This profile summarizes the efforts made by states and districts to implement evaluation and feedback systems, including the SREB Elements of Evaluation—basic information about the state evaluation framework. The sections below correspond to the three sections of the State Actions to Advance Teacher Evaluation report released in February 2016.

SREB Elements of Evaluation

Design of State Evaluation Models

Evaluators use the TAPS observation rubric to evaluate instructional practice. Districts administer student perception surveys for teachers in grades three through 12. Teachers receive formative feedback from evaluators three times—at the beginning, midpoint and end of the year.

Teachers of tested grades and subjects receive statewide growth scores based on SGPs. SLOs may accompany these measures. All other teachers receive student growth scores based on district-developed, state-approved SLOs.

Teachers conduct a self-assessment for the 10 state teaching standards using the online evaluation platform. Teachers upload their SLOs to the same website.

Implementation of District Evaluation Systems

The state education agency requires the training and certification of all evaluators by state or district trainers. Once training is completed, observers must pass a minimum competency assessment. Trainees watch and rate video-recorded lessons using the observation rubric and compare rubric scores with peers to strengthen inter-rater reliability.

Georgia holds school and district leaders responsible for developing SLOs and measuring whether teachers meet SLO targets. The state department of education provides guidelines and technical assistance to ensure comparability across the state.

The TKES online platform allows educators to view their performance ratings and receive specific guidance on professional development offerings. At the beginning of each year, teachers complete a virtual orientation and self-assessment using the platform.

Transformation of Professional Learning

 The department analyzes performance data to provide greater flexibility to districts that have demonstrated effective implementation. To qualify, schools have to complete 45 percent of their observations by midyear, show differentiation among teacher ratings and show above-average correlation between observation and student growth ratings.

Georgia convenes a regional P-20 collaborative partnership with the goal of ensuring teaching candidates are ready to implement TKES when they enter the classroom.

The Georgia Department of Education prepared for a planned reduction in state trainer positions once Race to the Top funding ended by training and certifying local district staff.