Georgia Leader and Educator Acceleration and Development System (GaLEADS)
Developed by the Georgia Department of Education from Teacher Burnout Task Force recommendations in 2022, GaLEADS is Georgia's next-generation educator evaluation system designed to replace TKES/LKES statewide. It shifts the focus from compliance-based numeric ratings toward personalized professional growth and coaching. Evaluation is organized into three components - Targeted Performance Standards, Indicators of Student Growth and Achievement, and Professional Growth and Advancement - and differentiates expectations by experience level (Novice in year 1, Induction in years 2-3, and Professional at 4+ years), targeting a subset of the standards for feedback cycles at each tier. The performance standards are Georgia's ten TAPS standards carried over from TKES; during classroom observations, indicators are marked met, not met, or not scored rather than assigned numeric ratings.
The GaLEADS is organized into 10 domains and 10 criteria.
Piloting in Georgia school districts and charter systems, beginning with 12 districts in August 2023 and expanding through additional cohorts. GaDOE has committed to full statewide adoption, with the intent to fully replace the existing TKES/LKES system.
Domains and Criteria
The GaLEADS domains and criteria
Performance Standard 1
The teacher demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences.
- Professional Knowledge
Performance Standard 2
The teacher plans using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students.
- Instructional Planning
Performance Standard 3
The teacher promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning and to facilitate the students' acquisition of key knowledge and skills.
- Instructional Strategies
Performance Standard 4
The teacher challenges and supports each student's learning by providing appropriate content and developing skills which address individual learning differences.
- Differentiated Instruction
Performance Standard 5
The teacher systematically chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population.
- Assessment Strategies
Performance Standard 6
The teacher systematically gathers, analyzes, and uses relevant data to measure student progress, to inform instructional content and delivery methods, and to provide timely and constructive feedback to both students and parents.
- Assessment Uses
Performance Standard 7
The teacher provides a well-managed, safe, and orderly environment that is conducive to learning and encourages respect for all.
- Positive Learning Environment
Performance Standard 8
The teacher creates a student-centered, academic environment in which teaching and learning occur at high levels and students are self-directed learners.
- Academically Challenging Environment
Performance Standard 9
The teacher exhibits a commitment to professional ethics and the school's mission, participates in professional growth opportunities to support student learning, and contributes to the profession.
- Professionalism
Performance Standard 10
The teacher communicates effectively with students, parents or guardians, district and school personnel, and other stakeholders in ways that enhance student learning.
- Communication
Giving feedback on the GaLEADS
The slow part is the write-up
Aligning observation evidence to every GaLEADS domain and standard by hand, for every teacher and every visit, is what eats a principal's week. Observation Copilot does that mapping for you.
How Observation Copilot Helps
AI-powered GaLEADS feedback in seconds
Paste your observation notes. Copilot maps your evidence to the right GaLEADS domains and drafts structured, rubric-aligned feedback - ready to review and share. Walkthrough notes return a focused single-indicator debrief; full lesson observations return a multi-domain rubric-aligned report.
- Maps observation notes to the GaLEADS performance standards automatically
- Generates evidence-based summaries for each of the ten TAPS performance standards
- Tailors feedback to the standards targeted at each educator experience level
- Structures feedback to support personalized coaching conversations aligned to GaLEADS
- Reduces post-observation write-up time for Georgia principals and coaches
Frequently Asked Questions
GaLEADS FAQ
- What is GaLEADS?
- Georgia's next-generation educator evaluation system, developed by the Georgia Department of Education to replace TKES/LKES. It shifts the focus from compliance-based numeric ratings toward personalized professional growth and coaching, built on Georgia's ten TAPS performance standards.
- What are the components of GaLEADS?
- GaLEADS is organized into 3 components: Targeted Performance Standards, Indicators of Student Growth and Achievement, and Professional Growth and Advancement.
- How does GaLEADS rate teachers?
- Rather than numeric ratings, GaLEADS marks observed indicators as met, not met, or not scored, and differentiates expectations by experience level (Novice, Induction, and Professional).
- What does GaLEADS stand for?
- GaLEADS stands for the Georgia Leader and Educator Acceleration and Development System.
Used In
States Using GaLEADS
Related Reading
GaLEADS Resources for Principals
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Walkthroughs vs. Formal Observations: When Each One Helps and When It Hurts
Walkthroughs and formal observations serve different purposes. Here's how principals balance both in a coaching cycle that actually grows teachers.
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Writing Better Observation Notes: Tips for Getting the Most Out of AI-Powered Feedback
AI-generated feedback is only as good as your observation notes. Practical tips for writing notes that produce better, more specific results.
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The Post-Observation Conversation: How to Make the 15 Minutes After Feedback Count
Delivering feedback is only half the job. Here's how to structure the post-observation conversation so teachers grow from it.
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