T PGES

1. Introduction to Kentucky’s Professional Growth and Effectiveness System and Framework for Teaching

2. TPGES • Teacher Professional Growth and Effectiveness System • There is also a PPGES for Principals, and OPGES being developed for Other Professionals, as well as a SPGES for Superintendents… • ALL are a part of Kentucky’s PGES

3. Professional Learning Tasks • Reading • Partner Discussions • Table Discussions • Table Share-Out • Mixed Groups • Questions, Thinking, More Questions… • Uncovering Misconceptions • Best Environment for learning…(your input needed)

4. Parking Lot • Post-It Note on chart paper • Digital format: Today’s Meet • https://todaysmeet.com/Covington

5. Effective Teaching & Learning • If you walked into a classroom today, how would you know you were in the presence of effective teaching and learning? • Without conferring with anyone, use the post-it notes at the table to write a sentence, phrase, or word to describe the situation above. • Use one post-it note per thought

6. Pair and Share • With a partner, describe your thoughts that you wrote on each post-it note. • Consider adding more notes as the two of you collaborate and have more ideas. • Finally, organize your notes on chart paper using any organizational method you want. • Be ready to share with the whole group the information on the chart paper.

7. Learning Targets • I know the Sources of Evidence that are used in TPGES • I can explain the structure of the Framework for Teaching. • I can explain the timeline of TPGES for next school year and how the sources of evidence connect. • I can make connections between TPGES and our current work.

8. Sources of Evidence Teacher Professional Growth and Effectiveness System Professional Growth PeerObservation Self-Reflection Observation Peer Observation All measures are supported through evidence. Student Voice Student Growth

9. Reflect on your practice… • Please work independently on this task. • Use the Initial Reflection document to reflect on Domains 2 and 3, if time permits. • Highlight or indicate which bulleted items best describe your practice at this point in time. • As you make your decisions, think about the evidences you are considering

10. KENTUCKY’S FRAMEWORK FOR TEACHING

11. The Domains 1: Planning and Preparation 2: The Classroom Environment 3: Instruction 4: Professional Responsibilities

13. Domain 1: Planning and Preparation • Demonstrating Knowledge of Content and Pedagogy • Demonstrating Knowledge of Students • Setting Instructional Outcomes • Demonstrating Knowledge of Resources • Designing Coherent Instruction • Designing Student Assessments • Domain 2: The Classroom Environment • Creating an Environment of Respect and Rapport • Establishing a Culture for Learning • Managing Classroom Procedures • Managing Student Behavior • Organizing Physical Space • Domain 4: Professional Responsibilities • Reflecting on Teaching • Maintaining Accurate Records • Communicating with Families • Participating in a Professional • Community • Growing and Developing Professionally • Showing Professionalism • Domain 3: Instruction • Communicating with Students • Using Questioning and Discussion • Techniques • Engaging Students in Learning • Using Assessment in Instruction • Demonstrating Flexibility and Responsiveness Framework for Teaching

14. Domain 1: Planning and Preparation • Demonstrating Knowledge of Content and Pedagogy • Demonstrating Knowledge of Students • Setting Instructional Outcomes • Demonstrating Knowledge of Resources • Designing Coherent Instruction • Designing Student Assessments • Domain 2: The Classroom Environment • Creating an Environment of Respect and Rapport • Establishing a Culture for Learning • Managing Classroom Procedures • Managing Student Behavior • Organizing Physical Space • Domain 4: Professional Responsibilities • Reflecting on Teaching • Maintaining Accurate Records • Communicating with Families • Participating in a Professional • Community • Growing and Developing Professionally • Showing Professionalism • Domain 3: Instruction • Communicating with Students • Using Questioning and Discussion • Techniques • Engaging Students in Learning • Using Assessment in Instruction • Demonstrating Flexibility and Responsiveness Framework for Teaching

15. Common Language Tab your document with Post It Notes Highlight Component Header Paragraph, Title, and Indicators

16. JIGSAW OF THE DOMAINS

17. The Domains Choose a card on your table. Task Instructions: Read the header paragraph for each component in your domain. Highlight words/phrases that you think best describe each component. When prompted, move to 4 corners to share with domain group 1: Planning and Preparation 2: The Classroom Environment 3: Instruction 4: Professional Responsibilities

18. Domain Groups • Choose a recorder to write on the chart paper the words/phrases that describe the domain. • Decide on at least one component to study more in-depth (one of greatest interest to your group) and chart words/phrases that show the progression from ineffectiveindicators to exemplary indicators.

19. Group Discussion • Why is this domain important? • How is evidence for this domain documented? • Which component/s in this domain might beginning teachers find particularly difficult? Workbook page 5

20. Return to Table Group • Why is this domain important? • How is evidence for this domain documented? • Which component/s in this domain might beginning teachers find particularly difficult?

21. Complete Self-Reflection on Domain 2 • Go back to the initial self-reflection document where you highlighted the bulleted items (indicators) • Find the indicators you highlighted on the Framework and highlight the bulleted indicators on the Framework document. • Do not be overly concerned if some highlighted bullets are in the “ineffective” category. It’s only evidence for needed growth in a component. It doesn’t “describe you” as a teacher.

22. Sources of Evidence Teacher Professional Growth and Effectiveness System Professional Growth PeerObservation Self-Reflection Observation Peer Observation All measures are supported through evidence. Student Voice Student Growth

23. Professional Growth • How might your self-reflection evidence be used to inform your professional growth plan?

24. Principal Observation • TeachScape Certification (Year 1) • Calibration (Years 2 and 3) • Recertification (Year 4) Strive to live in accomplished and visit exemplary.

25. Peer Observations

26. Framework for Teaching • Domain 1: Planning and Preparation • Domain 2: Classroom Environment • Domain 3: Instruction • Domain 4: Professional Responsibilities

27. Framework for Teaching • Domain 1: Planning and Preparation • Domain 2: Classroom Environment • Domain 3: Instruction • Domain 4: Professional Responsibilities

28. Introduction to Peer Observation http://www.ket.org/education/video/kpcon/kpcon_000002.htm

30. Collegiality and Trust http://www.ket.org/education/video/_kpcon/kpcon_000001.htm

31. Scripting What the teacher says… What students say Collecting data that becomes evidence…

32. Evidence ..factual reporting of events. It may include teacher and student actions and behaviors. artifacts prepared by the teacher, students or others It is not clouded with personal opinion or biases Evidence is selected using professional judgment by the observer and/or the teacher.

33. Evidence or Opinion? • The teacher spends 5 minutes taking roll while the students work on a bell-ringer activity. Students are working alone during this time. • For this lesson, the teacher did not make effective use of technology, since the SmartBoard was used primarily as a white board. • Students were actively engaged in the lesson because the teacher showed so much passion in teaching the lesson. • Two students had their heads down and 3 students answered questions during the teacher’s instruction.

34. Peer Observation Cycle • Pre-conference to talk about self-reflection and PGP goals • Observer supplies evidence to the teacher • Teacher looks at evidence and applies it to the Framework for Teaching • Post-conference conversation for additional self-reflection and possible additional collaboration

35. Sources of Evidence TPGES Professional Growth PeerObservation Self-Reflection Observation One minute free write: What connections can you make between the 4 sources of evidence we have discussed so far? Peer Observation Student Voice Student Growth

36. Local Student Growth Goals

37. Think independently on the Question: • Ten years from now, what learning from your class will still be important to your students you teach now? • Write your response on a notecard.

38. Consider what you have written Check to see if it meets the following criteria for ‘enduring learning’…

39. Defining ENDURING Learning that • ENDURESbeyond a single test date, • is of value in other disciplines, • is relevant beyond the classroom, • is worthy of embedded, course-long focus, • may be necessary for the next level of instruction.

40. SGG Basics… • SMART goal • Proficiency component & Growth component, both tied to content standards for the specific grade level • One classroom of students, one content area

41. SGG Criteria • The SGG is congruent with KCAS and appropriate for the grade level and content area for which it was developed. • The SGG represents or encompasses an enduring skill, process, understanding, or concept that students are expected to master by taking a particular course (or courses) in school. • The SGG will allow high- and low-achieving students to adequately demonstrate their knowledge. • The SGG provides access and opportunity for all students, including students with disabilities, ELLs, and gifted/talented students.

42. What can teachers be working on now in preparation for next year? • Know the expectations of standards. • Identify the Enduring Learning. • Identify what proficiency looks like for the Enduring Learning. • Identify the sources of evidence that will need to be in place to measure student’s level of proficiency in the Enduring Skills

44. August--September • Assess to establish a baseline. • Develop or fine-tune a rubric or some other resource to establish and measure both growth and proficiency.

45. Connections to Current Work • How do you know you are teaching the standards that are required by law for your subject area/grade level? • How do you know that you are assessing standards at the rigor at which is intended? • How do you know when students master standards over time? • What do you do when you run out of time?

46. Review: Student Growth Goals • One class of students • MUST use standards for grade level/subject area • Enduring learning for the entire year • Assessment items/tasks/performances that are congruent to the enduring learning • Baseline data, related to standards (enduring learning)—Assessing student work • Rubric development • Growth and Proficiency Goals set, based on baseline data

47. Student Voice • Must have at least 10 students take the survey in order to get back results. • Typically will be administered in the Spring semester. • Each teacher will receive feedback (if 10 or more students respond) • Perception Survey

48. Effective Teaching & Learning Revisited • Recall the chart paper with your post-it notes describing effective teaching and learning. • Is there anything you would want to add or change about the description, there? (Whole group discussion)

49. Plus/Delta It could have been better if… OR I was hoping to learn about… What went well… OR What appealed to me… OR The teaching strategy you demonstrated that I will use…