1. Teacher Professional Growth & Effectiveness System An Overview of the System and the Kentucky Framework for Teaching

2. Learning Targets I can.... identify and explain the proposed multiple measures of the Teacher Professional Growth and Effectiveness System. navigate the Kentucky Framework for Teaching, connecting instructional scenarios to individual domains and components. connect specific data collecting instruments to their corresponding domains in the Kentucky Framework for Teaching.

3. 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.

4. Student Growth Quantitative measure of the impact a teacher or principal has on a student (or set of students) as measured by student growth goal setting and student growth percentiles. Student Voice Student feedback around teacher performance based on survey data Professional Growth Increased effectiveness resulting from experiences that develop an educator’s skills, knowledge, expertise and other characteristics Self Reflection Critical self-examination of practice on a regular basis to deepen knowledge, expand repertoire of skills and incorporate findings to improve practice Peer Observation Process of a peer observing another’s professional practice and observable behaviors, providing supportive and constructive feedback for formative purposes Observation Evaluator’s observation, documentation and feedback on a teacher’s professional practices and observable behaviors Documents or demonstrations that indicates proof of a particular descriptor. Should be a natural by-product created through the process of teaching Evidence SUPPORTED BY

5. Observa tion Self Reflecti on Student Growth Professi onal Growth Student Voice Peer Observa tion Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities Domain 5: Student Growth

7. 1A - Knowledge of Content and Pedagogy  Knowledge of Content and the Structure of the Discipline  Knowledge of Prerequisite Relationships  Knowledge of Content-Related Pedagogy Domain 1: Planning & Preparation In order to guide student learning, accomplished teachers have command of the subjects they teach. They must know how the discipline has evolved into the 21 st century, incorporating such issues as global awareness and cultural diversity, as appropriate. Accomplished teachers understand the internal relationships within the disciplines they teach, knowing which concepts and skills are prerequisite to the understanding of others. They are also aware of typical student misconceptions in the discipline and work to dispel them. But knowledge of the content is not sufficient; in advancing student understanding, teachers are familiar with the particularly pedagogical approaches best suited to each discipline. IneffectiveDevelopingAccomplishedExemplary  In planning and practice, teacher makes content errors or does not correct errors made by students.  Teacher’s plans and practice display little understanding of prerequisite relationships important to student’s learning of the content.  Teacher displays little or no understanding of the range of pedagogical approaches suitable to student’s learning of the content.  Teacher is familiar with the important concepts in the discipline but displays lack of awareness of how these concepts relate to one another.  Teacher’s plans and practice indicate some awareness of prerequisite relationships, although such knowledge may be inaccurate or incomplete.  Teacher’s plans and practice reflect a limited range of pedagogical approaches to the discipline or to the students.  Teacher displays solid knowledge of the important concepts in the discipline and the ways they relate to one another.  Teacher’s plans and practice reflect accurate understanding of prerequisite relationships among topics and concepts.  Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches to the discipline.  Teacher displays extensive knowledge of the important concepts in the discipline and the ways they relate both to one another and to other disciplines.  Teacher’s plans and practice reflect understanding of prerequisite relationships among topics and concepts and provide a link to necessary cognitive structures needed by students to ensure understanding.  Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline, anticipating student misconceptions. Critical Attributes  Teacher makes content errors.  Teacher does not consider prerequisite relationships when planning.  Teacher’s plans use inappropriate strategies for the discipline.  Teacher is familiar with the discipline but does not see conceptual relationships.  Teacher’s knowledge of prerequisite relationships is inaccurate or incomplete.  Lesson and unit plans use limited instructional strategies, and some may not be suitable to the content.  The teacher can identify important concepts of the discipline and their relationships to one another.  The teacher consistently provides clear explanations of the content.  The teacher answers student questions accurately and provides feedback that furthers their learning.  The teacher seeks out content-related professional development. In addition to the characteristics of “accomplished”:  Teacher cites intra- and interdisciplinary content relationships.  Teacher is proactive in uncovering student misconceptions and addressing them before proceeding. Possible Examples  The teacher says “the official language of Brazil is Spanish, just like other South American countries.”  The teacher says, “I don’t understand why the math book has decimals in the same unit as fractions.”  The teacher has students copy dictionary definitions each week to help his students learn to spell difficult words.  The teacher plans lessons on area and perimeter independently of one another, without linking the concepts together.  The teacher plans to forge ahead with a lesson on addition with regrouping, even though some students have not fully grasped place value.  The teacher always plans the same routine to study spelling: pretest on Monday, copy the words 5 times each on Tuesday and Wednesday, test on Friday.  The teacher’s plan for area and perimeter invites students to determine the shape that will yield the largest area for a given perimeter.  The teacher realizes her students are not sure how to use a compass, so she plans to practice that before introducing the activity on angle measurement.  The teacher plans to expand a unit on civics by having students simulate a court trial.  In a unit on 19 th century literature, the teacher incorporates information about the history of the same period.  Before beginning a unit on the solar system, the teacher surveys the class on their beliefs about why it is hotter in the summer than in the winter.

11. 1. Planning and Preparation 2. Classroom Environment 4. Professional Responsibilities 3. Instruction Student Growth

12. Aligning Teacher Practice with the Kentucky Framework for Teaching Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities Domain 5: Student Growth

13. Domain 2 Domain 3 Domain 4 Domain 1 1.Locate the handout you downloaded prior to beginning this presentation. It is titled Aligning Teacher Practice with the Kentucky Framework for Teaching. 2.Read each statement carefully and make an initial judgment as to with which domain it best belongs. Review that Domain, and others, to make a final decision. Record the Domain number in the appropriate blank on the handout. 3.Next, review each component within the Domain you chose and decide which one best matches the classroom scenario or teacher behavior. 4.Record the Component number in the appropriate blank on the handout.

14. Please pause the presentation while you complete this task. Return to your computer and resume PLAY when you are ready to review your responses.

15. 1. Students in Mr. M’s chemistry class are given back a lab report that they had completed earlier in the week. Each report has a letter grade at the top, but no other information. Domain: 3 - Instruction Component: D – Using Assessment in Instruction

16. 2. For the second team meeting in a row, Mr. P failed to bring the results of the common assessment in his 4 th grade math class. The group was unable to complete its analysis of what difficulties the students were having, and how to improve their instructional approach. Domain: 4 – Professional Responsibilities Component: D – Participating in a Professional Community

17. 3. Mr. L knows that his students learned about place value last year. He hopes that his plans for a sequence of lessons will help students apply their understanding of place value to addition and subtraction with regrouping. Domain: 1- Planning & Preparation Component: A – Demonstrating Knowledge of Content and Pedagogy

18. 4. Each Friday, the students in Ms. W’s class each choose their favorite completed assignment for that week. They then post it on the bulletin board titled, “Work Of Which I Am Proud!” Domain: 2 – Classroom Management Component: B – Estab. a Culture for Learning: Student Pride in Work

19. 5. A ninth grade class is reading “Romeo and Juliet” in class. The class contains several students who are learning English as a second language. The teacher asks a quick succession of questions about various characters in the play (e.g. who they were, how they were known or related to other characters, etc.), but not all of the students can participate. Domain: 3 - Instruction Component: B – Using Questioning and Discussion Techniques: quality of questions, student participation

20. 6. Ms. W has been teaching for 30 years. She recently participated in the summer professional development session offered by the district on teaching writing. She prepared and delivered a presentation for the staff at her building to help in the implementation of the Six Traits of Writing program. Domain: 4 – Professional Responsibilities Component: E – Growing & Developing Professionally: … service to the profession.

21. 7. For one of her flexible grouping assignments, Ms. H plans to create cooperative groups to include two English language learners in each group. Domain: 1 – Planning & Preparation Component: B – Knowledge of Students

22. 8. Students in Mr. E’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. Domain: 3 – Instruction Component: E- Demonstrating Flexibility and Responsiveness: Lesson Adjustment

23. 9. The American history teacher identifies the formative assessment criteria for student activities that are intentionally aligned to target skills in the instructional ladder of his LDC module, so he can accurately assess student learning. Domain: 1 - Planning and Preparation Component: F- Designing Student Assessment

24. 10. The high school art teacher collaborates with social studies teachers during their PLC to help them plan ways to integrate arts and humanities content naturally into their curriculum. Domain: 4 - Professional Responsibilities Component: E - Service to the Profession

25. 11. A geometry teacher collaborates with other geometry teachers in her school to analyze formative assessment lesson (FAL) pre-tests, identify student misconceptions, and plan relevant feedback questions, to help him prepare to introduce the FAL to his students. Domain: 1- Planning and Preparation Component: F – Designing Assessments: Use for Planning

26. 12. The American History teacher and the English III teacher collaboratively plan an LDC module that will engage students in rigorous reading, thinking and writing about shared content. Domain: 4 - Professional Responsibilities Component: E - Service to the Profession Domain: 1 - Planning and Preparation Component: A - Knowledge of Prerequisite Relationships

27. Teacher Professional Growth and Effectiveness System Kentucky Framework for Teaching Observation Peer Observation Professional Growth Self Reflection Student Growth Student Voice Proficiency System Certification (Administrators only)