O ur Norms

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

2. Our Norms Rule of Two Feet Be Present & Engaged Cell Phone/Computer Etiquette

3. Parking Lot

4. Proposed Multiple Measures Teacher Professional Growth and Effectiveness System Observation StudentVoice PeerObservation SelfReflection ProfessionalGrowth All measures are supported through evidence. Student Growth

5. Student Growth Quantitative measure of the impact a teacher or principal has on a student (or set of students) as measured by student growth goal setting and student growth percentiles. Student Voice Student feedback around teacher performance based on survey data Explanation of Multiple Measures Professional Growth Increased effectiveness resulting from experiences that develop an educator’s skills, knowledge, expertise and other characteristics Critical self-examination of practice on a regular basis to deepen knowledge, expand repertoire of skills and incorporate findings to improve practice Self Reflection Process of a peer observing another’s professional practice and observable behaviors, providing supportive and constructive feedback for formative purposes Peer Observation Evaluator’s observation, documentation and feedback on a teacher’s professional practices and observable behaviors Observation SUPPORTED BY Documents or demonstrations that indicates proof of a particular descriptor. Should be a natural by-product created through the process of teaching Evidence

7. KENTUCKY’S FRAMEWORK FOR TEACHING

8. Background and Recent Enhancement • Originally published in 1996 • As a result of the Measures of Effective Teaching (MET) Study, changes include: 1) Less detail in component level to make observations easier 2) Critical Attributes provide guidance to determine performance levels 3) Examples illustrate rubric language

9. Learning Targets • I can explain the structure of the Framework for Teaching. • I can identify and explain specific domains within the Framework for Teaching. • I can understand the progression of the four performance levels and critical attributes of each. • I can make connections between Assessment for Learning and the Framework for Teaching.

10. Assessment for Learning Five Keys to Quality Classroom Assessment (Rick Stiggins, Classroom Assessment for Student Learning) • Clear Purpose • Clear Learning Targets • Sound Assessment Design • Effective Communication of Results • Student Involvement in Assessment Process

11. Why do we assess teacher performance? Professional Learning Quality Assurance

13. Teaching is complex… “Teaching is a profession more complex than medicine.” Lee Shulman, “The Wisdom of Practice”

14. What is good teaching?

15. The Wisdom of Practice If you were to walk into a classroom, what might you see or hear (from the students as well as the teacher) that would cause you to think that you were in the presence of an expert?

16. Video of Charlotte Danielson

17. The Domains 1: Planning and Preparation 2: The Classroom Environment 3: Instruction 4: Professional Responsibilities 5. Student Growth

19. 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

20. 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

21. Common Language

23. JIGSAW OF THE DOMAINS

24. DOMAIN DISCUSSION • Why is this domain important? • How is evidence for this domain documented? • How might lack of skill in this domain affect the other domains? • Which component/s in this domain might beginning teachers find particularly difficult? Workbook page 5

25. Four Domains - Jig Saw Activity(expert group) For the Domain you have been assigned: • Review the description of each component in the domain, highlighting any key words. • As a group, answer the questions on Page 5 in your workbook.

26. Four Domains- Jig Saw Activity(teaching group) In your table group: • Share information about your Domain with your group. • Take notes using Page 6 of Workbook.

27. Domain 1 – Planning and Preparation 1a Demonstrating Knowledge of Content/Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessment Workbook page 7

28. Domain 1: Planning and Preparation Knowing Components Doing Components 1c: Setting Instructional Outcomes 1f: Designing Student Assessments 1e: Designing Coherent Instruction • 1a: Demonstrating Knowledge of Content and Pedagogy • 1b: Demonstrating Knowledge of Students • 1d: Demonstrating Knowledge of Resources

29. Using the “Doing” Components Understanding by Design Grant Wiggins and Jay McTighe, 1998

30. Backward DesignBegin with the end in mind What is it that we want our students to know and be able to do? 1c. Selecting instructional outcomes

31. Backward DesignBegin with the end in mind How will I know when they know it? 1f. Designing student assessment

32. Backward DesignBegin with the end in mind What activities and assignments will lead them to acquire these skills? 1e. Designing coherent instruction

33. How is evidence for Domain 1 documented? ie: How can you demonstrate your ability to plan and prepare?

34. Domain 2 – The Classroom Environment 2a: Creating an Environment of Respect and Rapport 2b: Establishing a Culture for Learning 2c: Managing Classroom Procedures 2d: Managing Student Behavior 2e: Organizing Physical Space

35. 2b: A Culture for Learning Indicators include: • Belief in the value of the work • Expectationsare high and supported through both verbal and nonverbal behaviors • Qualityis expected and recognized • Effort and persistence are expected and recognized • Confidencein ability is evidenced by teacher and students language and behaviors • Expectation for all students to participate

36. How might lack of skill in Domain 2 affect the other domains?

37. A Quote from Maya Angelou “People will forget what you said. People will forget what you did. But they will never forget how you made them feel”

38. Domain 3 – Instruction 3a: Communicating with Students 3b: Questioning and Discussion 3c: Engaging Students in Learning 3d: Using Assessment in Instruction 3e: Flexibility and Responsiveness

39. 3c – Engaging Students in LearningIntellectual InvolvementActive Construction of Understanding “Minds on”

40. 3c – Engaging Students in Learning Activities and Assignments Grouping of Students Instructional Materials and Resources Structure and Pacing Relevant to Students Require Student Thinking

41. Which components in Domain 3 might teachers find particularly difficult?

42. Domain 4 – Professional Responsibility 4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participation in a Professional Community 4e Growing and Developing Professionally 4f Showing Professionalism

43. 4a: Reflecting on Teaching • Accuracy • Use in future teaching

44. Why is Domain 4 important?

45. Performance Levels: Key Words

46. Performance Levels: Key Words Levels of cognition and constructivist learning increase

47. Performance Levels: Key Words Levels of cognition and constructivist learning increase

48. Performance Levels: Key Words Teacher-directed success! Student-directed success! Levels of cognition and constructivist learning increase

49. TPGES-Teacher Professional Growth and Effectiveness System CIITS-Continuous Improvement Instructional Technology System • EDS-Educator Development Suite within CIITS

50. Align Teacher Practice with the Framework On a Post-It note, write the: • Domain • Component • Element Example: 2a Teacher interaction with students