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An Overview of TPGES: The Framework for Teaching Jenny Ray, Facilitator Kentucky Department of Education & NKCES July 26, 2013.

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Presentation on theme: "An Overview of TPGES: The Framework for Teaching Jenny Ray, Facilitator Kentucky Department of Education & NKCES July 26, 2013."— Presentation transcript:

1 An Overview of TPGES: The Framework for Teaching Jenny Ray, Facilitator Kentucky Department of Education & NKCES July 26, 2013

2 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.

3 Teacher Evaluation: Been there, done that…

4 Flaws in Typical Teacher Evaluation Processes Outdated and/or limited criteria Too few shared understandings about effective teaching Lack of precision in evaluation Lack of descriptive feedback Limited Supervisor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

5 Collecting Your Thoughts If 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:

6 Looking for Evidence in Observations: Tunnel Vision In the following video, count the number of times the white team passes the ball. In the following video, count the number of times the white team passes the ball.

7 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.

8 Evidence or Opinion?  The teacher spends 5 minutes taking roll while the students work on a bell-ringer activity. Students are working alone during this time.  For this lesson, the teacher did not make effective use of technology, since the SmartBoard was used primarily as a white board.  The students showed signs of boredom by yawning and rolling their eyes during the teacher’s instruction.  Students were actively engaged in the lesson because the teacher showed so much passion in teaching the lesson.

9 Wordle Results…

10 Domain Activity: Jigsaw Count off 1-4 Each new table group will Read, individually, about their domain Highlight 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.

11 Short Scenarios Once 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.

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13 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

14 Read and Discuss Sit 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.

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

16 A memorable teacher Consider 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?

17 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

18 Professional Conversations  How might the Framework for Teaching and a focus on evidence of professional practice help guide professional conversations amongst educators?  What are some of the benefits of a comprehensive definition of teaching for the administrator? For the teacher? For the district?

19 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

20 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?

21 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.

22 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? ?????

23 Closing Activity 1. 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.


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