The Teacher and Leader Effectiveness (TLE) Division aims to provide professional learning to support teachers and leaders in the successful implementation of the Teacher Keys and Leader Keys Effectiveness Systems (TKES and LKES). All professional learning opportunities are designed to develop knowledge, skills, and behaviors to improve teacher and principal practice and effectiveness leading to increased student achievement. The professional development provided is aligned with the components of TKES and LKES, and fosters ongoing improvements in teaching and student learning.
Teacher Keys Effectiveness System (TKES) Resources
A variety of the professional learning resources have been developed to guide understanding of critical information that assists in mastering the implementation of TKES. These resources are available for teachers and evaluators and can be found by clicking the links below.
Quick Guides are concise, targeted reference tool for many of the topics and concepts related to TKES. Each one page, accessible document focuses on the essential points of a TKES topic. Quick Guides help clarify and guide understanding of critical information associated with TKES.
Quick Guides for Teachers:
Student Growth Percentiles
Implementing Student Learning Objectives
Surveys of Instructional Practice
Clarifying the TAPS Process
TAPS Using Self-Assessment
TAPS Standard 1: Professional Knowledge
TAPS Standard 2: Instructional Planning
TAPS Standard 3: Instruction Strategies
TAPS Standard 4: Differentiated Instruction
TAPS Standard 5: Assessment Strategies
TAPS Standard 6: Assessment Uses
TAPS Standard 7: Positive Learning Environment
TAPS Standard 8: Academic Challenging Environment
TAPS Standard 9: Professionalism
TAPS Standard 10: Communication
Full Academic Year for Teachers
Quick Guides for Evaluators:
TKES Evaluators-Clarifying the Evidence Process
Conferencing and Feedback
Providing Effective Feedback
Effective Evaluation Conferences
Using Professional Development Plans
Surveys of Instructional Practice: Using Perception Data
Surveys of Instructional Practice: Gathering Student Feedback
Implementing Student Learning Objectives: School Leader Quick Guide
Implementing Student Learning Objectives: District Leader Quick Guide
Clarifying the LAPS Process
LKES Evaluators-Clarifying the Process: District Leader Quick Guide
Full Academic Year for Leaders
Flow Charts are graphic representations of step-by-step guidance on TKES implementation. These flow charts can be used as decision-making tools when encountering roadblocks with the Teacher Keys Effectiveness System and will also serve as reminders for facilitating the TKES process with efficacy.
Flow Charts for Teachers:
Steps for Using Surveys of Instructional Practice for Classroom Improvement
Flow Charts for Evaluators:
Steps for Using Surveys of Instructional Practice for School Improvement
Steps for Using the LKES Climate Surveys for School Improvement
Using the LKES Climate Surveys for District and School Improvement
Mini-modules are online, self-directed, professional learning courses designed to enhance the participant's understanding of various concepts of TKES. Each mini-module can be used independently or with a small group in a professional learning community environment. Mini-modules currently feature the online course, a participant's guide, and PowerPoint to support and expand learning options. A facilitator's guide, videos, and research articles will be added to the modules in the near future.
Please login to the TLE Electronic Platform to access these modules under the Professional Learning Opportunities tab. Here you may enroll and complete each professional learning (PL) mini-module. You can also view additional PL courses and/or view additional PL opportunities. Each module takes approximately one hour to complete. It includes an on-line, self-paced professional learning course, as well as, a PowerPoint, and participant's guide.
Mini-Modules for Teachers:
Surveys of Instructional Practice
The Surveys of Instructional Practice module will provide teachers with a deeper understanding of Surveys of Instructional Practice (student survey data). Student surveys provide valuable data and information on classroom environment and instructional practices, and teachers should carefully review the survey data collected for the four TAPS referenced in the surveys: Standard 3: Instructional Strategies; Standard 4: Differentiated Instruction; Standard 7: Positive Learning Environment; and Standard 8: Academically Challenging Learning Environment. Upon completion of the course, teachers will be able to interpret and analyze their students' survey data and use the analysis to improve student achievement in their classroom.
Performance Standard 8: Academically Challenging Environment
The Performance Standard 8: Academically Challenging Environment module is designed for teachers to strengthen their understanding of this standard. During this course, participants will identify the key components of the standard and learn strategies for creating an academically challenging environment in their classrooms. Upon completion of this course, teachers will be able to apply the knowledge learned to instructional practice.
Mini-Modules for Evaluators:
The Courageous Conversations module is designed for school leaders to strengthen their understanding of courageous conversations with their staff. These may be discussions between two or more people where the stakes are high and the emotions are often strong; or conversations where individuals are tackling the issue, rather than ignoring or bypassing the situation. Participants will identify the key components or factors associated with difficult discussions, learn strategies for having courageous conversations, and practice these strategies using various scenarios.
Low Inference Feedback
The Low Inference Feedback modules is designed to assist school administrators in developing and utilizing low inference feedback to directly improve classroom instruction. Low inference feedback requires leaders to remove all subjectivity from classroom observations and conferences and replace them factual, evidence-based statement that will change instructional practices and drive school improvement.
The contents of these resources, including but not limited to Quick Guides, Flow Charts, and Mini-Modules, 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 endoresement by the Federal Government.