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Teacher Professional Growth & Effectiveness System (TPGES) Laying the Groundwork ISLN September 2012.

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Presentation on theme: "Teacher Professional Growth & Effectiveness System (TPGES) Laying the Groundwork ISLN September 2012."— Presentation transcript:

1 Teacher Professional Growth & Effectiveness System (TPGES) Laying the Groundwork ISLN September 2012

2 Let’s Reflect What am I doing now to support my teachers’ understanding of the Teacher Professional Growth & Effectiveness System (TPGES)? What do I need to do?

3 LEARNING TARGETS  I can make connections between Characteristics of Highly Effective Teaching & Learning (CHETL) and the new Framework for Teaching.  I can apply a process for digging deeper into the elements of the Framework for Teaching.  I can support my teachers’ understanding of the Teacher Professional Growth & Effectiveness System (TPGES).

4 The Goal of the Kentucky Leadership Networks “Ensure that every participant has a clear understanding of how to implement/support the implementation of the KCAS within the context of highly effective teaching, learning, and assessment practices so that all Kentucky students have the knowledge, skills, and abilities they will need to be successful and prepared for college and/or career.”

5 Proposed Multiple Measures Teacher Professional Growth and Effectiveness System Observation Peer Observation Professional Growth Reflective Practice Student Voice Student Growth All measures are supported through evidence.

6 Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities Domain 5: Student Growth DRAFT

7

8 Common Language

9 The Art of Effective Questioning

10 CHETL & 3b: Questioning & Discussion Techniques Instructional Rigor & Student Engagement C - Teacher orchestrates effective classroom discussions, questioning, and learning tasks that promote higher-order thinking skills. E -Teacher challenges students to think deeply about problems and encourages/models a variety of approaches to a solution. G -Teacher structures and facilitates ongoing formal and informal discussions based on a shared understanding of rules and discourse.

11 3b. Questioning & Discussion Techniques Why Focus on Questioning?

12 Think about it... What is the relationship between Effective Questioning and Effective Class Discussion?

13 Effective Questioning + Discussion Leads students to... Deeper understanding of content Rethinking hypotheses and viewpoints Making connections Effective questioning also... Sets the stage for engaging discussions

14 Elements of Questioning & Discussion 1.Quality of questions 2.Discussion techniques 3.Student participation

15 Quality of Questioning/Prompts High Quality Prompts Cause students to think and reflect Deepen student understanding Test student ideas against those of their classmates. Framework for Teaching Proficiency System. ©2011 Teachscape, Inc

16 What is the difference between high cognitive level and low cognitive level questions? Think about it...

17 High Quality Questions Are open-ended Allow multiple answers Allow multiple approaches to the answer Cause students to think critically Are challenging Short answer Usually a single “right” answer Single line of inquiry Usually recall questions which do not require critically thinking Low Level Questions

18 Think about it... Should all questions be high level questions?

19 Discussion Techniques “In a true discussion, the teacher poses a question and invites all students’ views to be heard, and also enables students to engage in discussion directly with one another, not always mediated by the teacher.” Framework for Teaching Proficiency System. ©2011 Teachscape, Inc

20 Student participation ”Experienced teachers use a range of techniques to ensure that all students contribute to the discussion, and they enlist the assistance of students to ensure this outcome.” Framework for Teaching Proficiency System. ©2011 Teachscape, Inc

21 Effective Questioning Skills What is Accomplished? 1. Read the 3b Performance Levels. 2. Highlight the language that differentiates between levels. 3. Discuss with your table group.

22 Accomplished Although the teacher may use some low-level questions, he or she asks the students questions designed to promote student thinking and understanding. The teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when appropriate. The teacher successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.

23 Accomplished Although the teacher may use some low-level questions, he or she asks the students questions designed to promote student thinking and understanding. The teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when appropriate. The teacher successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.

24 Exemplary Teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition. Students formulate many questions, initiate topics, and make unsolicited contributions. Students themselves ensure that all voices are heard in the discussion.

25 Exemplary Teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition. Students formulate many questions, initiate topics, and make unsolicited contributions. Students themselves ensure that all voices are heard in the discussion.

26 Accomplished Although the teacher may use some low-level questions, he or she asks the students questions designed to promote student thinking and understanding. The teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when appropriate. The teacher successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.

27 Developing Teacher’s questions lead students through a single path of inquiry, with answers seemingly determined in advance. Alternatively, the teacher attempts to frame some questions designed to promote student thinking and understanding, but only a few students are involved. Teacher attempts to engage all students in the discussion and to encourage them to respond to one another, but with uneven results.

28 Developing Teacher’s questions lead students through a single path of inquiry, with answers seemingly determined in advance. Alternatively, the teacher attempts to frame some questions designed to promote student thinking and understanding, but only a few students are involved. Teacher attempts to engage all students in the discussion and to encourage them to respond to one another, but with uneven results.

29 Ineffective Teacher’s questions are of low cognitive challenge, require single correct responses, and are asked in rapid succession. Interaction between teacher and students is predominantly recitation style, with the teacher mediating all questions and answers. A few students dominate the discussion.

30 Ineffective Teacher’s questions are of low cognitive challenge, require single correct responses, and are asked in rapid succession. Interaction between teacher and students is predominantly recitation style, with the teacher mediating all questions and answers. A few students dominate the discussion.

31 Let’s practice. Read the scenarios on the handout provided. Using your 3B page of the framework, decide which performance level each scenario reflects. Talk with your table group.

32 Check your accuracy. Continue your discussion. 1 - Accomplished 2 - Exemplary 3 - Ineffective 4 - Developing 5 - Developing 6 - Ineffective 7 - Accomplished 8 - Exemplary

33 Questioning & Discussion in Practice Watch the video. Note what you see and hear regarding questioning and discussion. Next: Based on your evidence, decide which performance level you think is reflected in the video.

34 Process for Digging Deeper Into the Framework for Teaching Choose a component, or components, of focus. Read the whole component. Discuss each element referencing the component description and the accomplished performance level. Highlight language that differentiates between the 4 performance levels. Develop a statement that differentiates the levels. Find/create examples (scenarios, descriptions) that reflect the 4 levels of performance. Search related PD360 videos that support understanding of the component OR view training videos from TeachScape if accessible.

35 Extending our Reflection What am I doing now to support my teachers’ understanding of the TPGES? What do I need to do? What are my next steps?

36 Where To Learn More Go to KDE Website. Enter “Field Test District Page” into Search Bar.

37 resource - If you have questions about the field test


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