introduction to kentucky’s teacher professional growth and effectiveness system
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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: - PowerPoint PPT PresentationTRANSCRIPT
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Introduction to Kentucky’s
Teacher Professional Growth and
Effectiveness System
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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?
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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.
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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
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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%
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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” ?
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KENTUCKY’S FRAMEWORK FOR TEACHING
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Why do we assess teacher performance?
ProfessionalLearning
QualityAssurance
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Teaching is complex…
“Teaching is a profession more complex than medicine.”
Lee Shulman, “The Wisdom of Practice”
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What is good teaching?
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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?
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The Domains1: Planning and Preparation
2: The Classroom Environment
3: Instruction
4: Professional Responsibilities
5. Student Growth
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1. Planning and Preparation 2. Classroom Environment
4. Professional Responsibilities 3. Instruction
Student Growth
Student Growth
Student Growth
Student Growth
Student Growth
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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
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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
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Common Language
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Common Themes
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JIGSAW OF THE DOMAINS
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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?
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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.
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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.
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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
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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
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Using the “Doing” Components
Understanding by DesignGrant Wiggins and Jay McTighe, 1998
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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
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How will I know when they know it?
1f. Designing student assessment
Backward DesignBegin with the end in mind
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What activities and assignments will lead them to acquire these skills?
1e. Designing coherent instruction
Backward DesignBegin with the end in mind
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How is evidence for Domain 1 documented?
Ie: How can you demonstrate your ability to plan and prepare?
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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
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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
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How might lack of skill in Domain 2 affect the other domains?
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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”
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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
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3c – Engaging Students in Learning
Intellectual InvolvementActive Construction of Understanding
“Minds on”
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3c – Engaging Students in Learning
Activities and Assignments
Grouping of Students
Instructional Materials and Resources
Structure and Pacing
Relevant to Students
Require Student Thinking
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Which components in Domain 3 might teachers find particularly difficult?
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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
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4a: Reflecting on Teaching
• Accuracy
• Use in future teaching
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Why is Domain 4 important?
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Performance Levels: Key Words
Ineffective Developing Accomplished Exemplary
UnsafeLack of
UnawareHarmfulUnclear
PoorUnsuitable
None
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Performance Levels: Key Words
Ineffective Developing Accomplished Exemplary
UnsafeLack of
UnawareHarmfulUnclear
PoorUnsuitable
None
PartialGenerally
InconsistentlyAttempts
AwarenessModerateMinimalSome
Levels of cognition and constructivist learning increase
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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
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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
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Align Teacher Practice with the Framework
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Aligning Evidence With Domain/ Component
Using the Handout provided determine the best domain and component for tech vignette
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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
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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
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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?