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ERIC Number: EJ1002185
Record Type: Journal
Publication Date: 2012-Aug
Pages: 6
Abstractor: ERIC
ISSN: ISSN-0276-928X
Link Data to Learning Goals: Common District Assessments Connect Teaching Effectiveness to Student Performance
Psencik, Kay; Baldwin, Rhonda
Journal of Staff Development, v33 n4 p30-35 Aug 2012
In 2010, district leaders of Douglas County Public Schools, Douglasville, Georgia, launched an ambitious initiative to ensure that teachers set goals that focus on increasing their effectiveness and show student growth. To achieve this goal, the district leadership team focused on common district assessments to establish common learning experiences for all students regardless of the school they attend and to ensure teachers across the district have a level playing field when setting their goals for the year and measuring student growth as a part of CLASS Keys, the Georgia teacher evaluation system. To improve student academic achievement, the leadership team believed that the district needed more than talented people, a clearly stated set of standards, high expectations, and hope. Tying student performance data and levels of effectiveness on the CLASS Keys standards to a teacher's and/or teaching team's annual goals has created a system that focuses and facilitates teacher learning. CLASS Keys and LEADER Keys (the leader evaluation system) call for a clear connection between teacher behaviors and student growth and performance. The experience of one 4th-grade team illustrates how using the CLASS Keys to inform professional learning can impact teacher practice and student results. The three team members met during the summer to review end-of-year data and regularly throughout the year for common planning time. Their work together informed lesson planning, student interventions, and their own growth and goal setting.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education; Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia