Peer Observation & Connecting to the Kentucky Framework for Teaching

1. Peer Observation & Connecting to the Kentucky Framework for Teaching

2. Teacher Talk Based on what you know now about MDC . . . What would you expect to see if you walked into a classroom that was implementing MDC at what you consider a high level of impact ?

3. Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities Domain 5: Student Growth

4. The TPGES System Teacher Professional Growth and Effectiveness System Observation Student Voice Peer Observation formative Self-Reflection Professional Growth These provide different lenses for looking at teacher effectiveness. State Contribution: Student Growth % Student Growth Local Contribution: Student Growth Goals

5. Peer Observers & All Teachers Need to KNOWthe Framework for Teaching

6. Think beyond the TPGES to teachers observing each other and providing feedback as the norm in a school.

8. Digging Deeper into the FfT • Analyze your assigned component of the FfT. • Highlight language that connects to MDC implementation. • Communicate what it might look like in a MDC classroom.

9. First, highlight language that connects to MDC implementation.

10. Next, communicate what it might look like in a MDC classroom.

11. Digging Deeper into the FfT • Analyze your assigned component of the FfT. • Highlight language that connects to MDC implementation. • Communicate what it might look like in a MDC classroom.

12. MDC in Action Two short video clips will allow us a look into a MDC teacher’s classroom.

13. Script what you see and hear: what the teacher does and sayswhat students do and say your component ONLY Script evidence. Avoid interpretation – you’re not making judgments; avoid things like students seem happy or excited about the lesson. Beware of bias – you’re not making value judgments. Be aware of your personal preferences and your “should have, could have, would have” thoughts.

14. Evidence: what the teacher is doing or saying; what students are doing or saying Script evidence. Script what you see and hear: what the teacher does and sayswhat students do and say Formative Assessment Lesson: Sorting Equations & Identities http://collegeready.gatesfoundation.org/Learning/MathDesignCollaborative/MathDesignCollaborativeVideoClassroomChallengesVideoLibrary Avoid interpretation – you’re not making judgments ; avoid things like “students seem happy/excited about the lesson.” Beware of bias – you’re not making value judgments. Be aware of your personal preferences and your “should have, could have, would have” thoughts.

15. Digging Deeper into the FfT • Chart EVIDENCE from the video. • Decide who will share. Keep in mind that as peer observers, the goal is to provide evidence of what you noticed using language of the FfT. It is NOT to provide ratings.

16. Share out • Identify your assigned component and title. • Describe how your component “looks” in the MDC classroom. • Share the EVIDENCE from the videos that related to your component (while avoiding assigning performance levels to your evidence).

17. Peer Observers . . . • provide formative feedback to refine practice. • allow the teacher being observed to lead the conversation. • ask questions based on evidence.

18. Let’s revisit your brainstorming. How can you apply this process at your school? What would you expect to see if you walked into a classroom that was implementing MDC at what you consider a high level of impact ?