an overview of tpges: the framework for teaching jenny ray, facilitator kentucky department of...

An Overview of TPGES:The Framework for

TeachingJenny Ray, Facilitator

Kentucky Department of Education & NKCESJuly 26, 2013

Learning Targets:I can describe the structure of the Framework for

Teaching

I can describe how the Framework can be used to organize and assess evidence of teaching practice.

I can give examples of how the Framework for Teaching can foster professional conversations.

Teacher Evaluation: Been there, done that…

Flaws in Typical Teacher Evaluation Processes

Outdated and/or limited criteria

Too few shared understandings about effective teaching

Lack of precision in evaluation

Lack of descriptive feedback

Limited Supervisor expertise

Limited data

Didn’t promote a change in practice or growth

Collecting Your ThoughtsIf you were to walk into a classroom, what might

you see or hear there (from students as well as the teacher) that would cause you to think that you were in the presence of an expert?

Please use this link to input your thoughts, so that the collective thoughts of the group can be used to create a Wordle.

You may also go to:

http://www.jennyray.net/tpges-resources.html

Looking for Evidence in Observations:Tunnel Vision

In the following video, count the number of times the white team passes the ball.

Evidence..factual reporting of events.

It may include

teacher and student actions and behaviors.

artifacts prepared by the teacher, students or others

It is not

clouded with personal opinion or biases

Evidence is selected using professional judgment by the observer and/or the teacher.

Evidence or Opinion?1. The teacher spends 5 minutes taking roll while the

students work on a bell-ringer activity. Students are working alone during this time.

2. For this lesson, the teacher did not make effective use of technology, since the SmartBoard was used primarily as a white board.

3. The students showed signs of boredom by yawning and rolling their eyes during the teacher’s instruction.

4. Students were actively engaged in the lesson because the teacher showed so much passion in teaching the lesson.

Wordle Results…

Domain Activity: JigsawCount off 1-4

Each new table group will Read, individually, about their domainHighlight words/phrases that seem to best

exemplify the domain.Share with your group and discuss.Prepare to share your group’s understanding of the

domain with your original table group.

Short ScenariosOnce you have received and read your vignette,

please go to the area of the room (Domain Number Indicated) that you think best fits your scenario.

Once everyone has chosen an area, then begin reading your scenarios to the group, one at a time, and explain why you chose this domain.

Discuss commonalities, differences in the scenarios.

Choose a Component for Review

1c: Setting Instructional Outcomes

1e: Designing Coherent Instruction

1f: Designing Student Assessments

2b: Establishing a Culture for Learning

3a: Communicating with Students

3b: Questioning and Discussion Techniques

3c: Engaging Students in Learning

3d: Using Assessment in Instruction

4a: Reflecting on Teaching

4b: Maintaining Accurate Records

4c: Communicating with Families

4d: Participating in a Professional Community

5a: Student Growth

Read and DiscussSit in table groups, according to the DOMAIN you

chose.

Take time to read your component, focusing on the proficient and exemplary columns

Take turns discussing your components and note similarities that you find.

Discuss how the components in this domain relate to the work you do with teachers and administrators.

Prepare to share out some common thoughts with the whole group.

Teachscape VideosWe will view one component: 2b and watch the video clips for a level 3, 1, 2, and 4

A memorable teacherConsider your long life as a student. Recall an

occasion (or pattern of occasions) that you still remember. The memory can either be positive or negative.

What makes this so memorable?

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.”

Commencement Address, 2002

Professional Conversations1. How might the Framework for Teaching and a

focus on evidence of professional practice help guide professional conversations amongst educators?

2. What are some of the benefits of a comprehensive definition of teaching for the administrator? For the teacher? For the district?

Benefits of the Framework for Teaching

Common language

Structured Professional Conversations

Development of shared understandings

Self-assessment and reflection on practice

A focus on teacher professional growth

A roadmap to, and for navigating through, the complex territory of teaching

Learning is done by the learner. -Charlotte Danielson

The person who does the analyzing and critiquing of the lesson is the person who is learning.

What do teachers DO in the assessment process that causes them to learn and grow?

Learning Targets:I can describe the structure of the Framework for

Teaching

I can describe how the Framework can be used to organize and assess evidence of teaching practice.

I can give examples of how the Framework for Teaching can foster professional conversations.

Ch-ch-ch-changes…What are ways teachers can learn about PGES

and the benefits that can be obtained so that students reap the rewards?

?????

Closing Activity1. Choose someone at your table to be the score

keeper. That person needs to go to the front of the room and wait for my instructions.

2. Choose a red role card from your table. Do NOT let anyone see your role!

3. When your score keeper returns, you may send one person from your team at a time to study the target/goal. Only ONE person from your team may be at the target. You may take turns viewing the target.

4. Complete the task.