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TAPS - Reference - Sheet 6-5-14 PDF

The document provides a reference sheet for the Teacher Assessment on Performance Standards (TAPS) in Georgia. It outlines 8 performance standards for teachers with sample performance indicators for each standard. The standards cover areas such as professional knowledge, instructional planning, instructional strategies, differentiated instruction, assessment strategies, using assessment data, maintaining a positive learning environment, and creating an academically challenging environment. However, the indicators are not intended to be a checklist.

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1K views2 pages

TAPS - Reference - Sheet 6-5-14 PDF

The document provides a reference sheet for the Teacher Assessment on Performance Standards (TAPS) in Georgia. It outlines 8 performance standards for teachers with sample performance indicators for each standard. The standards cover areas such as professional knowledge, instructional planning, instructional strategies, differentiated instruction, assessment strategies, using assessment data, maintaining a positive learning environment, and creating an academically challenging environment. However, the indicators are not intended to be a checklist.

Uploaded by

jen
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Georgia Department of Education  TAPS Standards Reference Sheet

Performance Standards and SAMPLE Performance Indicators *


*Performance indicators are not inclusive and should not be used as a checklist.

Planning
1. Professional Knowledge 2. Instructional Planning
The teacher demonstrates an understanding of the curriculum, subject The teacher plans using state and local school district curricula and
content, pedagogical knowledge, and the needs of students by standards, effective strategies, resources, and data to address the
providing relevant learning experiences. differentiated needs of all students.
• Addresses appropriate curriculum standards and integrates key • Analyzes and uses student learning data to inform planning.
content elements. • Develops plans that are clear, logical, sequential, and integrated
• Facilitates students’ use of higher-level thinking skills in across the curriculum (e.g., long-term goals, lesson plans, and
instruction. syllabi).
• Demonstrates ability to link present content with past and future • Plans instruction effectively for content mastery, pacing, and
learning experiences, other subject areas, and real-world transitions.
experiences and applications. • Plans for instruction to meet the needs of all students.
• Demonstrates accurate, deep, and current knowledge of subject • Aligns and connects lesson objectives to state and local school
matter. district curricula and standards, and student learning needs.
• Exhibits pedagogical skills relevant to the subject area(s) taught and • Develops appropriate course, unit, and daily plans, and is able to
best practice based on current research. adapt plans when needed.
• Bases instruction on goals that reflect high expectations for all
students and a clear understanding of the curriculum.
• Displays an understanding of the intellectual, social, emotional, and
physical development of the age group.
Instructional Delivery
3. Instructional Strategies 4. Differentiated Instruction
The teacher promotes student learning by using research-based The teacher challenges and supports each student’s learning by
instructional strategies relevant to the content to engage students in providing appropriate content and developing skills which address
active learning and to facilitate the students’ acquisition of key individual learning differences.
knowledge and skills.
• Engages students in active learning and maintains interest. • Differentiates the instructional content, process, product, and
• Builds upon students’ existing knowledge and skills. learning environment to meet individual developmental needs.
• Reinforces learning goals consistently throughout the lesson. • Provides remediation, enrichment, and acceleration to further
• Uses a variety of research-based instructional strategies and student understanding of material.
resources. • Uses flexible grouping strategies to encourage appropriate peer
• Effectively uses appropriate instructional technology to enhance interaction and to accommodate learning needs/goals.
student learning. • Uses diagnostic, formative, and summative assessment data to
• Communicates and presents material clearly, and checks for inform instructional modifications for individual students.
understanding. • Develops critical and creative thinking by providing activities at the
• Develops higher-order thinking through questioning and appropriate level of challenge for students.
problem-solving activities. • Demonstrates high learning expectations for all students
• Engages students in authentic learning by providing real-life commensurate with their developmental levels.
examples and interdisciplinary connections.

Assessment Of and For Learning


5. Assessment Strategies 6. Assessment Uses
The teacher systematically chooses a variety of diagnostic, formative, The teacher systematically gathers, analyzes, and uses relevant data
and summative assessment strategies and instruments that are valid to measure student progress, to inform instructional content and
and appropriate for the content and student population. delivery methods, and to provide timely and constructive feedback to
both students and parents.
• Aligns student assessment with the established curriculum and • Uses diagnostic assessment data to develop learning goals for
benchmarks. students, to differentiate instruction, and to document learning.
• Involves students in setting learning goals and monitoring their • Plans a variety of formal and informal assessments aligned with
own progress. instructional results to measure student mastery of learning
• Varies and modifies assessments to determine individual student objectives.
needs and progress. • Uses assessment tools for both formative and summative purposes to
• Uses formal and informal assessments for diagnostic, formative, inform, guide, and adjust instruction.
and summative purposes. • Systematically analyzes and uses data to measure student progress, to
• Uses grading practices that report final mastery in relationship to design appropriate interventions, and to inform long- and short-term
content goals and objectives. instructional decisions.
• Uses assessment techniques that are appropriate for the • Shares accurate results of student progress with students, parents, and
key school personnel.
developmental level of students.
• Provides constructive and frequent feedback to students on their
• Collaborates with others to develop common assessments, when
progress toward their learning goals.
appropriate.
• Teaches students how to self-assess and to use metacognitive
strategies in support of lifelong learning.
Georgia Department of Education ● July 1, 2014 ● Page 1 of 2
All Rights Reserved
Georgia Department of Education  TAPS Standards Reference Sheet
Performance Standards and SAMPLE Performance Indicators*
*Performance indicators are not inclusive and should not be used as a checklist.

Learning Environment
7. Positive Learning Environment 8. Academically Challenging Environment
The teacher provides a well-managed, safe, and orderly The teacher creates a student-centered, academic environment in
environment that is conducive to learning and encourages respect which teaching and learning occur at high levels and students are
for all. self-directed learners.
• Responds to disruptions in a timely, appropriate manner. • Maximizes instructional time.
• Establishes clear expectations for classroom rules, routines, and • Conveys the message that mistakes should be embraced as a
procedures and enforces them consistently and appropriately. valuable part of learning.
• Models caring, fairness, respect, and enthusiasm for learning. • Encourages productivity by providing students with
• Promotes a climate of trust and teamwork within the classroom. appropriately challenging and relevant material and assignments.
• Promotes respect for and understanding of students’ diversity, • Provides transitions that minimize loss of instructional time.
including – but not limited to – race, color, religion, sex, national • Communicates high, but reasonable, expectations for student
origin, or disability. learning.
• Actively listens and pays attention to students’ needs and • Provides academic rigor, encourages critical and creative
responses. thinking, and pushes students to achieve goals.
• Creates a warm, attractive, inviting, and supportive classroom • Encourages students to explore new ideas and take academic
environment. risks.
• Arranges the classroom materials and resources to facilitate
group and individual activities.

Professionalism and Communication


9. Professionalism 10. Communication
The teacher exhibits a commitment to professional ethics and the The teacher communicates effectively with students, parents or
school’s mission, participates in professional growth guardians, district and school personnel, and other stakeholders
opportunities to support student learning, and contributes to the in ways that enhance student learning.
profession.
• Carries out duties in accordance with federal and state laws, Code • Uses verbal and non-verbal communication techniques to foster
of Ethics, and established state and local school board policies, positive interactions and promote learning in the classroom and
regulations, and practices. school environment.
• Maintains professional demeanor and behavior (e.g., appearance, • Engages in ongoing communication and shares instructional goals,
punctuality and attendance). expectations, and student progress with families in a timely and
• Respects and maintains confidentiality. constructive manner.
• Evaluates and identifies areas of personal strengths and • Collaborates and networks with colleagues and community to
weaknesses related to professional skills and their impact on reach educational decisions that enhance and promote student
student learning and sets goals for improvement. learning.
• Participates in ongoing professional growth activities based on • Uses precise language, correct vocabulary and grammar, and
identified areas for improvement (e.g., mentoring, peer coaching, appropriate forms of oral and written communication.
course work, conferences) and incorporates learning into • Explains directions, concepts, and lesson content to students in a
classroom activities. logical, sequential, and age-appropriate manner.
• Demonstrates flexibility in adapting to school change. • Adheres to school and district policies regarding communication
• Engages in activities outside the classroom intended for school of student information.
and student enhancement. • Creates a climate of accessibility for parents and students by
demonstrating a collaborative and approachable style.
• Listens and responds with cultural awareness, empathy, and
understanding to the voice and opinions of stakeholders (parents,
community, students, and colleagues).
• Uses modes of communication that are appropriate for a given
situation.

The contents of this form were developed under a grant from the U. S. Department of Education. However, those contents do not necessarily
represent the policy of the U. S. Department of Education, and you should not assume endorsement by the Federal Government.

Georgia Department of Education ● July 1, 2014 ● Page 2 of 2


All Rights Reserved

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