introduction to kentucky’s teacher professional growth and effectiveness system

Introduction to Kentucky’s

Teacher Professional Growth and

Effectiveness System

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?

Proposed Multiple Measures

Teacher Professional Growth and Effectiveness System

Observation

Peer Observation

Professional Growth

Self Reflection

Student Voice

Student Growth

All measures are supported through evidence.

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

Today’s Learning Targets

Year Component Percentage of Overall Score

2011-12 Next Generation Learners 100%2012-13 Next Generation Learners

Next Generation Instructional Programs and Support

77% 100%23%

2013-14 Next Generation LearnersNext Generation Instructional Programs and SupportNext Generation Professionals (Teacher Evaluation) State Pilot

77%23% 

2014-15 Next Generation LearnersNext Generation Instructional Programs and SupportNext Generation Professionals (Teacher Evaluation)

70%20%10%

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.

What Is “a Framework for Teaching” ?

KENTUCKY’S FRAMEWORK FOR TEACHING

Why do we assess teacher performance?

ProfessionalLearning

QualityAssurance

Teaching is complex…

“Teaching is a profession more complex than medicine.”

Lee Shulman, “The Wisdom of Practice”

What is good teaching?

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?

The Domains1: Planning and Preparation

2: The Classroom Environment

3: Instruction

4: Professional Responsibilities

5. Student Growth

1. Planning and Preparation 2. Classroom Environment

4. Professional Responsibilities 3. Instruction

Student Growth

Student Growth

Student Growth

Student Growth

Student Growth

Framework for Teaching

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

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

Framework for Teaching

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

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

PLAN

TEACH

REFLECT

APPLY

Common Language

Common Themes

JIGSAW OF THE DOMAINS

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?

Four Domains - Jig Saw Activity(expert group)

For the Domain you have been assigned:

1. Review the description of each component in the

domain, highlighting any key words.

2. As a group, answer the questions on the worksheet

provided.

Four Domains- Jig Saw Activity(teaching group)

In your table group:

1. Share information about your Domain with your group.

2. Take notes using summary sheet provided.

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

Domain 1: Planning and Preparation

Knowing Components• 1a: Demonstrating

Knowledge of Content and Pedagogy

• 1b: Demonstrating Knowledge of Students

• 1d: Demonstrating Knowledge of Resources

Doing Components• 1c: Setting Instructional

Outcomes

• 1f: Designing Student Assessments

• 1e: Designing Coherent Instruction

Using the “Doing” Components

Understanding by DesignGrant Wiggins and Jay McTighe, 1998

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

How will I know when they know it?

1f. Designing student assessment

Backward DesignBegin with the end in mind

What activities and assignments will lead them to acquire these skills?

1e. Designing coherent instruction

Backward DesignBegin with the end in mind

How is evidence for Domain 1 documented?

Ie: How can you demonstrate your ability to plan and prepare?

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

2b: A Culture for Learning

Indicators include:

• Belief in the value of the work

• Expectations are high and supported through both verbal and nonverbal behaviors

• Quality is expected and recognized

• Effort and persistence are expected and recognized

• Confidence in ability is evidenced by teacher and students language and behaviors

• Expectation for all students to participate

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

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”

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

3c – Engaging Students in Learning

Intellectual InvolvementActive Construction of Understanding

“Minds on”

3c – Engaging Students in Learning

Activities and Assignments

Grouping of Students

Instructional Materials and Resources

Structure and Pacing

Relevant to Students

Require Student Thinking

Which components in Domain 3 might teachers find particularly difficult?

Domain 4 – Professional Responsibility

4a Reflecting on Teaching4b Maintaining Accurate Records4c Communicating with Families4d Participation in a Professional Community4e Growing and Developing Professionally4f Showing Professionalism

4a: Reflecting on Teaching

• Accuracy

• Use in future teaching

Why is Domain 4 important?

Performance Levels: Key Words

Ineffective Developing Accomplished Exemplary

UnsafeLack of

UnawareHarmfulUnclear

PoorUnsuitable

None

Performance Levels: Key Words

Ineffective Developing Accomplished Exemplary

UnsafeLack of

UnawareHarmfulUnclear

PoorUnsuitable

None

PartialGenerally

InconsistentlyAttempts

AwarenessModerateMinimalSome

Levels of cognition and constructivist learning increase

Performance Levels: Key Words

Ineffective Developing Accomplished Exemplary

UnsafeLack of

UnawareHarmfulUnclear

PoorUnsuitable

None

PartialGenerally

InconsistentlyAttempts

AwarenessModerateMinimalSome

ConsistentFrequent

SuccessfulAppropriate

ClearPositiveSmoothMost

Levels of cognition and constructivist learning increase

Performance Levels: Key Words

Ineffective Developing Accomplished Exemplary

UnsafeLack of

UnawareHarmfulUnclear

PoorUnsuitable

None

PartialGenerally

InconsistentlyAttempts

AwarenessModerateMinimalSome

ConsistentFrequent

SuccessfulAppropriate

ClearPositiveSmoothMost

SeamlessSolid

SubtleSkillful

PreventativeLeadershipSTUDENTS

Always

Teacher-directed success!

Student-directed success!

Levels of cognition and constructivist learning increase

Align Teacher Practice with the Framework

Aligning Evidence With Domain/ Component

Using the Handout provided determine the best domain and component for tech vignette

The desks in Mr. T’s 2nd grade classroom are arranged in groups of four. A couch and beanbag chair are provided for students in the reading corner.

2e

Ms. A was unable to locate her list of which students had returned their permission slips for the field trip.

Ms. C has her class watch a clip of Martin Luther King Jr.’s “I Have a Dream” speech using a video guide containing questions that are factual, interpretive, and analytic in nature. After the film clip, students work in pairs to respond to the questions.

After his 1st hour geography class, Mr. M concluded that the lesson was successful because everyone received an A on the quiz.

4a

4b

3b

Mr. B has designed a rubric for student presentations. It identifies key elements of a good presentation and three levels of performance for each of the elements.

1f

When students enter the classroom, they begin work on a brief assignment that is written on the board while Ms. L takes attendance.

Students in Mr. H’s math class are looking puzzled after he provides an explanation of “slope” in algebra. Instead of assigning a worksheet as he had planned, he tries a different approach to clarifying the concept.

Ms. E plans to give the students a Web site to explore as an extended learning activity on understanding the judicial system.

1d

2c

3e

For one of her flexible grouping assignments, Ms. R plans to create cooperative groups that will each include two English language learners.

1b

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?