Master Teacher Certification Redelivery Training

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Master Teacher CertificationRedelivery Training

• Presenters Ginny Elliott
• Winifred Nweke
• Tom Higgins

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• TABLE OF CONTENTS
• The Legislation and Purpose of the Program
  (Slides 3-7)
• Benefits for the School, School System and the
  Teacher (Slides 8-9)
• Application process for Master Teacher 2009
  (Slides 10-22)
• Two Application Formats - 3 categories (Slide 22)
  
• CRCT Application Format (Slides 23-36)
• Monitoring Student Progress Application
  (Non-CRCT) Format (Slides 37-48)
• Specialty Groups - Special Ed, EIP, ESOL, Gifted,
  Instructional Coach (Slides 49-54)
• Local School System Information (Slides 55-64)
• Process for Electronic Submission of Application
  to PSC by Local System Operator (Slides 65-81)
• Closing Remarks and Contact Information (Slides
  82-84)

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The Law Georgia Code 20-2-205

• The Professional Standards Commission (PSC) is
  authorized and directed to
• Establish a Georgia Master Teacher Program
• to be recognition for teachers excellence in
  the classroom through student achievement and
  student progress

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The Law Georgia Code 20-2-205

• Establish criteria to include, at a minimum
• - Evidence of student achievement and student
  progress
• - Georgia Public School Teacher
• - Minimum of 3 years of experience on Georgia
  Clear Renewable certificate

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The Law Georgia Code 20-2-205

• Professional Standards Commission
• Reviews each application and determines whether
  the applicant meets the criteria.
• Develops Master Teacher rules and regulations to
  govern the program.
• Develops the structure to support the
  certification and the recognition.

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• The Law Georgia Code 20-2-205
• Master Teacher designation is valid according to
  PSC rule/regulations
• Master Teacher Certificate is valid for six
  years.
• Criteria for certification renewal will be
  available in the 2010-2011 school year (the first
  year of renewal)

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• Master Teacher Certification reflects
• DOE Georgia Performance Standards (GPS)
• Georgia Framework for Teaching

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Why should systems support the Master Teacher
Certification Program?

• Identifies teachers who are having an impact on
  student achievement and progress as measured by
  the CRCT and other assessments
• Can lead to identifying sharing best practices
  among teachers
• Recognizes additional teachers who have the
  potential to become leaders, mentors, coaches
  for other teachers and thus, may contribute to
  teacher retention

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Why should teachers want to become Master
Teachers?

• Recognizes teachers for their impact on student
  achievement and progress
• Provides teachers feedback that may not be
  available from other sources
• Gives an opportunity for professional growth
  through sharing, serving, and learning

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• Application Process

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Check eligibility

• Full-time Georgia public school teacher
• 3 Years successful experience in Georgia
• Held a Georgia Clear-Renewable Certificate for at
  least 3 full years

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Access the web site

• www.gamasterteachers.org
• Click on About
• Carefully read the opening page information
• Click on Apply and select the appropriate
  school level Elementary, Middle, High School
• Refer to Support Tools as necessary

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Select the AppropriateGrade Level Option

• The Grade Level Option selected will contain
  EVERYTHING you need for applying
• Personal Information page
• Supporting Documents
• All directions, templates, and links needed to
  submit the rosters and/or explanation templates
• Evidence of Professional Responsibilities form
• Application Verification form
• A list of documents to be submitted and the file
  name for each document as required in the grade
  level and/or subject area

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Review Professional Responsibilities

• Applicant reviews the Evidence of Professional
  Responsibilities form
• Applicant discusses the Professional
  Responsibilities with the Principal
• 3. After review, Principal signs Application
  Verification form and submits application file
  electronically to the Local System Coordinator
  (LSC)

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Professional Responsibilities

• The teacher must meet the following professional
  practices. The signatures on the Application
  Verification form will confirm the teachers
  implementation of these practices.
• The teacher
• Participates in opportunities for Professional
  Learning reflecting personal goals that align
  with school improvement goals and Georgia
  Performance Standards (GPS)
• Implements exemplary practices that connect to
  student learning and achievement
• Demonstrates a collaborative and supportive
  relationship with colleagues
• Provides frequent information to parents, as
  appropriate, about the instructional program
• Provides information regarding student progress
  to parents
• Responds to parent concerns with appropriate
  professionalism
• Develops a classroom management system which is
  easily understood by the students and encourages
  students to self-monitor
• Exhibits appropriate communication with
  administrators
• Maintains strict adherence to confidentiality  
• Models standards of professional conduct to others

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Support Tools

• - Critical Vocabulary
• - Chart for Non-Consecutive Years in the same
  kind
• of data
• - Redelivery PowerPoint
• - Directions for Grades 2-5 Departmentalized
  CRCT
• and Non-CRCT

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Application Formats

• 1. CRCT-Tested Grade Levels and Subject Areas
• (Grades 2-8)
• 2. Monitoring Student Progress (Non-CRCT)
• Kindergarten
• 1st Grade (No comparison from kindergarten)
• Grades 9-12
• Non-Core Curricular Subject Areas (Writing, Art,
  Music, P.E., Business, Technology, etc.)
• Specialty Groups (e.g. EIP, ESOL, Special
  Education, Gifted in most cases)
• 3. Instructional Coach
• NOTE Co-teaching in special education may be
  CRCT or non-CRCT format. Please call Master
  Teacher office if there are any questions.

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• CRCT Application
• State Assessment Data
• Guidelines and Evaluation

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Student Achievement Data - State Assessment Data
Guidelines

• To be considered for Master Teacher
  Certification, an applicant must demonstrate
  evidence of student achievement, which must
  include student progress. 
• Student achievement CRCT data are required for
  applicants in
• Grades 2-8 Self-Contained and Departmentalized
  Core Curricular subject areas
• Specialty groups in some situations EIP, Gifted,
  Co-teaching

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Student Achievement Data - Teacher Provides
Roster,State Provides Data

• To be of optimal assistance to our teacher
  applicants, the DOE staff will provide
  appropriate student achievement data from state
  assessment files. 
• In order to link student assessment data to the
  teacher who delivered the instruction, it is
  necessary for the applicant to provide a complete
  roster of all students assigned during the
  2007-08 and 2008-09 school years. 
• Rosters must include the 10-digit GTID number for
  each student listed on the required roster
  template in the application. 
• Once complete, the Local System Operator will
  upload the roster along with other documents to
  the secure PSC portal. Rosters must be submitted
  electronically using the original Excel
  spreadsheet provided scanned rosters or other
  formats will not be accepted.
• Note  Individuals completing this template will
  be working with sensitive and
• confidential student data.  All necessary
  security precautions must be followed.

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Student Achievement Data State Assessment Data
EvaluationAlignment of Subjects to GPS

• Between 2005-06 and 2008-09, all Georgia
  Criterion-Referenced Competency Tests were
  aligned to the Georgia Performance Standards
  (GPS) curriculum. Due to this alignment,
  comparison for student progress cannot be made in
  subjects whose tests were aligned in 2008-09.
  This subject is Social Studies for Grades 2-6.
• For more information regarding evaluation
  components, please see the chart on the next
  slide.

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Implications of Alignment for Determination of
Achievement and Gain
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Student Achievement Data CRCTState Assessment
Data EvaluationNeed for Two Consecutive Years
of Same Curriculum based on either QCC or GPS

• Assessment data will be reviewed for evidence of
  student achievement and gains.
• If two consecutive years of comparable CRCT data
  are available, student achievement gains will be
  evaluated by comparing one years CRCT data to
  previous years CRCT data for each student cohort
  relative to the state data.
• E.g. applicants 2008-2009 5th grade class showed
  comparative progress over their 4th grade
  performance in 2007-2008 and
• applicants 2007-2008 5th grade class also showed
  comparative progress over their 4th grade
  performance in 2006-2007.
• If two consecutive years of comparable CRCT data
  are not available for one of the student cohorts,
  then the evaluation for that cohort will be based
  solely on the most recent years achievement
  component.
• If an applicant teaches multiple subjects or
  grade levels, data will be gathered and evaluated
  from all subjects or the preparation selected.

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Student Achievement Data State Assessment Data
EvaluationSecond Look

• Because the Criterion Referenced Competency Tests
  (CRCT) do not provide vertically aligned scores
  from grade level to grade level, the evaluation
  criteria have been developed to allow for the
  evaluation of CRCT scale scores from one grade to
  the next. The student cohorts mean scale score
  in year 2 will be compared to the mean scale
  score in year 1 in standard scores (z-scores).
• Second Looks are provided in both achievement and
  progress criteria.
• If an applicant does not qualify during the
  initial review of ACHIEVEMENT data, then an
  additional opportunity is provided to meet a
  rigorous PROGRESS requirement. This SECOND LOOK
  will allow teachers who are assigned the most
  challenging students an opportunity to
  demonstrate that they helped students make gains.
• Similarly, if an applicant does not qualify
  during the initial review of PROGRESS data, then
  an additional opportunity is provided to meet a
  rigorous ACHIEVEMENT requirement. This second
  look will allow teachers who are assigned the
  highest performing students an opportunity to
  demonstrate that they have helped students make
  appreciable gains in the year they taught the
  cohort.

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The Decision Process for Determining If Applicant
Meets Student Achievement and Gains Requirements
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The Decision Process for Determining If Applicant
Meets Student Achievement and Gains Requirements
- continued
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CRCT State and System Mean Scale Scores
Meets and Exceeds Data

• The State needs both system and state data to
  determine the comparative achievement and
  progress made by applicants student cohort
• State level CRCT mean scale scores
• Percent meet and exceed for school, system
  state
• DOE will provide the state, system and school
  level data
• Applicant is responsible for completing the
  student roster.

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Wrap upCRCT Student Achievementand Progress

• Key Points
• Student assessment data must show evidence of
• student achievement and progress.
• Roster Submission Reminders and Tips
• Verify that the student GTID numbers submitted
  are accurate.
• Verify that all GTID numbers are filled in.
• Verify that the grade level submitted is the
  correct grade level for that student in that
  school year.
• Verify that students are sorted by subject and by
  grade level (see sample).
• Verify that the school name entered is the
  correct school for the applicant for that school
  year.

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Samples of Bad and Good Rosters
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Any Questions On CRCT APPLICATION FORMAT?

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Monitoring Student Progress(Non-CRCT
Application)
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Monitoring Student Progress (MSP)(Non-CRCT
Application)

• - 1 ½ years of student data 2008-2009 school
  year
• and first semester of 2009-2010
• - Learning gains based on comprehensive
• Pre-Test to Post-Test comparison
• - A focus on the alignment of assessments to
  
• clearly identified standards
• - Use of formative benchmark assessment
  results to
• modify instruction and improve student
  learning

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Required Information on MSP Roster

• Learning Standards to which pre/post tests are
  aligned (state and/or national, e.g. GPS)
• Subject area AND grade level for each roster
  (note the school year at the top of each roster)
• Roster Directions
• List all students by entering a teacher-created
  student I.D.
• (no actual student names)
• For each student enter the pre-test score,
  formative benchmark assessment scores, and the
  post-test score
• NOTE Benchmark scores that are NOT quantitative
  (checks, stars, letters, etc.) must be included
  along with an explanation
• Kindergarten application has a specialized roster
  for GKIDS data
• Assess all content standards and all elements in
  each standard at pre-test and post-test if
  behavior is absent, indicate not demonstrated
• GKIDS reports are cumulative, thus make sure to
  save reports from each assessment during the year
  to avoid previous reports being overwritten.

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GKIDS New Monitoring Student Progress Roster
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AssessmentsStudent Progress

• Provide ONE COPY of the following documents for
  supporting evidence in each subject area that you
  teach
• a) A BLANK COPY OF THE PRE-TEST FOR EACH SUBJECT
  AREA (Not to exceed 2 pages for Kindergarten
  and 1st grade not to exceed 5 pages for all
  other grade levels)
• b) Provide ONE SAMPLE of a formative/benchmark
  assessment that that you used with your
  students IN EACH SUBJECT AREA
• c) A BLANK COPY OF THE POST-TEST IN EACH SUBJECT
  AREA (Not to exceed 2 pages
  for Kindergarten and
  1st grade not to exceed 5 pages for all other
  grade levels)

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Formative Benchmark Assessments
Start of course/term/year
End of course/term/year
Pre-Assessment Aligned with standards to be
mastered
Post-Assessment Aligned with standards Did they
master the standards?
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
2 Formative Benchmark
1 Formative Benchmark
3 Formative Benchmark
Use information to adjust/change plans and
deliver instruction
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Formative Benchmark Assessments

• The essence of good instruction lies not in
  presentation of content but in assessing
  student learning and coaching students toward
  better performance.
• Grant
  Wiggins

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Formative Benchmark Assessments

• Definition Regularly scheduled assessments
  throughout the year to measure students progress
  toward mastery of standards and provide teachers
  with information about how to adjust instruction
  to improve the learning
• Based on identified learning standards
• On-going checkpoints to measure the progress
  students should make toward mastery of the
  standards by the end of the term/year/course.
  Where should students be at different intervals
  in acquiring knowledge and skills in standards?
• Representative of the content and rigor students
  are expected to master
• QUESTION What are you doing between the
  benchmarks to adjust/change plans and deliver
  instruction based on evidence of student progress?

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Examples of Formative Benchmark Assessments

• Performance Tasks embedded within units
• Unit Culminating Performance Assessments
• System benchmark assessments
• School-scheduled benchmarks by grade level and
  subject/course
• Teacher-created assessments
• Commercial assessments, if aligned to identified
  standards

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Formative Benchmark Assessments

• How do you use the information from your
  on-going, formative assessments to modify or
  adapt teaching strategies, materials and
  approaches to improve student learning?
• Its not about giving the assessments its
  about doing something about the results.
• 
  Doug Reeves

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Formative BenchmarkAssessments and Student
Performance Templates Examples of Questions

• How did you use the assessment results to adjust
  and deliver instruction for whole groups, small
  groups, sub-groups, and individuals?
• Explain what you learned about a selected
  students instructional needs from the results of
  the assessments and how you addressed his/her
  needs.

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Non-CRCT Specialty Groups

• Special Education, EIP,
• ESOL, Gifted

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Specialty Groups with subgroups

• EIP
• - Augmented (Kindergarten and First Grade)
• - Other (Pull-Out, Reading Recovery,
  Self-Contained and Reduced Class Size)
• ESOL
• - Self-Contained, Pull-Out
• Gifted
• - Resource K-12, Clustering, Advanced Content
• Special Education
• - Collaboration, Co-Teaching, Alternative
  Placement
• NOTE Some teachers in specialty groups may be
  able to apply using either CRCT or non-CRCT
  format. Please call Master Teacher staff if you
  have questions.

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Specialty Groups
Choose the appropriate level (elementary, middle
or high school) Select appropriate grade level,
delivery model or setting Example EIP
Kindergarten/Augmented Example ESOL Grades
2-5/Core Curricular Example Gifted Resource
K-12 Complete the required forms and templates
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• Instructional Coach
• Application

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Instructional CoachApplication

• Two premises
• Improving the professional practices of teachers
  can positively impact student achievement.
• Coaching is a professional learning strategy and
  its impact on student learning can be assessed.
• Application requirements include
• analyzing student performance data to determine
  the desired professional practices of teachers
  needed to improve performance
• coaching teachers to develop the targeted
  practices
• monitoring improvement in the implementation of
  the professional practices
• evaluating the impact of coaching on student
  learning

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Review of Non-CRCT and Instructional
CoachApplicationsState Review Team

• All Monitoring Student Progress (non-CRCT and
  Instructional Coach applications are reviewed and
  evaluated by at least three members of a State
  Review Team.
• State Review Team members are trained in the
  application process and requirements.

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• School System Information

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School SystemAccess to Resources

• Go to www.gamasterteachers.org
• Click on School Systems to access Local System
  Management Plan
• which includes
• Local System Coordinator Checklist for Accepting
  Submissions from Applicants
• Local System Review Team Guidelines
• Document Submission Guidelines and Checklist
• System Operator - Electronic Data Submission
  Process
• Professional Responsibilities Evidence Guide
• Application Verification form
• Support Tools (Critical Vocabulary, Redelivery
  PowerPoint, Letters, etc.)

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Local System Management Plan

• 1. Superintendent appoints a Local System
  Coordinator (LSC)
• 2. LSC establishes a local system management
  plan and oversees the plan
• Appoints a system review team to assist in the
  development and oversight of the plan
• Establishes due dates for each level of
  application/applicant screening
• Identifies a system operator to coordinate the
  electronic submission of application
• 3. Leadership and teachers are informed of the
  application criteria and process
• Leadership orientation
• Teacher orientation
• Distribution of printed information
• 4. Review process is in place
• Local school review verifies that data submitted
  are accurate and that the professional practices
  can be supported with documentation.
• System level review verifies the local school
  recommendation to submit or not submit the
  application to PSC.

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Local System ManagementPlan.continued

• ALL APPLICATIONS MUST HAVE THE SIGNATURES OF THE
  SUPERINTENDENT, APPLICANTS PRINCIPAL, AND TWO
  OTHER REVIEWERS
• Superintendent (or designee) must sign the
  verification document
• Applicants Principal must sign the verification
  document
• In addition to the Superintendent and the
  Principal, two other reviewers could be
• Other Review Committee Members
• District Level Directors from Human Resources,
  Professional Learning, Curriculum and
  Instruction, etc.
• Applicants Assistant Principal
• Schools Lead Teachers or Department Heads
• Any other personnel who would be able to verify
  the applicants teaching practices, professional
  responsibilities practices, teaching credentials,
  and complete and accurate application
• Note If application is a Special Education
  category, the Special Education Supervisor or
  Director must be one of the signatories.

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Application Verification Form Place a check ( ? )
in the appropriate column each item must be
Yes or N/A to be submitted. All four
signatures must be included. PSC is no longer
able to contact Local Systems regarding missing
signatures or checks.

• Application
• Verification
• Page 1

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Application Verification Page 2
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Possible Problems in theApplication Process

• Incorrect information (school, year, and/or
  grade) was entered
• Incorrect ID numbers - must submit 10-digit
  Georgia Test Identification (GTID) number
• Missing student ID s for some students listed
• Applicant does not sort roster by subject and
  grade
• Scanned or faxed student rosters
• Applicants name and the name for submitted
  documents do not match (Applicants data
  submitted under wrong name)
• Application is submitted under wrong category
  (CRCT, non-CRCT, or Instructional Coach)
• File names are incorrect
• Files are uploaded by operator to wrong section
• Directions are misread or not followed

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Critical Dates for 2010 Master Teacher
Application

• OPENS
• September 21, 2009
• CLOSES (System Deadlines for Submission)
• December 15, 2009 for CRCT
• January 31, 2010 for Non-CRCT and Instructional
  Coach

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Local Timelines

• School Systems complete as needed
• CRCT applications due_____
• Monitoring Student Progress (Non-CRCT) and
  Instructional Coach applications due_______

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Validity of Certificate

• Six (6) years
• 2006 Master Teachers will renew in 2011-12 school
  year
• 2007 Master Teachers will renew in 2012-2013
  school year
• 2008 Master Teachers will renew in 2013-2014
  school year
• 2009 Master Teachers will renew in 2014-2015
  school year
• Renewal will be based on continued evidence of a
  positive impact on student achievement

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• Electronic Data
• Submission Process
• for Local System Operators

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Electronic Submission Process

• APPLICATION All supporting documents are
  submitted electronically by the Local School
  System Operator. Faxed applications and
  documents are NOT ACCEPTED.
• STUDENT ROSTER(S) Submitted electronically on
  the template provided (scanned and faxed rosters
  are NOT ACCEPTED)
• SUPPORTING DOCUMENTS - some can be scanned and
  saved to a file Access the Document Submission
  Guidelines and Checklist 2010 for
• - Complete list of documents to be submitted
• - File names for each document submitted

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Designate a System Operator

• System operators will use the Master Teacher
  Data Manager
• (MTDM) on the PSCs portal, www.gapsc.org
• Most systems already have someone authorized to
  use
• MTDM
• Register new operators by sending email to
• support_at_gapsc.com and provide the following
  information
• about the operator
• Full name
• School system
• Email address
• Phone number

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Get Ready

• Obtain and prepare application materials before
  accessing www.gapsc.org
• Gather paper and electronic documents from
  applicants.
• Applicants have provided you with a list of
  documents that are to be
• included with the limitations placed on the
  number of pages per document
• as appropriate.
• Access www.gamasterteachers.org/SchoolSystem - a
  complete list of file
• names for all application categories can be
  found in Document
• Submission Guidelines and Checklist.
• Expect to have many electronic documents from
  each applicant
• Be sure paper documents are complete check for
  all required
• signatures!
• Scan paper documents to generate electronic
  documents in PDF or TIF format.
• You should have one electronic document per
  paper document.

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Log in

• System operator logs onto www.gapsc.org and
  clicks the MTDM button

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Master Teacher Data Manager (MTDM)

• Record lookup
• History
• Status
• Application creation and editing

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Record Lookup Find a Teacher

• Enter SSN or Certification ID
• Click the Search button

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Update Personal Information

• Check the applicant's address and update it!
• Add the applicants email address located on the
  applicants Personal Information form
• Click Save changes

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Application Questions

• Provide the requested data from the applicants
  application
• Click the Continue button to proceed
• Click Quit to stop and resume later

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1 Click to browse your drives and find the file
to upload
2 After selecting your file, click here to
upload
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1 Click to your drives and find the file to
upload
2 After selecting your file, click here to
upload
3 After uploading file, check to be sure that
the filename submitted is uploaded, then click
on continue
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Summary Screen CHECK FOR ACCURACY The SUBMIT
button on the MTDM portal for the following
teacher must be clicked in order to finish
submitting. The application will go forward to
the PSC as soon as that operation is completed. 
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Electronic Upload Errors

• SUBMISSION ERRORS Application with submission
  errors will be placed in the category CANNOT
  PROCESS. PSC staff will no longer be able to
  contact systems/teachers to correct information.
  Errors include wrong rosters, incorrect student
  ID numbers, and scanned documents that should
  have been transmitted in the provided format
  through the portal, etc.
• TO AVOID ERRORS, BE SURE TO CHECK THAT
• Supporting documents submitted are uploaded to
  the correct applicants file and to the correct
  section
• Data submitted match the school, grade, and
  school year
• Student identification number (the GTID 10-digit
  number used for GA DOE reporting) is provided for
  the correct school, grade, and school year of
  data (CRCT format only)

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Closing Remarks

• Recognition for Georgias public school teachers
• Collaborative effort by
• PSC
• DOE
• Governors Office of Student Achievement
• Governors Office
• Legislature
• The Public
• Thank you for your interest and your comments!!!

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Information Access

• Website www.gamasterteachers.org
• Email masterteachers_at_gapsc.com

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Contact Information

• For questions and information
• ginny.elliott_at_gapsc.com 404-232-2601
• winifred.nweke_at_gapsc.com 404-232-2602
• tom.higgins_at_gapsc.com 404-232-2603