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Integration: LDC/MDC Strategies & the Teacher Professional Growth

Integration: LDC/MDC Strategies & the Teacher Professional Growth & Effectiveness System (TPGES) SREB August 26, 2013 KDE Effectiveness Coaches, Rebecca Woosley Carol Franks . With your table group. Discuss, then chart:

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Integration: LDC/MDC Strategies & the Teacher Professional Growth

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  1. Integration: LDC/MDC Strategies & the Teacher Professional Growth & Effectiveness System (TPGES) SREB August 26, 2013 KDE Effectiveness Coaches, Rebecca Woosley Carol Franks

  2. With your table group Discuss, then chart: What would you expect to see if you walked into a classroom that is implementing LDC/MDC effectively at what you consider a high level of implementation?

  3. Targets • I can align LDC/MDC strategies with specific components/language in the Framework for Teaching (FfT). • I can identify key look-fors for observers to provide feedback that connects LDC/MDC to FfT.

  4. Proposed Multiple Measures Teacher Professional Growth and Effectiveness System Observation Student Voice Peer Observation formative Self-Reflection Professional Growth All measures are supported through evidence. State Contribution: Student Growth % Student Growth Local Contribution: Student Growth Goals

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

  6. Common Language

  7. At your table – Group of 4 • Assign yourself 1, 2, 3 or 4. • Individually – • Read carefully your assigned domain. • Using “Domain Notes,” answer the questions for your assigned domain. • Be ready to share.

  8. At your table – Group of 4 • Share at your table. • Fill in notes for the remaining domains.

  9. & Change Seats • LDC teachers together • MDC teachers together • Principals divide and join a group • Group size: 2-4

  10. Consider your practice as a LDC or MDC teacher. How does it align with teacher effectiveness as defined in the Framework for Teaching (FfT)?

  11. For your assigned domain & components: Use the Framework for Teaching to identify the LDC/MDC practices that exemplify the Accomplished & Exemplary performance levels.

  12. Find your partner group Work together to chart & post the LDC/MDC practices that exemplify the Accomplished & Exemplary performance levels.

  13. Take stickies with you. Is there anything else you can add considering your own practice or what you have observed?

  14. LUNCH!

  15. Return to your charts.Consider: • What would an observer be looking for in the charted components in a LDC/MDC classroom? • Decide who will share out.

  16. Table Talk: Domain 1 What else does an observer need to know in order to have an actionable understanding of the LDC or MDC strategies and their alignment to teacher effectiveness?

  17. Table Talk: Domain 2 In what ways can LDC/MDC practices lead to high expectations, student ownership of work, and a community of learners?

  18. Table Talk: Domain 3 How can LDC/MDC practices engage students intellectually with challenging content?

  19. Table Talk: Domain 4 How can LDC/MDC practices help teachers develop as teacher leaders? What is the role of their administrators?

  20. Final Connections Look back at charts from this morning. Is there anything that has been left out that you thought was really important?

  21. Student Growth Process

  22. Student Growth Process

  23. Literacy Design Collaborative (LDC) For the 2011-2012 school year, 100% of students will make measurable progress in argumentative writing. Each student will improve by one performance level in three or more areas of the LDC argumentative writing rubric. Furthermore, 80% of students will score a “3” or better overall.

  24. Math During the trimester, all students will improve their ability to make sense of problems and persevere in solving them. This will be demonstrated by meeting individual targets on a computer-based math assessment in the area of problem solving, 25% increase on a common assessment developed by the district Math PLC, and improvement by one or more levels on a rubric designed to assess perseverance. 75% of students will perform at the proficient level on the rubric by the end of the school year.

  25. Student Growth Process

  26. Resources to help you get started on Teacher Effectiveness

  27. Proposed Multiple Measures Teacher Professional Growth and Effectiveness System Observation Student Voice Peer Observation formative Self-Reflection Professional Growth All measures are supported through evidence. State Contribution: Student Growth % Student Growth Local Contribution: Student Growth Goals

  28. QUESTIONS

  29. Contact Information • Cathy.White@education.ky.gov Branch Manager, Office of Next Generation Professionals

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