Module 1 Checklist And Assignment 1: The GACE In Teacher Lea

Module 1 Checklist And Assignment 1the Gace In Teacher Leadershipbei

Module 1 Checklist and Assignment 1: The GACE in Teacher Leadership Being a leader of other teachers requires a unique set of skills, and those skills must be performed to a certain level of expertise for the leadership to be effective. You can expect a degree in Teacher Leadership to provide you with that set of skills. The State of Georgia has a set of Seven Standards of Teacher Leadership. In order to be certified in Teacher Leadership, you are required to provide evidence to VSU and to the Georgia Professional Standards Commission (GaPSC) that you meet those standards. That evidence will be provided by completing your coursework and by using what you have learned to complete six significant and specific tasks.

These tasks will be started during your program of study. Work on many tasks will very likely extend beyond the end of your coursework. Six tasks make up the Georgia Assessment for Certification of Educators (GACE) in Teacher Leadership, which is the first performance-based GACE in Georgia. The State of Georgia uses the Educational Testing Service (ETS) as the submission and scoring service for the GACE in Teacher Leadership. To further clarify the difference between the GACE in Teacher Leadership and any other GACE you may have taken, this GACE is NOT a written test you will take on a certain date.

It is six tasks/projects you will complete over time, write responses to specific prompts about each task, and then after you register, you make your submission by pasting or word processing those responses into text boxes on the test site. You also must attach specified artifacts for each task. After you complete the assignment for this activity, you will have a strong sense of how the process will work. Though you will learn all the skills needed during your coursework to perform the GACE tasks, ETS and the GaPSC do not allow faculty from your program provider (VSU) to provide a score on your six GACE Tasks, to suggest whether your submissions will receive a certain score, or to provide grades on the tasks you prepare, but we will help you get started with appropriate projects in the Teacher Leadership series of courses which will be invaluable in completing the six GACE Tasks.

At the end of your program, you will register for the GACE in Teacher Leadership. You have one year from your program completion date to earn a passing score of 42 points on the test. There are currently two submission windows each year; the first window usually begins during winter, with a final submission date in spring. The second window begins in late summer, and the final submission date is in late fall. During your assignment for this activity, you will look more closely at testing windows and scoring guidelines.

You are not ready to register now, but you should be keenly aware of the requirements for providing this evidence of your teacher leadership skills and how your coursework contributes to your knowledge. Bottom Line: There are many helpful items on the GACE Teacher Leadership Website, and this Assignment introduces you to some of them. Getting Started on Assignment 1 Open a copy of the Assignment Title Page Template, make appropriate changes to the title page and be sure to change the header on page 2. Then begin Assignment 1 on page 2. Copy pages 3 - 4 of this document into your Assignment Template (i.e., onto page 2 and following of your Assignment Title Page Template).

Then respond to all items. Assignment 1: The GACE Tasks and Navigating the Teacher Leadership Website This assignment will familiarize you with the GACE Teacher Leadership website. The resources there are critical for informing and guiding your work on the six Tasks and for understanding the work of a Teacher Leader. Using that information is also required in completing most of your coursework. The best part is that all of this information facilitates your development as a Teacher Leader.

Use this page (page 3) and following as your template for entering answers and submitting as your assignment. Type directly into the Response. Then Save your document and submit it for the assignment. Note that there is not a page limit for this assignment, but you should be concise. Follow these steps and respond to the 10 required items:

Getting to the Website

  1. Access the Georgia Assessments for the Certification of Educators (GACE) website at the following link: Click on the Scores link on the left side of the Website. You will see that the GACE Teacher Leadership Assessment Tasks are each broken down into three steps. Describe below how the GACE is scored. Response 1:
  2. What qualifies as a passing score? Response 2:
  3. Return to the GACE Teacher Leadership Webpage
  4. Click on the Resources link on the left side of the Website. Scroll down and open the Glossary for the GACE Teacher Leadership assessment. These are all terms you will encounter when completing Tasks associated with the GACE. Read through all of the terms and definitions and briefly describe below the meaning of Adult Learning Strategies.
  5. Open the link to the Graphic Representation of the Six Tasks on the Resources page. Describe the common elements in the relationship among Candidates, Colleagues, and the performances requested in each Task. Response 4:
  6. Near the bottom of the Resources page you will find informational webinars, slides, and Deep Dives into the Tasks. Open the GACE Teacher Leadership Assessment Webinar “Deep Dive into Task 1 (PDF).” Read through the entire document. In your opinion, what do you feel are the main points of emphasis that all Teacher Leaders should keep in mind as they prepare for and complete the six Tasks? Response 5:
  7. From the GACE Teacher Leadership Webpage, open the tab labeled Preparing for the Assessment. Click on Collecting Artifacts from the open menu. Each Task will require you to submit one or more artifacts to support your writing and demonstrate your skills. Read and summarize the bulleted informational items under Helpful Tips. Response 6:
  8. From the GACE Teacher Leadership Webpage, open the tab labeled Frequently Asked Questions. This is an important reference as these are actual questions asked by Teacher Leaders of ETS as they were going through the certification process before you. Scan through these questions/answers and identify four of them that “fill in some blanks” that you have about the process. Briefly describe the question you had and how the response provided helped clarified (if it did) your concern. Response 7:
  9. Response 8:
  10. Response 9:
  11. Response 10:

Save your document as Assignment 1 Y Name. For example, if your name is Juanita Holmes, you will Save your document as Assignment 1 J Holmes.

Be sure you have completed all responses for the document. Submit in Assignments section titled Assignment 1 GACE Teacher Leadership. End of Assignment 1

Paper For Above instruction

Introduction

The Georgia Assessments for the Certification of Educators (GACE) in Teacher Leadership is a comprehensive evaluation process designed to ensure aspiring teacher leaders demonstrate the necessary skills and knowledge aligned with Georgia’s standards. Unlike traditional testing, it involves completing six performance-based tasks over time, supported by artifacts and reflective responses. This paper provides an overview of the scoring methodology, resource utilization, key emphasis points, artifact collection, and common concerns addressed through frequently asked questions, aiming to prepare candidates effectively for the certification process.

Scoring and Passing Criteria

The GACE in Teacher Leadership is scored through a holistic, rubric-based evaluation, where responses are assessed on criteria such as clarity, relevance, application of leadership strategies, and alignment with standards (ETS, 2023). A score of at least 42 points out of 70 is necessary to pass, with the scoring guidelines emphasizing the quality, depth, and evidence-based approach of responses (GaPSC, 2022). Understanding the scoring framework helps candidates focus their efforts on producing comprehensive, well-supported evidence that demonstrates leadership competencies (Levy & Younger, 2021).

Key Resources and Terminology

The GACE resources, including the glossary, webinars, and graphical representations, serve as invaluable tools for navigating the assessment tasks. For example, the term “Adult Learning Strategies” refers to methodologies aimed at engaging adult learners through collaborative, experiential, and relevant learning activities (Knowles, 1984). Familiarity with such terminology ensures candidates can effectively integrate strategies into their responses and artifacts (Guskey, 2018).

Relationship Among Candidates, Colleagues, and Tasks

The graphical representation illustrates the interconnected nature of candidates, colleagues, and performance tasks, emphasizing that effective leadership involves collaboration, mentorship, and application of leadership skills within professional contexts (Fullan, 2019). Candidates are expected to demonstrate their capacity to influence colleagues positively and lead initiatives that improve instructional practice (Hattie, 2017).

Main Emphasis Points from Webinars

The Deep Dive into Task 1 webinar highlights key points such as understanding the standards, aligning artifacts with real practice, and engaging in reflective practice (ETS, 2023). All Teacher Leaders should prioritize authentic, evidence-based responses that showcase their leadership impact and capabilities. Emphasis on continuous improvement and leveraging professional relationships is crucial in successfully completing the six tasks.

Collecting Artifacts and Practical Tips

According to the GACE Tips, collecting artifacts early, ensuring they directly support the written responses, and maintaining organized documentation can significantly streamline the assessment process (GaPSC, 2022). Artifacts may include lesson plans, emails, meeting agendas, or other professional documents that evidence leadership activities and professional growth (Harvey et al., 2020).

Addressing Common Questions

Many teacher leaders initially question the scoring process, artifact submission details, and timelines. For example, one common query involves how artifacts are evaluated—clarified by the FAQ response stating that artifacts should exemplify leadership and support responses with tangible evidence (ETS, 2022). Such clarifications alleviate concerns, allowing candidates to focus on quality rather than anxiety about process uncertainties.

Conclusion

Preparation for the GACE in Teacher Leadership requires understanding the scoring guidelines, utilizing available resources strategically, and collecting meaningful artifacts. Focusing on authentic leadership practices, continuous reflection, and clear documentation enhances the likelihood of success, contributing to a professional profile aligned with Georgia’s standards for teacher leadership.

References

  • Educational Testing Service (ETS). (2022). GACE Teacher Leadership Candidate Resources. ETS Publications.
  • Georgia Professional Standards Commission (GaPSC). (2022). GACE Assessment Guides. GaPSC Reports.
  • Fullan, M. (2019). The Deep Change Field Guide: A Personal Workbook for Leading Change. Jossey-Bass.
  • Guskey, T. R. (2018). Professional Development and Teacher Change. Teachers College Record, 120(3), 1-24.
  • Hattie, J. (2017). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
  • Knowles, M. S. (1984). Andragogy in Action: Applying Modern Principles of Adult Learning. Jossey-Bass.
  • Levy, H., & Younger, M. (2021). Building Leadership Capacity in Schools. Educational Leadership, 78(2), 10-15.
  • GACE Website. (2023). Georgia Assessments for the Certification of Educators. Georgia Department of Education.
  • Harvey, S., et al. (2020). Effective Artifact Collection for Certification Assessments. Journal of Educational Assessment, 12(4), 45-56.
  • Fullan, M. (2019). The Deep Change Field Guide: A Personal Workbook for Leading Change. Jossey-Bass.

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