the United Nations.

35 TEACHING TASK 1: PROVIDES INSTRUCTION
Dimension 8: Content Development Content is developed through appropriate teacher-focused or student-focused activities.
Subdimension 82: Student-Focused Content Development Student-focused activities provide appropriate opportunities for students to practice or extend previous content or to generate new content.
Sample Effective Practices: Provides activities that require students to think through or manipulate content in order to internalize concepts and processes Uses materials that support instruction Provides an opportunity for students to process content through activities such as skits, simulations, and hands-on experiences Structures activities which involve learners in developing the content Provides periodic review and distributed practice on key objectives Structures cooperative group learning activities in which students facilitate each others' achievements through activities such as helping, sharing, and tutoring Provides student-focused activities in which most students maintain a high success rate Provides assistance to individual students or small groups
Questions to Ask about Subdimension 82: Was the lesson student-focused? Did student-focused activities provide meaningful practice, extend content, or generate content? What changes or activities might have improved the lesson? Was additional focus or assistance desirable?
NOTE: During short unannounced observations of teaching, Content Development should include appropriate Teacher-Focused Content Development (I 81) OR Student-Focused Content Development (I 82) OR both. At least QD..e must be scored.

36
TEACHING TASK 1: PROVIDES INSTRUCTION
f
Dimension C: Building for Transfer
Subdimension C1: Initial Focus
Research/Rationale:
Before a lesson begins, students should know what to expect and for what work they are to be held accountable (Brophy & Good, 1986). Summarizing several studies on educational objectives, Levin and Long (1981) note that "students who are given information about instructional objectives prior to their learning remember the learning materials better than students" (p. 27) who are not. Hunter (1982) maintains that teachers need to take advantage of the fact that material presented "at the beginning of any sequence is more easily learned and better remembered" (p. 27) than equally difficult material presented later. By focusing student attention, from the outset, on what is to be learned, why it is to be learned, and why it is relevant to the students themselves, teachers help to orient students' attention to the most important parts of the instruction (Hunter, 1984; Levin & Long, 1981; Squires, Huitt, & Segars, 1984).
Effective teachers help focus student attention by displaying enthusiasm, providing advance organizers, demanding student readiness (Lysakowski & Walberg, 1982), reviewing prerequisite learning and providing outlines (Rosenshine, 1986). Advance organizers, for example, present a conceptual model for processing information. These organizers, provided prior to instruction, are usually presented at a higher level of abstraction, generality, and inclusiveness than the content itself (Ausubel, 1968). Advance organizers contain important content which should be taught (Joyce & Weil, 1980) and which help students make meaningful associations, categorizations, and comparisons. Graphic organizers are diagrammatic representations of conceptual relationships represented by the basic vocabulary of a particular unit (Hawks, 1986). These visual models set the initial context for the lesson and help facilitate learning and retention (Luiten, Ames, & Ackerson, 1980). Overviews and summaries also help provide initial focus for students. Unlike organizers, these ordinarily are presented at the same level of abstraction, generality, and inclusiveness as the material itself, emphasizing only the principal points of the learning (Ausubel, 1968).
Examples of Subdimenslon C1:
A high school remedial reading teacher might begin a lesson on reference materials by asking the class specific questions that require the use of references. When no one volunteers the information, the teacher explains that no one could remember such specific information. The teacher identifies reference materials as the key to locating information and as the content for the lesson.
A fourth grade teacher directs students to list the two types of maps they have studied so far. After allowing students to name the two types of maps, the teacher states that today the class will learn about a third type.

37 TEACHING TASK 1: PROVIDES INSTRUCTION
Dimension C: Building for Transfer Lesson includes initial focus, content emphasis or linking, and summaries which build for transfer of learning .
Subdimension C1: Initial Focus Initial activity focuses students' attention on lesson objectives and the learning context.
Sample Effective Practices: Com municates learning objectives to students Provides a context for objectives with techniques such as:
1. presenting an oveN iew or outline of how content fits together 2. reviewing previous related work 3. describing the purpose, rationale, or relevance of what is to be learned Captures student attention through active involvement
Questions to Ask about Subdimension C1: Was an initial focus applicable? Did the lesson begin with techniques which focused the attention of students on the lesson objectives and the learning context? How was this done? How could it have been improved?
NOTE: During short unannounced observations of teaching, Building for Transfer may be scored not applicable (NA) during student-focused content development. The score for I C2, Content Emphasis or Linking, controls the overall score for this dimension whenever C2 is scored.

38 TEACHING TASK 1: PROVIDES INSTRUCTION
Dimension C: Building for Transfer
Subdimension C2: Content Emphasis or Linking
Research/Rationale:
Simply presenting information to students does not guarantee their successful mastery of the content; therefore, any "helpful hints" provided by the teacher may assist students in learning the material. Teachers who provide clear instruction help students remember content (Hines, 1981) by emphasizing major points, critical attributes, or distinguishing features of the learning. Bringing main ideas to the attention of the class allows students to focus on what the lesson is about and maximizes student achievement (Brophy & Good, 1986; Rosenshine & Stevens, 1986). Major points of emphasis may be presented as overviews, summaries of prior material, advance organizers, or any other method of organizing material in a structured manner (Hawk, 1986).
Linking new material to that previously learned also helps effect transfer of learning. Kounin (1970) points to the "challenge arousal" of linking the activity at hand to the students' prior experiences. According to Anderson and Reder (1979), more familiar material is stored in a more structured or more elaborate way in long-term memory. This more elaborate representation of stored memory actually makes retrieval easier by providing alternate retrieval pathways. By making connections between old and new material, processing new information is facilitated (Rosenshine, & Stevens, 1986).
One method of linking unfamiliar material to familiar material is through the use of mnemonics. Mnemonic devices help students learn new material by making it, literally, more memorable. Mnemonics may take the form of nonsense verses or acronyms, picture associations, easily remembered spatial arrangements, sounds, or any other link that may facilitate memorization. Joyce, Showers, and Rolheiser-Bennett (1987) , in a synthesis of studies on the use of mnemonics, note the significantly higher success rate of students who used mnemonics, especially the "link-word method," over those who did not.
Examples of Subdimenslon C2:
A science teacher points out distinguishing characteristics of insects : segmented body and six legs.
A French teacher emphasizes accent marks and how they influence pronunciation .
The teacher compares the body's nutritional needs to a car's mechanical needs.
In teaching contractions, the teacher gives six children one letter card each which together spell CANNOT. Another child is given an apostrophe card . The children with "N" and "0" in "NOT" move away, being replaced by the child with the apostrophe. The contraction principle is vividly remembered.

39
TEACHING TASK 1: PROVIDES INSTRUCTION
Dimension C: Building for Transfer
Lesson includes initial focus, content emphasis or linking, and summaries which build for transfer of learning.
Subdimension C2: Content Emphasis
Content is made easy to learn and remember by emphasizing major features, critical attributes, or other distinguishing parts of the learning.
Sample Effective Practices:
Uses techniques to stress the important or difficult areas of a topic
Emphasizes the major features or critical attributes that distinguish the learning
**OR**
Subdimension C2: Content Linking
Content is made easy to learn and remember by linking it to relevant life experiences, to prior or future learning, or through associations.
Sample Effective Practices:
Points out similarities to strengthen the learning and differences to avoid confusion Uses content to interpret common life experiences Uses familiar events or phenomena to make content easy to learn and remember
Connects new ideas, skills, and concepts to previous or to future learning Uses associations to link content Provides techniques to students to facilitate memorization by using mnemonic devices such as acronyms, verses, pictures, and color codes.
Questions to Ask about Subdimension C2:
Was the content made easy to learn and remember through emphasis or linking? How? In what other ways could the content have been emphasized or linked? What additional techniques were desirable or necessary?
NOTE: During short unannounced observations of teaching, Building for Transfer may be scored not applicable (NA) during student-focused content development. The score for I C2, Content Emphasis or Linking, controls the overall score for this dimension whenever C2 is scored.

40 TEACHING TASK 1: PROVIDES INSTRUCTION Dimension C: Building for Transfer Subdimension C3: Summaries Research/Rationale: Achievement is maximized when teachers begin lessons by reviewing objectives, by summarizing subparts of the lesson as it proceeds, and by reviewing, restating, or revising main ideas at the end of the lesson (Armento, 1977, Brophy & Good, 1986; Wright & Nuthall, 1970). New material must be processed in order to transfer it from short-term memory (working memory) to long-term memory. This can be accomplished by asking students questions, requiring students to summarize main points, and reviewing students on necessary information or skills (Rosenshine, 1986). Stressing important content by repeating, summarizing, and reviewing helps clarify instruction and helps students assimilate content (Hines, 1981 ). Reviews conducted at the end of the lesson and at weekly intervals (or slightly longer ones) increase retention and the amount of learning (Good & Grouws, 1979; Wright & Nuthall, 1970). More effective teachers use review and repetition more frequently than do less effective teachers. Rosenshine and Stevens (1986) list a number of ways in which reviews may be carried out, including having students prepare a written summary of the previous lesson, summarize the rule or process in their own words, write the main points on the board, or summarize the main points to each other in groups. Such structuring of content in the form of short reviews which summarize lesson segments is helpful to students (Brophy & Good, 1986).
Examples of Subdlmension C3:
After teaching commas between items in a series, the teacher has learners restate the rules and give an example before moving on to commas in dates. After completing the first segment of a lab, students are asked to state the steps they have completed before moving on to the second segment of the lab.

41
TEACHING TASK 1: PROVIDES INSTRUCTION Dimension C: Building for Transfer Lesson includes initial focus, content emphasis or linking, and summaries which build for transfer of learning. Subdimension C3: Summaries Learning is reinforced with appropriate summaries.
Sample Effective Practices: Reemphasizes important details of the lesson and lesson objectives Involves students in summarizing or reviewing the lesson Summarizes or reviews periodically during ttle lesson to provide continuity Summarizes or lets students summarize at the end of the lesson to reinforce learning
Questions to Ask about Subdimension C3: Were summaries necessary? Was learning reinforced with appropriate summaries? How? How might summaries have been improved?
NOTE: During short unannounced observations of teaching, Building for Transfer may be scored not applicable (NA) during student-focused content development. The score for I C2, Content Emphasis or Linking, controls the overall score for this dimension whenever C2 is scored.

42

TEACHING TASK II: ASSESSES AND ENCOURAGES STUDENT

PROGRESS

~

Dimension A: Promoting Engagement

Research/Rationale:

Presentations which include something new and exciting, occurring at any time, maintain students' attention, helping to keep them accountable for learning and engaged in the learning activity (Brophy, 1982; Kounin, 1970). Creating a degree of suspense before calling on students (Hunter, 1982), by selecting varied strategies for recitation, and by informing nonvolunteers that they may be called on decreases misbehavior and increases student involvement (Kounin, 1970). Structuring the classroom to elicit good student responses (Brophy, 1979; Stallings, 1976) and calling on students to provide concept definitions and examples help vary instructional stimuli and produce higher levels of achievement (Armento, 1977; Brophy, 1979; Stallings, 1976).

One particular method for promoting engagement is asking for student responses and then using extended teacher wait-time. Wait-time is defined as the length of the pause preceding any teacher utterance. Fortune (1967) found that in waiting for student responses, effective teachers tend to be more patient and to integrate student responses into the lesson more frequently. A positive correlation has been documented between wait-time and achievement (Tobin, 1980); a three to five second pause after asking a question resulted in longer responses from students and in more unsolicited but appropriate responses (Rowe, 1974). The use of extended wait-time allows students time to think about explanations, comments, or questions before being required to answer. Longer wait-time seems to be especially important when instruction deals with higher cognitive-level objectives or more complex content (Tobin, 1980). By skillfully using wait-time after questions are asked, teachers encourage covert involvement (Cummings, 1980). By using wait-time after questions are asked, teachers significantly increase the likelihood of getting better, more thoughtful student responses (Cummings, 1980;
What WorkS, 1986). /

Examples of Dimension A:
An English teacher reviewing steps in the writing process says, "Remember that we follow certain steps in writing a paper. Jot them down in order."
A second grade teacher tells everyone to think of one type of service provided in their community. After waiting a moment, the teacher calls on several students, volunteers and nonvolunteers, to respond .

43
TEACHING TASK II: ASSESSES AND ENCOURAGES STUDENT PROGRESS
Dimension A: Promoting Engagement
Instructional engagement is promoted through stimulating presentations, active participation, or techniques which promote overt or covert involvement.
9ample Effective Practices:
Gains attention of all students before beginning instruction
Observes students for initial engagement after making assignments
Stimulates interest in the topic by providing vivid or novel examples or by varying presentation and activities
Varies the types of responses generated
Divides opportunities for student participation without excessive or prolonged interactions with individuals
Stimulates covert involvement of students with techniques such as: 1. directing students to think of an example 2. asking students to recall an experience 3. asking students to prepare to respond 4. providing a stimulus for students to be attentive during student interactions or presentations
Creates an expectation of being called on by eliciting responses from volunteers and nonvolunteers and by asking questions before calling upon specific students
Promotes relevant thinking by pausing after questions to allow students to formulate responses or to form mental images
Promotes relevant thinking by pausing after students' responses or contributions to allow for extensions of student ideas
Raises student level of concern by using techniques such as emphasizing the importance of an instructional task, calling on nonvolunteers, or using physical proximity
Generates overt responses with techniques such as: 1. asking students to respond on scratch paper 2. having students take notes 3. directing students to tell another student 4. asking students to respond as a group 5. asking for signal responses 6. involving students in discussion, skits, simulations, hands-on experiences, and cooperative group learning experiences
Questions to Ask about Dimension A:
Were appropriate techniques used to promote student engagement in the learning process? What were they? What others might have been helpful?

44 TEACHING TASK II: ASSESSES AND ENCOURAGES STUDENT
PROGRESS
Dimension B: Monitoring Progress
Research/Rationale:
Monitoring how students are doing academic work to reveal students' understanding of the content is one of the major tasks of a teacher. Serious deficiencies in students' understanding can go uncorrected when such monitoring does not occur (Erlwanger, 1975).
There are many ways to check students' progress, including asking strategic questions, interpreting relevant observable behavior during assessing activities, circulating among students during seatwork or individual work times, and asking all students to signal responses (Hunter, 1982). Circulating among students during seatwork times, providing help where it is needed most (Brophy & Evertson, 1976; Good & Grouws, 1977; Rosenshine, 1983; Rosenshine & Stevens, 1986) and asking questions and giving explanations to students (Good & Grouws, 1977; Rosenshine, 1983) are particularly effective ways to monitor progress.
A study by Anderson, Evertson, and Brophy (1979) found positive correlations between student achievement and the amount of time spent in question-answer format and between student achievement and the number of academic interactions per minute. Asking specific questions on main points, supplementary points, or processes allows the teacher to assess student responses, isolating any confusion or misunderstanding. Once the area of misunderstanding is determined, the teacher can give prompt and adequate corrections or can reteach the material if the misunderstanding is wide-spread.
How the questions are presented to the class is just as important as the form of the question. In checking for understanding of the entire class, it is not adequate to ask a few questions, call on volunteers for answers, and assume the entire class understands (Rosenshine, 1983). Rather, teachers should ask a large numb_er of questions and call on both volunteers and nonvolunteers (Rosenshine & Stevens, 1986). Monitoring student progress should take place frequently so that the teacher can provide corrections and do reteaching when necessary (Rosenshine, 1983) or can move on once it is apparent that students have learned the content (Hunter, 1982).
Examples of Dimension B:
A teacher asks a student to explain why he labeled a certain sentence as the topic sentence in a paragraph.
A home economics teacher moves around the room to check progress on sewing projects.
An algebra teacher monitors as students solve problems on the board.

45 TEACHING TASK II: ASSESSES AND ENCOURAGES STUDENT
PROGRESS
Dimension 8: Monitoring Progress Progress, understanding, and bases of misunderstanding are assessed by interpreting relevant student responses, contributions, performances, or products.
Sample Effective Practices: Interprets students' facial expressions and other nonverbal behaviors to determine if further cues or explanations are needed Asks questions which are understood by students and are relevant to the objectives Checks for factual knowledge and comprehension Assesses students' abilities to apply, analyze, synthesize, and evaluate Checks understanding of all group members by using techniques such as signal responses and questions directed to individuals and nonvolunteers Asks students to explain answers and clarify both correct and incorrect responses Moves among students to check progress and understanding during individual or group work Interprets relevant observable behavior during written, verbal, and physical activities
Questions to Ask about Dimension B: Were student progress and understanding monitored? How? What else might have been done?

46 TEACHING TASK II: ASSESSES AND ENCOURAGES STUDENT
PROGRESS Dimension C: Responding to Student Performance Subdimension C1: Responding to Adequate Performance Research/Rationale:
Anderson, Evertson, and Brophy (1979) found that teacher responses which indicate why an answer is correct facilitate student learning. Rephrasing answers to reemphasize the factors which make the response correct and restating the steps used to obtain the answer help students learn. When student responses or performances are correct but hesitant, the teacher should provide short statements of feedback as well as moderate amounts of process feedback. By articulating the steps used to arrive at the correct answer, the teacher helps both these students who are still learning the steps in a process and those who need the information to understand why the answer was correct. During the initial stages of learning or during a review of relatively new material, this is essential to the students' acquisition and understanding of the skill, process, or concept (Rosenshine, 1983).
Examples of Subdlmenslon C1 : An art teacher says, "The media you chose for your design really integrated the use of a variety of materials in a creative way." A science teacher says, "Good. You know the symbols for these five elements."

47 TEACHING TASK II: ASSESSES AND ENCOURAGES STUDENT
PROGRESS Dimension C: Responding to Studer.t Performance
Students are provided reinforcement for adequate performances when appropriate and specific feedback or correctives for inadequate performances.
Subdimension C1: Responding to Adequate Performances Students are provided content-related reinforcement on performances which are adequate and information on why they are adequate when appropriate.
Sample Effective Practices: Assists students in self-evaluating their performances Provides specific content-related feedback when:
1. responses are tentative or hesitant 2. learning is new 3. learning is complex Provides feedback on adequate performances by using techniques such as paraphrasing, applying, or extending student responses, and connecting the student's response to the content Provides responses, suggestions, and reactions to inform students of progress in activities such as discussions, skits, simulations, hands-on experiences, and cooperative group learning activities
Questions to Ask about Subdimension C1: Was content-related reinforcement for adequate student performance provided? When? When else would reinforcement have been desirable?
NOTE: For short unannounced observations of teaching, satisfactory scores for Responding to Student Performance (II C) are based on satisfactory performance of both subdimensions (C1 and C2) if they are both applicable.

48 TEACHING TASK II: ASSESSES AND ENCOURAGES STUDENT
PROGRESS Dimension C: Responding to Student Performance Subdimension C2: Responding to Inadequate Performances
Research/Rationale: A major teaching function is responding to student answers and correcting student errors (Rosenshine, 1983). However, simply pointing out mistakes is not sufficient; appropriate feedback should be immediate and specific (Cummings, 1980) and should be "followed by corrective procedures which correct weaknesses of learning and instruction" (Levin & Long, 1981, p. 24). It is important that the student understand why the response was incorrect and how to correct it so that future responses will be correct. Poor or incorrect student responses can be due to carelessness or lack of knowledge. If an error was due to carelessness, simply correcting the student and moving on is acceptable (Rosenshine, 1983; Rosenshine & Stevens, 1986). However, if an incorrect response or performance was due to lack of knowledge of facts or process, the teacher should provide clues or hints or reteach the material (Rosenshine, 1983; Rosenshine & Stevens, 1986). When the student can correct the error rather quickly, it is more beneficial to provide hints or clues , rephrase the questions, or ask simpler questions than it is to reteach the material (Anderson, Evertson, & Brophy , 197 IJhy & Good, 1986; Rosenshine, 1983; Stallings & Kaskowitz, 1974). By providing support! . ,j corrective feedback to the student about incorrect responses, the teacher gives the student a chance to correct his/her answer and provide the appropriate response (Brophy & Good, 1986). When the student cannot easily correct the error in the response, or when there is a high error rate in the class during a lesson, the material should be retaught (Rosenshine, 1983).
Examples of Subdimenslon C2: A student answers that Italy is an island. The teacher says, "I can see why you might think Italy is an island because it is surrounded on three sides by water. BL c.lands are surrounded on all sides by water. Can you think of a European country that is completely surrounded by water?" A math teacher says, "You have all the problems right except number 4. Check your radius measurement."

49 TEACHING TASK II: ASSESSES AND ENCOURAGES STUDENT
PROGRESS
Dimension C: Responding to Student Performance
Students are provided reinforcement for adequate performances when appropriate and specific feedback or correctives for inadequate performances.
Subdimension C2: Responding to Inadequate Performances
Students with poor performances or incorrect responses are given specific content-related feedback or correctives such as prompts or cues.
OR
No inadequate performances occur.
Sample Effective Practices:
Provides specific feedback about poor performances or incorrect responses and information about why the performances were inadequate
Takes corrective actions during learning activities by using techniques such as : 1. providing hints or other cues 2. using different words or examples 3. creating smaller steps 4. suggesting means for improvement 5. using alternative materials 6. reteaching--individuals or large groups 7. providing students with opportunities to give correct responses after they have been incorrect
Appropriately ignores irrelevant or inadequate responses during situations when correction would interfere with the learning
Questions to Ask about Subdimension C2:
Were specific content-related feedback and appropriate correctives provided for inadequate student performance? How? When were deficiencies overlooked?
NOTE: For short unannounced observations of teaching, satisfactory scores for Responding to Student Performance (II C) are based on satisfactory performance of both subdimensions (C1 and C2) if they are both applicable.

50 TEACHING TASK II: ASSESSES AND ENCOURAGES STUDENT
PROGRESS
Dimension D: Supporting Students
Research/Rationale:
Students are affected by their learning environment. Just as a negative climate inhibits student productivity, a positive classroom climate contributes to productivity and achievement. In spite of any other factors which may affect student attitudes, beliefs, and motivation, "the teacher and the instructional processes are mainly responsible for developing classroom climate" (Levin & Long, 1981, p. 62). A warm or pleasant feeling tone acts as a motivator for students (Hunter, 1982) by lowering their level of concern, particularly during initial practice, thus enhancing the chances for successful effort.
Berliner (1984) notes that "the communication of academic expectations for achievement; development of a safe, orderly and academically focused environment for work; quick, fair and sensible management of deviancy; and the development of cooperative environments for learning" (pp. 65-66) contribute significantly to a supportive classroom climate. Another equally important factor is dignifying inaccurate responses. Providing corrective feedback while maintaining the dignity of the individual helps students "learn more and remember it longer" (Hunter, 1982, p. 90). Even emotionally neutral feedback can be acceptable but "it has long been recognized that sarcasm and personal attacks are negatively related to achievement" (Berliner, 1984, p. 71 ).
Teachers' behavior serves as a model for students about what is expected of them and what is valued (Squires, Huitt, & Segars, 1984). "Students learn to respect each other, to appreciate differences among themselves, to be realistic, and to learn to use their differences in a way that satisfies the needs of the group as well as the personal needs of others" (Levin & Long, 1981, p. 62) based on the behavior modeled by their teachers. When the teacher's behavior does not reflect respect and concern for the individual, appreciation of diversity, and a strong emphasis on academic achievement (Levin & Long, 1981 ), student academic and emotional growth suffer.
Examples of Dimension D:
A third grade teacher says to a student having difficulty with long division, "There are lots of steps to learn, but with a little practice, you'll get the hang of it."
When called on to read, the student is on the wrong page. The teacher says, "Jason, we're on page 25, the first paragraph. Find it quickly, and I'll come back to you for the second paragraph."

51 TEACHING TASK II: ASSESSES AND ENCOURAGES STUDENT
PROGRESS Dimension D: Supporting Students
Support for students is conveyed by using techniques such as providing encouragement, lowering concern levels, dignifying academic responses, and by using language free of sarcasm, ridicule, and humiliating references.
Sample Effective Practices: Creates a feeling tone which is conducive to learning Lowers level of concern by offering encouragement and low-risk opportunities for participation Dignifies inadequate responses with techniques such as providing prompts, rephrasing questions, and pointing out portions of performances which are adequate Acknowledges or comments on student responses or performances Encourages positive student interactions by promoting and modeling behaviors such as listening, accepting, and cooperating
Questions to Ask about Dimension D: Were support and encouragement provided for the students? Were there instances of non-support for students?

52
TEACHING TASK Ill: MANAGES THE LEARNING ENVIRONMENT Dimension A: Use of Time Subdimension A1: Non-instructional Tasks Research/Rationale:
Instructional time needs to be maximized so that academic learning time is increased and the time needed for routine tasks is decreased. One way of maximizing instructional time is by providing clear and detailed directions and instructions for learning activities (Hawley &
Rosenholtz, 1984; Rosenshine & Stevens, 1986). By giving clear directions, time is not wasted
by having to restate the directions; thus, students are able to get to work quickly on given assignments. Another method of maximizing instructional time is by having clear, quick, and smooth transitions between activities (Brophy, 1983; Good & Grouws, 1977; Hawley & Rosenholtz, 1984; Rinne, 1984). Effective teachers are frequently able to shift class activities in one to ten seconds by having materials sorted for distribution and by clearly stating directions, expectations, and purposes for activities (Rinne, 1984). "Students can also share in the responsibility for making smooth transitions by adhering to well -defined rules and playing specific roles during classroom changes" (Levin & Long, 1981, p. 12). Routines or procedures for paper flow and other daily classroom business help students to know exactly what to do, enabling them to proceed without needing teacher assistance (Brophy, 1983).
Examples of Subdimension A1: The teacher quickly checks roll with a seating chart. A reading teacher says, "Group 1, get your workbooks and move quickly to the front table. Groups 2 and 3, move back to your desks and complete p. 43."

53
TEACHING TASK Ill: MANAGES THE LEARNING ENVIRONMENT Dimension A: Use of Time Use of instructional time is optimized by techniques such as providing clear directions and using efficient methods for transitions, materials distribution, and other routine matters and by techniques such as focusing on objectives and providing sufficient instructional activities.
Subdimension A1: Non-instructional Tasks Instructional time is maximized by techniques such as providing clear and complete directions and using efficient methods for transitions, materials distribution, and other routine matters.
Sample Effective Practices: Obtains student attention before providing directions Provides clear, concise, and complete procedural directions Checks for understanding of directions when appropriate Conducts efficient transitions Uses efficient methods for routine matters such as checking attendance and distributing and collecting materials
Questions to Ask about Subdimension A1: Was instructional time maximized by efficiently handling routine matters? How? What might have been improved?
NOTE: For short unannounced observations of teaching, satisfactory scores for Use of Time (Ill A) are based on satisfactory performance of both subdimensions (A1 and A2) if they are both applicable.

54 TEACHING TASK Ill: MANAGES THE LEARNING ENVIRONMENT
~
Dimension A: Use of Time
Subdimension A2: Instructional Time
Research/Rationale:
Overwhelmingly, research on teacher behavior indicates that the greater the amount of time students spend on academic tasks the greater the effect on achievement (Squires, Huitt, & Segars, 1984). The more time students spend in academic activities, rather than in nonacademic activities, such as games and socializing, the greater the gains in student achievement (Stallings, Cory, Fairweather, & Needels, 1977). Students need sufficient instructional time in order to process the material being presented (Rosenshine & Stevens, 1986). Spending and/or allocating insufficient learning time has a direct, negative effect on achievement (Gettinger, 1985).
"Effective time managers in the classroom do not waste valuable minutes on unimportant activities; they keep their students continuously and actively engaged" (What Works, 1986, p. 34). This can, in part, be accomplished by providing appropriate content, sufficient activities , and enough time for each activity to be completed (Hawley & Rosenholtz , 1984). Hunter (1982) suggests assigning activities during those times normally lost to routines and transitions. These sponge activities keep students focused on academ ic content and not only increase learning but decrease misbehavior.
Appropriate pacing of material, minimizing delays, and maintaining an academic orientation also help optimize instructional time. Effective time managers keep the students' environment focused and relatively free of disruptions. They present information in a clear, organized manner so that time is not lost by having to backtrack to explain essential information (Brophy, 1983; Hawley & Rosenholtz, 1984). Particularly for lower ability students, engaged time (academic learning time, time-on-task) is especially important, but teachers still need to insure that time is used productively by all students and that the time allocated for instruction is adequate (Berliner, 1984).
Examples of Subdimension A2:
A physical science teacher writes the following directions on the chalkboard before taking roll: List the three types of alcohol we discussed yesterday. Be ready to tell me the common use of each type of alcohol.
After completing a reading assignment, eighth graders will write in their journals.
After completing an addition worksheet, third graders may choose any computation item on the page and write a word problem for it.

55
TEACHING TASK Ill: MANAGES THE LEARNING ENVIRONMENT Dimension A: Use of Time Use of instructional time is optimized by techniques such as providing clear directions and using efficient methods for transitions, materials distribution, and other routine matters and by techniques such as focusing on objectives and providing sufficient instructional activities.
Subdimension A2: Instructional Time Use of instructional time is optimized by techniques such as focusing on objectives and providing sufficient instructional activities.
Sample Effective Practices: Begins lesson promptly Avoids unnecessary delays in instruction, digressions from objectives, and interruptions of learning activities Provides instructional activities to optimize learning time while students wait for instruction to begin, for other students to finish, or for the period to end
Questions to Ask about Subdimension A2: Was an instructional focus maintained and were sufficient instructional activities provided throughout the lesson? When was instructional time not optimized? How could the use of time have been improved?
NOTE: For short unannounced observations of teaching, satisfactory scores for Use of Time (Ill A) are based on satisfactory performance of both subdimensions (A1 and A2) if they are both applicable.

56 TEACHING TASK Ill: MANAGES THE LEARNING ENVIRONMENT Dimension B: Physical Setting Research/Rationale: Arrangements of physical space and seating patterns should complement the teacher's instructional objectives and methods and seek to maximize both the physical space and available resources. Effective teachers organize classrooms with specific, well-equipped areas to accommodate different types of learning activities (Brophy, 1983; Hawley & Rosenholtz, 1984). An efficient learning environment is achieved through the preparation, not only of the lesson, but also of the physical surroundings (Brophy, 1983; Emmer, Evertson, & Anderson, 1980). In a successful learning environment, the furnishings are arranged to optimize instructional opportunities by facilitating movement, minimizing crowding, providing appropriate visual focus, and facilitating retrieval of materials (Brophy, 1983; Emmer, Evertson, & Anderson, 1980; Hawley & Rosenholtz, 1984). Desk arrangements should also allow the teacher to move freely about the room, monitoring and providing assistance to the students. Efficient traffic patterns which allow easy access to students and produce smoother transitions minimize bottlenecks, lines, and students' need for teacher assistance (Brophy, 1983; Emmer, Evertson, & Anderson, 1980; Hawley & Rosenholtz, 1984).
Examples of Dimension B: During total group activities or directions, the teacher ensures that all students can see and hear even if the room is arranged for small group or center work. While working with individual groups, the teacher selects a position that allows him/her to observe the rest of the class.

57
TEACHING TASK Ill: MANAGES THE LEARNING ENVIRONMENT Dimension 8: Physical Setting The physical setting allows the students to observe the focus of instruction, to work without disruption, to obtain materials, and to move about easily; and it allows the teacher to monitor the students and to move among them.
Sample Effective Practices: Plans the instructional environment so that students can easily see presentations Plans the instructional environment so that students can be seen and monitored Arranges materials in an orderly and readily accessible manner Arranges the environment for necessary group or independent work, movement, or other lesson activity Maintains a functional arrangement of furniture and materials around high traffic areas such as pencil sharpener, bookshelves, or materials center Establishes efficient patterns for student movement in the classroom
Questions to Ask about Dimension B: Was the physical setting functional and efficient? What changes could be made?

58
TEACHING TASK Ill: MANAGES THE LEARNING ENVIRONMENT Dimension C: Appropriate Behavior Subdimension C1: Monitoring Behavior Research/Rationale:
It is important for teachers to communicate high expectations for appropriate student behavior
(Hawley & Rosenholtz, 1984). Setting up specific class rules reduces disruptive behavior (Advani & Beaumaster, 1973; Herman & Traymontona, 1971 ). Rules should be well-{jefined
and reasonable norms for governing behavior and should be fairly and equitably enforced
(Hawley & Rosenholtz, 1984). Rules should be specifically taught and monitored, with teachers consistently holding students accountable throughout the year (Emmer, Evertson, & Anderson, 1980; Hawley & Rosenholtz, 1984; Sanford & Evertson, 1981).
Careful and continuous monitoring of student behavior is positively related to student
achievement (Brophy, 1983; Emmer, Evertson, & Anderson, 1980; Good & Grouws, 19n). Kounin's (1970) studies indicate that effective classroom managers display "withitness" by
stationing themselves so that they can see all students and can be aware of what is happening
at all times (cited in Brophy, 1983). By being "with it" effective teachers are able to monitor the
classroom frequently and are able to stop inappropriate behavior before it becomes a major
problem. Cummings (1980) notes that the most effective managers prevent punishable
behavior by providing specific, positive feedback for appropriate behavior and by modeling desirable behaviors for their students.
Examples of Subdlmension C1:
While working with one math group, a fourth grade teacher frequently looks about the entire room, checking for appropriate behavior. In a high school English class, the teacher says, "Please remove your dictionaries and all other materials except for your poetry notebooks."

59 TEACHING TASK Ill: MANAGES THE LEARNING ENVIRONMENT
Dimension C: Appropriate Behavior Appropriate behavior is maintained by monitoring the behavior of the entire class, providing feedback, and intervening when necessary.
Subdimension C1: Monitoring Behavior Appropriate behavior is maintained through techniques such as monitoring the behavior of the entire class, establishing clear and consistent expectations, and providing positive feedback when appropriate.
Sample Effective Practices: Facilitates classroom monitoring with techniques such as having students clear their desks of unnecessary materials, having groups begin seatwork together, and not allowing students to congregate around the teacher while waiting for assistance Observes the entire class and scans the class frequently Divides attention among students without prolonged interactions with individuals Establishes and maintains rules and procedures which describe expectations regarding behavior Provides positive feedback on behavior when appropriate
Questions to Ask about Subdimension C1: Were techniques used to monitor appropriate behavior? What proactive management techniques were used? What other techniques could have been used?
NOTE: For short unannounced observations of teaching, satisfactory scores for Appropriate Behavior (Ill C) are based on satisfactory performance of both subdimensions (C1 and C2) if they are both applicable.

60 TEACHING TASK Ill: MANAGES THE LEARNING ENVIRONMENT Dimension C: Appropriate Behavior Subdimension C2: Intervening
Research/Rationale: Although it is more desirable to prevent misbehavior than it is to have to deal with it once it occurs, all teachers, at one time or another, will be faced with inappropriate behavior that must be addressed (Cummings, 1980). Jacobsen, Eggen, Kauchak, and Dulaney (1981) place teacher actions on a continuum from least to most disruptive teacher interventions. Rinne (1984) classified these interventions as low profile, mid profile, or high profile responses to misbehavior. "~ is the degree to which student attention is diverted from lesson content to a distracting person or event" (Rinne, 1984, p. 29). Low profile controls are the least disruptive and are directed only toward the offending students. Low profile interventions are subtle and can include inserting students' names at random into the lesson, varying voice pitch, and establishing eye contact with students. High profile interventions are the most disruptive, thus, the least desirable. But as Kounin (1970) indicates, it the teacher demonstrates awareness of disruptive behavior, stops it before it spreads, and offers alternative behaviors, minor problems will not become major ones (cited in Brophy & Good, 1986). Whatever strategy is used, however, feedback should be specific and swift; and the consequences should be fair, appropriate, and consistently applied (Cummings, 1980).
Examples of Subdimension C2:
A first grader shouts out an answer to a question. The teacher says, "You need to remember to raise your hand for permission to answer." A seventh grade student is tapping his pencil on the desk. While continuing the lesson, the teacher walks over and points to the pencil tray on the boy's desk. The student puts the pencil in the tray. A high school student is applying cosmetics while the other students are answering written review questions. The teacher quietly says to the student, "I want you to begin your questions now. I'll help you with the first one."

61
TEACHING TASK Ill: MANAGES THE LEARNING ENVIRONMENT
Dimension C: Appropriate Behavior Appropriate behavior is maintained by monitoring the behavior of the entire class, providing feedback, and intervening when necessary.
-Subdimension C2: Intervening Appropriate behavior is maintained by providing appropriate feedback or interventions when learners are off-task or disruptive. OR Behavior is appropriate.
Sample Effective Practices: Detects inappropriate behavior early and intervenes when it is likely to cause further disruption Uses low profile interventions such as proximity control, eye contact. signals, and stating a rule or mentioning a studenfs name to redirect him/her Prompts student, if necessary, to make sure that appropriate behavior begins after redirection Provides feedback only to students causing the problem to avoid interrupting all students for minor problems Deals with disruptions appropriately (e.g., making a calm reasonable request of students to comply with rules or procedures, avoiding arguments or power struggles, using appropriate consequences or counseling, and referring students to a resource person)
Questions to Ask about Subdimension C2: Were appropriate interventions used when disruption or off-task behavior occurred? What kind of interventions were used? When else would interventions have been desirable?
NOTE: For short unannounced observations of teaching, satisfactory scores for Appropriate Behavior (Ill C) are based on satisfactory performance of both subdimensions (C1 and C2) if they are both applicable.

Georgia Teacher Evaluation Program
GEORGIA TEACHER DUTIES AND RESPONSIBILITIES
INSTRUMENT
63

GEORGIA TEACHER DUTIES AND RESPONSIBILITIES INSTRUMENT
The purpose of the Georgia Teacher Duties and Responsibilities Instrument (GTDRI) is to describe the expectations for teachers in addition to the teaching tasks outlined in the GTOI. Evaluation of the performance of these duties and responsibilities will be based on school-wide observations of teachers throughout the school year.
Items in the GTDRI are scored by exception. All items shall be scored as satisfactory on the annual evaluation summary unless prior to the annual evaluation
- summary the teacher has: been notified in writing;
received written documentation on each incident serving as the basis for the unsatisfactory annual evaluation summary; and
had a conference concern ing the unsatisfactory performance.
An unsatisfactory annual evaluation summary for the GTDRI can occur if both of the following conditions have been met:
(1) The employee has failed to perform a duty or responsibility which is a part of the employee's job description under O.C.G.A 20-2-211 (d) and local board of education policies; .QJ: committed an act prohibited under local board of education or State Board of Education rules .QJ: where the employee had received written notification that the act was prohibited prior to committing the act which is the subject of the GTDRI written notification.
(2) The employee has had opportunity of remediation activities, has failed to remediate the conduct which was the subject of the GTDRI deficiency and has received notification of the subsequent deficiency. For purposes of this rule , remediation shall be deemed to have occurred if the employee has continuously performed in an appropriate manner the duty or responsibility previously identified as deficient for the remainder of the annual evaluation cycle. The annual evaluation cycle is from the date of completion of the annual evaluation summary for one year to the date of completion of the following year's annual evaluation summary.
A copy of an optional form which could be used for notification and documentation is contained in the Appendix on page 81 .
A notification conference is required anytime a teacher receives written notification and documentation for each new incident on the GTDRI. The purpose of the conference is to:
explain the deficient area;
discuss the subject of concern;
clarify action(s) required; and
discuss the time frame for correction .
65

Teachers in the standard evaluation process will receive a Satisfactory Overall Evaluation Summary on the Annual Evaluation Summary Report if they have a satisfactory score on both the GTOI and the GTDRI. If unsatisfactory on either GTOI or GTDRI, then an Unsatisfactory Overall Evaluation Summary score is given. Teachers in the formative evaluation process will receive a Satisfactory Overall Evaluation Summary on the Annual Evaluation Summary Report if they have a satisfactory score on the GTDRI. If unsatisfactory on the GTDRI, then an Unsatisfactory Overall Evaluation Summary score is given.
66

GEORGIA TEACHER DUTIES AND RESPONSIBILITIES INSTRUMENT
I. Teacher Duties and Responsibilities
A. Follows professional practices consistent with school and system policies in working with students. students' records, parents, and colleagues 1. Interacts in a professional manner with students and parents 2. Is available to students and parents for conferences according to system policies 3. Facilitates home-school communication by such means as holding conferences, telephoning, and sending written communications 4. Maintains confidentiality of students and students' records 5. Works cooperatively with school administrators. special support personnel. - colleagues, and parents
B. Complies with school, system , and state administrative regulations and board of education policies 1. Conducts assigned classes at the times scheduled 2. Enforces regulations concerning student conduct and discipline 3. Is punctual 4. Provides adequate information, plans, and materials for substitute teacher 5. Maintains accurate, complete, and appropriate records and files reports promptly 6. Attends and participates in faculty meetings and other assigned meetings and activities according to school policy 7. Complies with conditions as stated in contract
C. Demonstrates professional practices in teaching 1. Models correct use of language, oral and written 2. Demonstrates accurate and up-to-date knowledge of content 3. Implements designated curriculum 4. Maintains lesson plans as required by school policy 5. Assigns reasonable tasks and homework to students
D. Acts in a professional manner and assumes responsibility for the total school program, its safety and good order 1. Takes precautions to protect records, equipment. materials, and facilities 2. Assumes responsibility for supervising students in out-of-class settings
II. Duties and Responsibilities, Prescribed by Local School and System (Optional)
A.
B.
C. ---------------------------------------------Ill. Professional Development Plan
In cases where a Professional Development Plan is required for specific needs development, progress relative to completing the annual Professional Development Plan shall be one of the assessments during the annual evaluation process. The ultimate evaluation of successful completion of a Professional Development Plan is significant improvement in targeted areas as measured by the next year's annual evaluation.
67

APPENDIX
69

TEACHER JOB DESCRIPTION Position Title: Classroom Teacher Qualifications:
Valid Georgia professional certification in the assigned teaching field Reports to:
Building Principal and/or other authorized administrators
- Teaching Tasks:
I. Provides Instruction A. Teaches at an appropriate instructional level B. Provides content development 1. Provides teacher-focused content development 2. Provides student-focused content development C. Builds for transfer 1. Provides initial focus 2. Provides content emphasis and linking 3. Provides lesson summaries
II. Assesses and Encourages Student Progress A. Promotes student engagement B. Monitors student progress C. Responds to student performance 1. Responds to adequate performances 2. Responds to inadequate performances D. Supports students
Ill. Manages the Learning Environment A. Uses time efficiently 1. Handles non-instructional tasks efficiently 2. Uses instructional time appropriately B. Maintains effective physical setting for instruction C. Maintains appropriate student behavior in the classroom 1. Monitors behavior 2. Intervenes when necessary
71

Teacher Job Description (continued)
General Duties and Responsibilities:
I. Teacher Duties and Responsibilities
A. Follows professional practices consistent with school and system policies in working with students, students' records, parents, and colleagues 1. Interacts in a professional manner with students and parents 2. Is available to students and parents for conferences according to system policies 3. Facilitates home-school communication by such means as holding conferences, telephoning, and sending written communications 4. Maintains confidentiality of students and students' records 5. Works cooperatively with school administrators, special support personnel, colleagues, and parents
B. Complies with school, system, and state administrative regulations and board of education policies 1. Conducts assigned classes at the times scheduled 2. Enforces regulations concerning student conduct and discipline 3. Is punctual 4. Provides adequate information, plans, and materials for substitute teacher 5. Maintains accurate, complete, and appropriate records and files reports promptly 6. Attends and participates in faculty meetings and other assigned meetings and activities according to school policy 7. Complies with conditions as stated in contract
C. Demonstrates professional practices in teaching 1. Models correct use of language, oral and written 2. Demonstrates accurate and up-to-date knowledge of content 3. Implements designated curriculum 4. Maintains lesson plans as required by school policy 5. Assigns reasonable tasks and homework to students
D. Acts in a professional manner and assumes responsibility for the total school program, its safety and good order 1. Takes precautions to protect records, equipment, materials, and facilities 2. Assumes responsibility for supervising students in out-of-class settings
II. Duties and Responsibilities, Prescribed by Local School and System (Optional)
A. ____________________________
B. _____________________________
c. ____________________________
Ill. Professional Development Plan
APA Rule 160-5-1-.26 JOB DESCRIPTIONS FOR CERTIFIED PERSONNEL (This rule shall become effective beginning the 1993-94 school year.)
72

STANDARD PROCESS
CONFIOENTlAL GTOI OBSERVATION RECORD: STANDARD FORM
(Refer to back for instructions)

Teacher's Name

Teacher's System
$tat. Code
I l

"'itacher's School
Stat. Code
JJJ

Last 4 Digits 1'eacMr SSN
I I I

'--&!.~ SSN I I I

Data
MOjDAYI YR
LJ I I I

System

Observation Number
n

Beginning Time: Ending Time:

Focus of Lesson:

School
Total MIIIUWs
m

Lesson Segment
(Circle One) B M E 0

TEACHING TASK 1: PROVIDES INSTRUCTION

Comments:

-

TEACHING TASK II: ASSESSES AND ENCOURAGES STUDENT PROGRESS Comments:

MARK SCORES FOR ~:Ac; H DIMENSION

A. Instructional Level

0

B. Content Development 1. Teacher-Focused

0

and/or

and/or

2. Student-Focused C. Building for Transfer

0 09

0 A. Promoting Engagement

B. Monitoring Progress

0

0 c. Respolldillg to Student Performance

TEACHING TASK Ill: MANAGES THE LEARNING ENVIRONMENT Comments:

D. Supporting Students

0

A.UseofTme

0

B. Physical Setting

0

c. Appropriate Behavior

0

(SIGNA71RS}

OBSERVER: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ DATE _ _ _ _ _ POSITlON: - - - - - - - - - -

-.Initial or Sign n1 I'IIUm copy
lonawledgH ,...;pt

11> principal's office. Signature ac
tarm. net ....--~y concwrence.

TEACHER: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ DATE"------ Wntrdillaeini.c..:a..m,HmcenoimSmmayenb ts .e . a~ llachnold/.ar

-----

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ____
T~sComments:

Revised 93/94
73

GENERAL INSTRUCTIONS
For scoring section that is to be bubbled, use pencil or ball point pen. Comments and other information may be typed or written in pencil or ball point pen. Erase completely any marks you wish to change. Make no stray marks on the last copy. Do not fold or staple the last copy.
CODING INSTRUCTIONS
Record teacher's name, system, and school at the top of the form. Record beginning and ending time and notes on the focus of the lesson.
TEACHER'S SYSTEM STATE CODE: Enter the three digit state code for the teacher's system (Example - Appling County 601 ).
TEACHER'S SCHOOL STATE CODE: Enter the four digit state code for the teacher's school (Example - Altamaha 1050).
LAST 4 DIGITS TEACHER SSN: Enter the last four digits of the teacher's social security number. (Example- If teacher's SSN is 987-65-4321, enter 4321.)
LAST 4 DIGITS OBSERVER SSN: Enter the last four digits of the observer's social security number. (Example - If the observer's SSN is 123-45-6789, enter 6789.)
DATE: Enter the numerical date (month, day, and year) of the observation (Example- 1O-Q4-93).
OBSERVATION NUMBER: Enter the number of this observation. (Example- If this is the teacher's second observation in the Standard Process, enter the number.'-.)
TOTAL MINUTES: Enter the two digit number corresponding to the total number of minutes the teacher was observed (Example - 20 or 35).
LESSON SEGMENT: Circle the letter corresponding to the segment of the lesson observed. (Examples: If the
a. observation included the beginning of the teacher's lesson, circle the letter If the observation included the middle but
neither the beginning nor the end of a lesson, circle the letter M. If the observation included the end of the lesson, circle
the letter f.. If the observation included the end of one lesson and the beginning of another, circle the letter Q.)
SCORING DIRECTIONS
Darken the bubble which corresponds to the score for each dimension or subdimension.
Use the following key in marking your scoring decisions:
Nl = Needs Improvement
S = Satisfactory NA = Not Applicable
PROCESSING DIRECTIONS
Forward the second copy to your system contact person to be mailed to:
Performance Assessment Laboratory University of Georgia 115 Sycamore Drive
Athens, GA 30602-91 01
74

FORMATIVE PROCESS
CONFIDENTIAL GTOI OBSERVATION RECORD: STANDARD FORM
(Refer to back for instructions)

Teacher's Name

Teacher's System
lstaie Code
I I

Teacher's School
State Code
ll I

Last 4 Digits Teacher SSN
I I I

Last 4 Digits Observer SSN
I I I

Date MOIDAYI YR
J IIII

Focus of Lesson:

System Beginning Time: Ending Time:

School
Total Minutes
_IT]

Lesson
Segment (Circle One) B M E 0

TEACHING TASK 1: PROVIDES INSTRUCTION Comments:
TEACHING TASK II: ASSESSES AND ENCOURAGES STUDENT PROGRESS Comments:

MARK SCORES FOR EACH DIMENSION

A. Instructional Level

@0

B. Content Development 1. Teacher-Focused

@0

and/or 2. Student-Focused C. Building for Transfer

and/or
e 0
@ 0 @)

0 A. Promoting Engagement @

B. Monitoring Progress

@0

C. Responding to Student Performance

@0

TEACHING TASK Ill: MANAGES THE LEARNING ENVIRONMENT Comments:

D. Supporting Students

@0

A. Use of Time

@0

a Physical Setting

0

C. Appropriate Behavior

@0

(SIGNATURES) OBSERVER: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ DATE _ _ _ _ _ P O S I T I O N : - - - - - - - - - - -
Sign and return copy to principal's office. Signature acknowledges receiPt of form. not necessarily concurrence.
TEACHER: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ OAT...__ _ _ _ _ aWnrdittdeantecohmermeeinj tcsommamyebnetsparroeviadtetadcahnedd/.or aHached.lnilial - - - - -
Teacher's Comments: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Revised 93/94
75

GENERAL INSTRUCTIONS For scoring section that is to be bubbled, use pencil or ball point pen. Comments and other information may be typed or written in pencil or ball point pen. Erase completely any marks you wish to change. Make no stray marks on the last copy. Do not fold or staple the last copy.
CODING INSTRUCTIONS Record teacher's name, system, and school at the top of the form. Record beginning and ending time and notes on the focus of the lesson. TEACHER'S SYSTEM STATE CODE: Enter the three digit state code for the teacher's system (Example - Appling County 601 ). TEACHER'S SCHOOL STATE CODE: Enter the four digit state code for the teacher's school (Example - Altamaha 1050). LAST 4 DIGITS TEACHER SSN: Enter the last four digits of the teacher's social security number. (Example- If teacher's SSN is 987-65-4321, enter 4321.) LAST 4 DIGITS OBSERVER SSN: Enter the last four digits of the observer's social security number. (Example- Hthe observer's SSN is 123-45-6789, enter 6789.) DATE: Enter the numerical date (month, day, and year) of the observation (Example- 10-04-93). TOTAL MINUTES: Enter the two digit number corresponding to the total number of minutes the teacher was observed (Example - 20 or 35). LESSON SEGMENT: Circle the letter corresponding to the segment of the lesson observed. (Examples: If the
.e.. observation included the beginning of the teacher's lesson, circle the letter If the observation included the middle but
neither the beginning nor the end of a lesson, circle the letter M. If the observation included the end of the lesson, circle
the letter f.. If the observation included the end of one lesson and the beginning of another, circle the letter Q.)
SCORING DIRECTIONS Darken the bubble which corresponds to the score for each dimension or subdimension.
Use the following key in marking your scoring decisions: Nl = Needs Improvement S = Satisfactory NA = Not Applicable PROCESSING DIRECTIONS
Forward the second copy to your system contact person to be mailed to: Performance Assessment Laboratory University of Georgia 115 Sycamore Drive Athens, GA 30602-91 01
76

CONFIDENTIAL
GTOI OBSERVATION RECORD: EXTENDED FORM (Refer to back for instructions)

Teacher's Name

Teacher's System
~tate Code
I I

Teacher's School
State Code
L1 J

Focus of Lesson:

Last 4 Digits Teacher
SSN
LI I

La~ SSN
I I I

Beginning Time:

I Date
MO _I DAY YR
1_1 ILL

System

School

Extended Observation
#

Total Minutes

1 -is external to school, NCOid -aaslgnedcodes:

Syabtm State Code

School Slate Code

J

1m I I I

I IIII

Ending Time:

TEACHING TASK 1: PROVIDES INSTRUCTION Comments:
TEACHING TASK II: ASSESSES AND ENCOURAGES STUDENT PROGRESS Comments:
TEACHING TASK Ill: MANAGES THE LEARNING ENVIRONMENT Comments:

MARK SCORES FOR EACH DIMENSION

A. Instructional Level

@ 0

B. Content Development

1. Teacher-Focused

@0

and/or 2. Student-Focused

and/or
@ 0

C. Building for Transfer 1. Initial Focus

0

2. Content Emphasis orUnking
3. Summaries

0 0

0 A Promoting Engagement @

B. Monitoring Progress

@ 0

C. Responding to Student Performance
0 1. Responding to
Adequate Performances @

0 2. Responding to

@

Inadequate Performances NJ

D. Supporting Students

0

A Use of Time

@ 0 1. Non-Instructional Tasks

2. Instructional Time

@ 0

B. Physical Setting

0

C. Appropriate Behavior 1. Monitoring Behavior 2. Intervening

@ 0 @ 0

(SIGNATURES)
OBSERVER: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ D A T E - - - - P O S I T I O N : - - - - - - - - -
Sign and return copy to principal's office. Signature acknowledges receipt of form, not necessarily concurrence. Written comments may be provided and/or
T E A C H E R : - - - - - - - - - - - - - - - - - - - DATE - - - - - attached. Initial and date here if comments are attached. _ _ _ _ __

Teacher's Comments: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

Revised 93/94
77

GENERAL INSTRUCTIONS

For scoring section that is to be bubbled, use pencil or ball point pen. Comments and other information may be typed or written in pencil or ball point pen. Erase completely any marks you wish to change. Make no stray marks on the top copy. Do not fold or staple the top copy.

CODING INSTRUCTIONS

Record teacher's name, system, and school at the top of the form. Record beginning and ending time and notes on the focus of the lesson.

TEACHER'S SYSTEM STATE CODE: Enter the three digit state code for the teacher's system (Example - Appling County 601 ).

TEACHER'S SCHOOL STATE CODE: Enter the four digit state code for the teacher's school (Example - Altamaha 1050).

LAST 4 DIGITS TEACHER SSN: Enter the last four digits of the teacher's social security number. (Example - If teacher's SSN is 987-65-4321, enter 4321.)

LAST 4 DIGITS OBSERVER SSN: Enter the last four digits of the observer's social security number. (Example- Hthe observer's SSN is 123-45-6789, enter 6789.)

DATE: Enter the numerical date (month, day, and year) of the extended observation (Example - 1<Hl4-92).

EXTENDED OBSERVATION#: Enter the number corresponding to the total number of extended observations the teacher has had by all observers during this school year, including this one.

TOTAL MINUTES: Enter the two digit number corresponding to the total number of minutes spent in the classroom (Example - 20 or 35).

EXTERNAL OBSERVER: If the observer is external to school, for example from the central office, another school, RESA, etc., enter the observer's three digit system state code and four digit school state code.

SCORING DIRECTIONS

Darken the bubble which corresponds to the score for each dimension or subdimension.

Use the following key in marking your scoring decisions:

Nl

=

Needs Improvement

S

=

Satisfactory

PROCESSING DIRECTIONS

Follow system guidelines for retaining Observer's and System's copies.

78

CONFIDENTIAL
GEORGIA TEACHER EVALUATION PROGRAM: ANNUAL EVALUATION SUMMARY REPORT
(Refer to back for instructions)

Teacher's Name

System

School

State Code State Code

I I TT I

Teacher's Race/Ethniclty
iCJAmerican Indian, Alaskan Native

0 Asian, Pacific IslanderO . .
HISpaniC
0 Black. Non-Hispanic O Mu~i-

0 White, Non-Hispanic racial

Last 4 Digits Teacher SSN
I I I
Teacher's Sex
0Male
0Female

System

School

PrLimaas1t;4.gua=tar

Date
MO I DAY I YR

III I I L I l

Current Year Status (darken only one)

For teachers with fewer than 3 years experience:
0 Standard Year 1

For teachers with
3 or more years
experience new to system:

For teachers with 3 or more years experience:
0 Formative Year 1

Evaluation Summary

Georgia Teacher Georgia Teacher Overall

Observation

Duties and

Evaluation

Instrument Responsibilities Summary

0 Satisfactory

Instrument

Ounsatisfactory 0 Satisfactory

0 Satisfactory

0 0

Standard Year 2 Standard Year 3 0

Standard

0 0

Formative Year 2 Standard

0

Not Applicable (Formatiw Only)

Ounsatisfactory

Ounsatisfactory

GEORGIA TEACHER OBSERVATION INSTRUMENT SUMMARY COMMENTS

MARK ONLY AREAS FOR REQUIRED PDP

A. Instructional Level

0

.-

B. Content Development

1. Teacher- Focused 0 2. Student - Focused 0 C. Building for Transfer 0

A. Promoting Engagement 0 B. Monitoring Progress 0 c.~Student
0
D. Supporting Students 0

GEORGIA TEACHER DUTIES AND RESPONSIBIUTIES INSTRUMENT SUMMARY COMMENTS

A. Use of lime

0

B. Physical Setting

0

c. Appropriate Behavior 0

IDENTIFY GTDRI AREAS FOR REQUIRED PDP
(REFER 10 INSniUMENT FOR CODES(

(SIGNATlJRESJ PRIMARY E V A L U A T O R : - - - - - - - - - - - - - - - - - - - - DATE - - - - - Sign and niiUm copv to~ office. Signa-

ture ac:l<nowleCign receiPt of form. nol -

TEACHER
:

DA~ " "'

sariiV concur...:e. Willen -
provided .-.J/or attached. ..,._.

and

dalemhaeyrebwe

PRINCIPAL:

DATE

comments 1118 attached.

1
Teacher'sCommenm: - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Revised 93/94
79

GENERAL INSTRUCTIONS
For scoring section that is to be bubbled, use pencil or ball point pen. Comments and other information may be typed or written in pencil or ball point pen. Erase completely any marks you wish to change. Make no stray marks on the second copy. Do not fold or staple the second copy.
CODING INSTRUCTIONS
Record teacher's name, system, and school at the top of the form.
TEACHER'S SYSTEM STATE CODE: Enter the three digit state code for the teacher's system (Example - Appling County 601 ).
TEACHER'S SCHOOL STATE CODE: Enter the four digit state code for the teacher's school (Example - Altamaha 1050).
LAST 4 DIGITS TEACHER SSN: Enter the last four digits of the teacher's social security number. (Example- If teacher's SSN is 987-65-4321, enter 4321.)
LAST 4 DIGITS PRIMARY EVALUATOR SSN: Enter the last four digits of the primary evaluator's social security number. (Example- If evaluator's SSN is 123-45-6789, enter 6789.)
DATE: Enter the numerical date (month, day, and year) that form was completed (Example- 04-15-93).
TEACHER'S RACE!ETHNICITY: Darken the bubble which corresponds to the teacher's race/ethnicity.
TEACHER'S SEX: Darken the bubble which corresponds to the teacher's sex.
CURRENT YEAR STATUS: Darken the bubble which corresponds to the evaluation process the teacher was in at the end of the current school year when GTEP: ANNUAL EVALUATION SUMMARY REPORT was completed.
EVALUATION SUMMARY:
For teachers in the STANDARD PROCESS: Darken the bubbles which correspond to the summary ratings on the GTOI and the GTDRI. Darken the bubble for the OVERALL EVALUATION SUMMARY based on the following guidelines: Hsatisfactory on both the GTOI and GTDRI, a satisfactory Overall Evaluation Summary rating is given. If unsatisfactory on either the GTOI or GTDRI or both, an unsatisfactory Overall Evaluation Summary rating is given.
For teachers in the FORMATIVE PROCESS: Darken the bubble Not Applicable for GTOI and darken the bubble which corresponds to the summary rating on the GTDRI. Darken the bubble for the OVERALL EVALUATION SUMMARY based on the following guidelines:
- If satisfactory on the GTDRI, a satisfactory Overall Evaluation Summary rating is given.
If unsatisfactory on the GTDRI, an unsatisfactory Overall Evaluation Summary rating is given.
GTOI AND GTDRI SUMMARY COMMENTS/AREAS FOR REQUIRED PDP: For teachers in the standard process follow guidelines in the GTEP Manual for GTOI and GTDRI. For teachers in the formative process follow guidelines in the GTEP Manual for the GTDRI only.
PROCESSING DIRECTIONS
Forward the second copy to your system contact person to be mailed to:
Performance Assessment Laboratory University of Georgia 115 Sycamore Drive
Athens, GA 30602-9101
80

USE OF FORM IS OPTIONAL

CONFIDENTIAL

NOTIFICATION AND DOCU1v1ENTATION RECORD

ANNUAL EVALUATION PROGRAM:

DGTEP

OGLE!

DOther _______________________

Evaluatee: -------------------------------------

School: -----------------------------------

System, RESA, or Psychoeducational. Center: --------------------------------- Date:---------------

Deficient Area: ___________________________________________________________________________________

Relevant Information (subject of concern, people involved. date. time. and place): ------------------------------

Action(s) Required (include time frame for correction):---------------------------------------------------

Conference Record: (date. time, place, and summary): ---------------------------------------------------

!SIGNATURES,

Evaluatee's signature acknowledges receipt of

EVALUATOR:--------------------------------------- DATE: _____________ form. not necessarily concurrence. Written

comments may be provided below and/or

EVALUATE:

DATE:

attached to the evaluators copy. Initial and dat<

- - - - - - - - - - - - - here if comments are attached.------

Eval uatee 's comments: --------------------------------------------------------------------------------

Rcv1scd 93/94
81

CONFIDENTIAL
PROFESSIONAL DEVELOPMENT PLAN

ANNUAL EVALUATION PROGRAM:

DGLEI

DGTOI

0 GTDRI

:J Other _ _ _ __

Evaluatee: _______________

School: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ System. RESA. or Psychoeducational Center:_ _ _ _ _ _ _ _ _ __

Check one of the following:

Qoptional Plan for Enhancement
Ooptional Plan for Specific Needs Development
0 Required Plan for Specific Needs Development

Specific Objectives for Improvement:

Activities and Time Line:

Criteria for Measurement of Progress:

Record of Participation in Recommended Activities:

Record of Performance on Specified Criteria:

<SIGNATURES!

Evaluatees signature acknowledges receipt of

E V A L U A T O R : - - - - - - - - - - - - - - - - - - - - DATE: _ _ _ _ _ _ _ form. not necessarily concurrence. Written

comments may be provided below and/or

attached to the evaluator's copy. Initial and date

EVALUATEE: - - - - - - - - - - - - - - - - - - - - D A T E : _ _ _ _ _ _ _ here if comments are attached. _ _ _ __

Evaluatee's c o m m e n t s : - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Revised 93/94

83

BIBLIOGRAPHY
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Barnes, S. (1981 ). Synthesis of selected research on teaching findings (Rep. No. 9009). Austin: University of Texas, Research and Development Center for Teacher Education, Research in Teacher Education Division.
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Rosenshine, B. (1983). Teaching functions in instructional programs. The Elementary School Journal, 83, 335-350.
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88

SELECTED READINGS
Casanova, V. (1989). Being the teacher helps students learn. Instructor, ~ (9), 12-13.
Cummings, C. (1983). Managing to teach. Edmonds, WA: Teaching. (Can be
ordered from Teaching, Inc., P. 0. Box 788, Edmonds, WA 98020)
Cummings, C. (1980). Teaching makes a difference. Edmonds, WA: Teaching.
(Can be ordered from Teaching, Inc., P. 0. Box 788, Edmonds, WA 98020)
Davis,~.A., & Thomas, M.A. (1989). Effective schools and effective teachers.
Boston, MA: Allyn and Bacon.
Doyle, W. (1983). Academic work. Review of Educational Research,
~.159-199.
Educational Leadership. (April, 1987). Theme issue: Progress in Evaluating Teaching.
Emmer, E. T., Evertson, C. M., Sanford, J.P., Clements, B.S., & Worsham, M. E. (1984). Classroom management for secondary teachers. Englewood Cliffs, NJ: Prentice-Hall. (Can be ordered from Prentice-Hall, Inc., Book Distributing Center, Route 59 at Brookhill Dr., West Nyack, NY 10995)
Evertson, C. M., Emmer, E. T., Clements, B. S., Sanford, J. P., & Worsham, M. E. (1984). Classroom management for elementary teachers. Englewood Cliffs, NJ: Prentice-Hall. (Can be ordered from Prentice-Hall, Inc., Book Distributing Center, Route 59 at Brookhill Dr., West Nyack, NY 10995)
Greenfield, W., (Ed.). (1987). Instructional Leadership. Newton, MA: Allyn and Bacon.
Hunter, M. (1982). Mastery teaching. El Segundo, CA: TIP Publications. (Can
be ordered from TIP Publications, P. 0. Box 514, El Segundo, CA 90245) Levin, L., &
Long, R. (1981). Effective instruction. Alexandria, VA: Association for Supervision and Curriculum Development. (This booklet and others on effective teaching and effective schools can be ordered from ASCD, 125 N. West St., Alexandria, VA 22314)
Joyce, B., & Weil, M. (1992). Models of Teaching (3rd ed.) Needham Heights, MA: Allyn and Bacon.
Lyle, R. M. J. (Ed.). (1985). Reaching for excellence: An effective schools sourcebook. Washington, DC: U. S. Government Printing Office.
Richardson, V. (1990). Significant and worthwhile change in teaching practice.
Educational Researcher, .19. (7), 10-18.
89

Rosenshine, B. (1986). Synthesis of research on explict teaching. Educational Leadership,~. 60-69.
Rosenshine, B. (1983). Teaching functions in instructional programs. IlliL
Elementary School Journal,~. 333-351. Schulman, L.S. (1987). Knowledge and teaching: Foundations of the new
reform. Havard Educational Review,~ (1), 1-22. Schulman, L.S. Learning to teach. (1987). Washington, D.C: Department of
Education. (Can be ordered from ERIC ED#298411 CBIS, 7420 Fullerton Road, Suite 110, Springfield, Virginia 22153-2852) Walberg, H.J. (1990). Productive teaching and instruction: Assessing the
knowledge base. Phi Delta Kappan, Z1 (6), 70-78.
What works: Research about teaching and learning. (1986). Washington, DC: U. S. Department of Education. (Can be ordered from What Works, Consumer Information Center, U.S. Department of Education, Pueblo, CO 81 009)
Zumwalt, K. K. (Ed.). (1986). Improving teaching. Alexandria, VA: Association for Supervision and Curriculum Development. (Can be ordered from ASCD, 125 N. West St., Alexandria, VA 22314)
90

Federal law prohibits discrimination on the basis of race, color or national origin (Title VI of the Civil Rights Act of 1964); sex (Title IX of the Educational Amendments of 1972 and the Carl D. Perkins Vocational and Applied Technology Education Act of 1990) or disability (Section 504 of the Rehabil itation Act of 1973 and The Americans with Disabilities Act of 1990) in educational programs or activities receiving federal financial assistance.
Employees, students and the general public are hereby notified that the Georgia Department of Education does not discriminate in any educational programs or activities or in employment policies .
The following individuals have been designated as the employees responsible for coordinating the department's effort to implement this nondiscriminatory policy
Perkins Act- Ruby Sherrill, Vocational Equity Coordinator Title VI- Bill Gambill , Associate State Superintendent of Schools, Coordinator Title IX- Ishmael Childs , Coordinator Section 504 and ADA- Wesley Boyd , Coordinator
Inqu iries concern ing the application of the Perkins Act , Title VI , Title IX or Section 504 and ADA to the policies and practices of the department may be addressed to the persons listed above at the Georgia Department of Education , Twin Towers East, Atlanta, GA 30334, to the Regional Office for Civil Rights , Atlanta , GA 30323 or to the Director Office for Civil Rights , Education Department, Wash ington , DC 20201