Introduction to Kentucky’s Teacher Professional Growth and Effectiveness System

1. Introduction to Kentucky’s Teacher Professional Growth and Effectiveness System

2. Looking for Patterns During this series of training you will identify some ways that this process is like/different from your current evaluation process. Reflections: • What changes will the new TPGES system make in your current evaluation process? • What can your school/district do to prepare teachers, principals, and the district office for the pilot and for statewide implementation?

3. Proposed Multiple Measures Teacher Professional Growth and Effectiveness System Observation Student Voice PeerObservation Self Reflection ProfessionalGrowth All measures are supported through evidence. Student Growth

4. Today’s Learning Targets • I can describe the purpose and structure of the Framework for Teaching (FFT). • I can identify characteristics and behaviors of excellent teachers and align them with the Framework for Teaching. • I can match evidence with domains and components of the Framework for Teaching

6. What Is “a Framework for Teaching” ? • A description of the teacher responsibilities that promote improved student learning. • A definition of what teachers should know and be able to do in the exercise of their profession, based on research and best practice. • A common language that allows opportunities for educators to discuss good teaching. • A structure designed to address the complexities of teaching applicable to all practitioner levels from novice through accomplished.

7. KENTUCKY’S FRAMEWORK FOR TEACHING

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

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

10. What is good teaching?

11. 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?

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

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. 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

16. Common Language

18. JIGSAW OF THE DOMAINS

19. DOMAINDISCUSSION • 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?

20. 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 the worksheet provided.

21. Four Domains- Jig Saw Activity(teaching group) In your table group: • Share information about your Domain with your group. • Take notes using summary sheet provided.

22. 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

23. 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

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

25. 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

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

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

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

29. 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

30. 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

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

32. 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”

33. 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

34. 3c – Engaging Students in LearningIntellectual InvolvementActive Construction of Understanding “Minds on”

35. 3c – Engaging Students in Learning Activities and Assignments Grouping of Students Instructional Materials and Resources Structure and Pacing Relevant to Students Require Student Thinking

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

37. 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

38. 4a: Reflecting on Teaching • Accuracy • Use in future teaching

39. Why is Domain 4 important?

40. Performance Levels: Key Words

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

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

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

44. Align Teacher Practice with the Framework

45. Aligning Evidence With Domain/ Component Using the Handout provided determine the best domain and component for tech vignette

48. Parting Reflections Questions about today’s learning? Reflection (please respond to at least one): • In what way(s) can the Framework for Teaching benefit you as a professional? • How might the Framework for Teaching promote a professional learning community in your school? • What aspect of today’s learning resonates with you? Why?