The Kentucky Framework for Teaching

BIG QuestionsLearning Targets What makes a teacher highly effective? How is teacher effectiveness determined? Why change? I can… Describe the Kentucky Framework for Teaching (KY FfT). Create a professional growth goal. Identify SMART student growth goals.

TPGES Supervisor Observation Peer Observation Reflective Practice Professional Growth Student Growth Student Voice

TEACHER LEARNING INCREASED EFFECTIVENESS HIGHER STUDENT PERFORMANCE

 Initial reflection  Review of multiple sources of data  Collaborate with Principal to develop PGG  Regularly Reflect on PGP Progress  Modify Strategies as necessary  Ongoing Implementation and Reflection  Summative Reflection on your Goals

 Actively listens  Provides evidence based feedback  Encourages risk taking  Reviews data  Uses inquiry as a tool for discussion  Encourages critical reflection  Monitors Implementation of PGP  Determination of attainment of the goal

PROFESSIONAL GROWTH GOAL STUDENT GROWTH GOAL  Reviewed mid-year and goal attainment decided at summative  Focused on growth and improvement  Collaboratively created with principal & teacher Written at the end of each school year but revised in the fall Written in the fall Measured by a change in teacher practice Measured by an improvement in student learning Written based on 3 questions Meets the SMART goal criteria Action plan – How the teacher will accomplish his/her learning Action Plan – How the teacher will accomplish the student learning Summative involves review of the data/evidence to support rating in Domain 4 Summative involves review of the data/evidence to support rating in Domain 5 vs.

PROFESSIONAL GROWTH GOAL STUDENT GROWTH GOAL For the school year, I will improve my ELA instruction to increase student engagement and achievement by attending and implementing Writer’s Workshop training, refining implementation of the standards, researching and implementing engaging and rigorous teaching strategies, and refining my use of formative assessment to impact daily instruction. These will be measured through pre/post assessments, student work samples, interim assessments, peer and principal observations and conferences, and self- reflection. For the 2014 – 15 school year, 100% of students will make measureable progress in writing. Each student will improve by one performance level in audience & purpose, idea development, and organization & structure as indicated by the teacher created rubric. Furthermore, 80% of the students will score a “3” or better overall.

PROFESSIONAL GROWTH GOAL STUDENT GROWTH GOAL For the school year, I will improve my ELA instruction to increase student engagement and achievement by attending and implementing Writer’s Workshop training, refining implementation of the standards, researching and implementing engaging and rigorous teaching strategies, and refining my use of formative assessment to impact daily instruction. These will be measured through pre/post assessments, student work samples, interim assessments, peer and principal observations and conferences, and self- reflection. For the 2014 – 15 school year, 100% of students will make measureable progress in writing. Each student will improve by one performance level in audience & purpose, idea development, and organization & structure as indicated by the teacher created rubric. Furthermore, 80% of the students will score a “3” or better overall.

PROFESSIONAL GROWTH GOAL STUDENT GROWTH GOAL For the school year, I will improve my ELA instruction to increase student engagement and achievement by attending and implementing Writer’s Workshop training, refining implementation of the standards, researching and implementing engaging and rigorous teaching strategies, and refining my use of formative assessment to impact daily instruction. These will be measured through pre/post assessments, student work samples, interim assessments, peer and principal observations and conferences, and self- reflection. For the 2014 – 15 school year, 100% of students will make measureable progress in writing. Each student will improve by one performance level in audience & purpose, idea development, and organization & structure as indicated by the teacher created rubric. Furthermore, 80% of the students will score a “3” or better overall.

8 th Grade Language Arts Teacher Pre-Assessment of Student Ability in Writing

Component:Self-Assessment: 2A - Creating an Environment of Respect and Rapport IDAE 2B - Establishing a Culture for Learning IDAE 2C - Managing Classroom Procedures IDAE 2D - Managing Student Behavior IDAE 2E - Organizing Physical Space IDAE 3A - Communicating with Students IDAE 3B - Using Questioning and Discussion Techniques IDAE 3C - Engaging Students in Learning IDAE 3D - Using Assessment in Instruction IDAE 3E - Demonstrating Flexibility and Responsiveness IDAE

The Classroom Environment 2A2B2C2D2E Instruction3A3B3C3D3E

For the school year, I will improve my ELA instruction to increase student engagement and achievement by attending and implementing Writer’s Workshop training, refining implementation of the standards, researching and implementing engaging and rigorous teaching strategies, and continue using formative assessment to impact daily instruction. These will be measured through pre/post assessments, student work samples, interim assessments, peer and principal observations and conferences, and self-reflection.

1.What do I want to change about my practices that will effectively impact student learning? 2.How can I develop a plan of action to address my professional learning? 3.How will I know if I accomplished my objective? “It is essential to recognize that these goals are goals for the teacher’s learning, not student learning.” –Charlotte Danielson MY LEARNING FOCUS PLAN SUMMARY EVIDENCE OVERVIEW

Based on reviewing my curriculum standards and student assessment results I realize that I need to focus on argumentative writing. I need to learn about the LDC prompts and rubrics as well as instructional strategies to help my students be successful. I’d like to meet with the English teachers, observe their instruction with argumentative writing, spend time on the Gates web site and read examples from other SS teachers. Evidence that I am accomplishing my goal include reflections on my observations, example prompts that I create throughout the year, examples of student writing at different levels as well as principal feedback on Domain 1E (Designing coherent instruction) as well as 3C (Engaging Students).

Based on reviewing my curriculum standards and student assessment results I realize that I need to focus on argumentative writing. I need to learn about the LDC prompts and rubrics as well as instructional strategies to help my students be successful. I’d like to meet with the English teachers, observe their instruction with argumentative writing, spend time on the Gates web site and read examples from other SS teachers. Evidence that I am accomplishing my goal include reflections on my observations, example prompts that I create throughout the year and examples of student writing at different levels as well as principal feedback on Domain 1E (Designing coherent instruction) as well as 3C (Engaging Students) What do I want to change about my practices that will effectively impact student learning?

Based on reviewing my curriculum standards and student assessment results I realize that I need to focus on argumentative writing. I need to learn about the LDC prompts and rubrics as well as instructional strategies to help my students be successful. I’d like to meet with the English teachers, observe their instruction with argumentative writing, spend time on the Gates web site and read examples from other SS teachers. Evidence that I am accomplishing my goal include reflections on my observations, example prompts that I create throughout the year, examples of student writing at different levels as well as principal feedback on Domain 1E (Designing coherent instruction) as well as 3C (Engaging Students). What do I want to change about my practices that will effectively impact student learning?

Based on reviewing my curriculum standards and student assessment results I realize that I need to focus on argumentative writing. I need to learn about the LDC prompts and rubrics as well as instructional strategies to help my students be successful. I’d like to meet with the English teachers, observe their instruction with argumentative writing, spend time on the Gates web site and read examples from other SS teachers. Evidence that I am accomplishing my goal include reflections on my observations, example prompts that I create throughout the year and examples of student writing at different levels as well as principal feedback on Domain 1E (Designing coherent instruction) as well as 3C (Engaging Students). How can I develop a plan of action to address my professional learning?

Based on reviewing my curriculum standards and student assessment results I realize that I need to focus on argumentative writing. I need to learn about the LDC prompts and rubrics as well as instructional strategies to help my students be successful. I’d like to meet with the English teachers, observe their instruction with argumentative writing, spend time on the Gates web site and read examples from other SS teachers. Evidence that I am accomplishing my goal include reflections on my observations, example prompts that I create throughout the year, examples of student writing at different levels as well as principal feedback on Domain 1E (Designing coherent instruction) as well as 3C (Engaging Students). How can I develop a plan of action to address my professional learning?

Based on reviewing my curriculum standards and student assessment results I realize that I need to focus on argumentative writing. I need to learn about the LDC prompts and rubrics as well as instructional strategies to help my students be successful. I’d like to meet with the English teachers, observe their instruction with argumentative writing, spend time on the Gates web site and read examples from other SS teachers. Evidence that I am accomplishing my goal include reflections on my observations, example prompts that I create throughout the year, examples of student writing at different levels as well as principal feedback on Domain 1E (Designing coherent instruction) as well as 3C (Engaging Students). How will I know if I accomplished my objective?

Based on reviewing my curriculum standards and student assessment results I realize that I need to focus on argumentative writing. I need to learn about the LDC prompts and rubrics as well as instructional strategies to help my students be successful. I’d like to meet with the English teachers, observe their instruction with argumentative writing, spend time on the Gates web site and read examples from other SS teachers. Evidence that I am accomplishing my goal include reflections on my observations, example prompts that I create throughout the year, examples of student writing at different levels as well as principal feedback on Domain 1E (Designing coherent instruction) as well as 3C (Engaging Students). How will I know if I accomplished my objective?

Each professional growth goal should answer the following questions. 1.What do I want to change about my instruction or leadership that will effectively impact student learning? 2. What is my personal learning necessary to make the change? 3. What are the measures of success?

I will improve my ability to engage students in their learning by attending and implementing Rigor and Relevance training, researching and implementing strategies for engaging students in rigorous learning, and refining my use of student involved formative assessment practices. These will be measured through pre and post assessments, student work samples, interim assessments, peer and principal observations and conferences, and self-reflection. For the school year, I will improve my ability to engage students in their learning by attending and implementing Rigor and Relevance training, researching and implementing strategies for engaging students in rigorous learning, and refining my use of student involved formative assessment practices. These will be measured through pre and post assessments, student work samples, interim assessments, peer and principal observations and conferences, and self-reflection.

I will increase student engagement by using a learning styles inventory with every student and designing lessons that address the different styles within my class. I will research teaching strategies to engage the different learning styles and study So Each May Learn by Silver. Measures of success will include student work products, observation, and student and teacher self- reflection. During the school year, I will increase student engagement by using a learning styles inventory with every student and designing lessons that address the different styles within my class. I will research teaching strategies to engage the different learning styles and study So Each May Learn by Silver. Measures of success will include student work products, observation, and student and teacher self- reflection.

I will improve writing instruction in my science classroom by implementing and reflecting on strategies learned during a summer writing workshop for teachers. I’ll incorporate writing strategies for describing observations, explaining scientific phenomena, explain cause & effect occurrences, and drawing conclusions from experiments. Indicators of success will be student work samples, analysis of student’s writing products, and self-reflection. For the school year, I will improve writing instruction in my science classroom by implementing and reflecting on strategies learned during a summer writing workshop for teachers. I’ll incorporate writing strategies for describing observations, explaining scientific phenomena, explain cause & effect occurrences, and drawing conclusions from experiments. Indicators of success will be student work samples, analysis of student’s writing products, and self-reflection.

, I will study Classroom Assessment for Student Learning, by Rick Stiggins, and embed formative assessment practices in my daily instruction. Indicators of success will include classroom observation, self-reflection, analysis of student assessment data, and observable student engagement. During the school year, I will study Classroom Assessment for Student Learning, by Rick Stiggins, and embed formative assessment practices in my daily instruction. Indicators of success will include classroom observation, self-reflection, analysis of student assessment data, and observable student engagement.

I will learn to integrate literacy strategies in my instructionI will implement learning from a literacy workshop and from reading professional literature. Measures of success will include results from analysis of student work samples, self-reflection, student surveys, and observation. During the school year, I will learn to integrate literacy strategies in my instruction. I will implement learning from a literacy workshop and from reading professional literature. Measures of success will include results from analysis of student work samples, self-reflection, student surveys, and observation.

I will improve my questioning techniques to engage students in higher level critical thinking and problem solving. I will implement learning from study of Thinking Strategies. Growth will be evidenced through lesson plans, observation, self-reflection, and student work samples. During the school year, I will improve my questioning techniques to engage students in higher level critical thinking and problem solving. I will implement learning from study of Thinking Strategies. Growth will be evidenced through lesson plans, observation, self-reflection, and student work samples.

I will increase my knowledge of supporting students with autism.I will research on-line resources, consult with district/state/cooperative special education coordinators, observe a mentor teacher, and participate in a on-line short course on autism. This will be evidenced by notes and self-reflection, anecdotal notes on my interactions with autistic students, and the short course certificate. During the school year, I will increase my knowledge of supporting students with autism. I will research on-line resources, consult with district/state/cooperative special education coordinators, observe a mentor teacher, and participate in a on-line short course on autism. This will be evidenced by notes and self-reflection, anecdotal notes on my interactions with autistic students, and the short course certificate.

I will learn best practices for mentoring new teachers in my building.I will participate in the district study group and Cognitive Coaching PD and attend a KYVL on-line course for mentoring teachers. Evidence of success will include district PD certificate, course completion certificate, mentee teacher surveys, self- reflection on mentoring opportunities. During the school year, I will learn best practices for mentoring new teachers in my building. I will participate in the district study group and Cognitive Coaching PD and attend a KYVL on-line course for mentoring teachers. Evidence of success will include district PD certificate, course completion certificate, mentee teacher surveys, self- reflection on mentoring opportunities.

I will implement what I am learning through LDC to support students in meeting the Common Core standards. I will design action research around implementing LDC modules as intended, analyze student work, and reflect on impact on students. Success criteria includes self- reflection, student surveys, analysis of student before & after work samples, and completed modules. During the school year, I will implement what I am learning through LDC to support students in meeting the Common Core standards. I will design action research around implementing LDC modules as intended, analyze student work, and reflect on impact on students. Success criteria includes self- reflection, student surveys, analysis of student before & after work samples, and completed modules.

I will improve my ability to think more deeply about mathematical conceptsusing what I am learning through MDC about math formative assessment lessons. I will engage my students in more critical thinking and problem solving about mathematics and help students persevere when struggling to learn new concepts. This will be evidenced by formative assessment lessons student work samples, observation, and self-reflection. During the school year, I will improve my ability to think more deeply about mathematical concepts using what I am learning through MDC about math formative assessment lessons. I will engage my students in more critical thinking and problem solving about mathematics and help students persevere when struggling to learn new concepts. This will be evidenced by formative assessment lessons student work samples, observation, and self-reflection.

I will increase student use of technology for learning in my classroom.I will collaborate with a district technology cadre to learn ways to integrate learning with technology in instruction. We will also study Kajder’s book Adolescents and Digital Literacies and other resources. Evidence of success includes lesson plans, student work samples, and self-reflection. During the school year, I will increase student use of technology for learning in my classroom. I will collaborate with a district technology cadre to learn ways to integrate learning with technology in instruction. We will also study Kajder’s book Adolescents and Digital Literacies and other resources. Evidence of success includes lesson plans, student work samples, and self-reflection.

I will learn to incorporate online writing tools in my writing workshop. After collaborating with the technology resource teacher to investigate Google Docs and other on-line tools, my students will have opportunities to write independently, collaboratively and give/receive feedback using the tools. This will be evidenced by student writing samples, lesson plans, and reflection. During the school year, I will learn to incorporate online writing tools in my writing workshop. After collaborating with the technology resource teacher to investigate Google Docs and other on-line tools, my students will have opportunities to write independently, collaboratively and give/receive feedback using the tools. This will be evidenced by student writing samples, lesson plans, and reflection.

1.What do I want to change about my practices that will effectively impact student learning? 2.How can I develop a plan of action to address my professional learning? 3.How will I know if I accomplished my objective? “It is essential to recognize that these goals are goals for the teacher’s learning, not student learning.” –Charlotte Danielson MY LEARNING FOCUS PLAN SUMMARY EVIDENCE OVERVIEW

 Brainstorm: What do I want to change about my instruction that will significantly impact student learning? (3 minutes)

 Brainstorm: How can I develop a plan of action to address my professional learning? (3 minutes)

 Brainstorm: How will I know if I accomplished my objective? (3 minutes)

Based on reviewing my curriculum standards and student assessment results I realize that I need to focus. I need to learn about to help my students be successful. I will need to (observe – collaborate – research). Evidence that I have achieved my goal include.

TPGES Supervisor Observation Peer Observation Reflective Practice Professional Growth Student Growth Student Voice

S Specific- The goal addresses student needs within the content. The goal is focused on a specific area of need.M Measurable- An appropriate instrument or measure is selected to assess the goal. The goal is measurable and uses an appropriate instrument.A Appropriate- The goal is clearly related to the role and responsibilities of the teacher. The goal is standards-based and directly related to the subject and students that the teacher teaches.R Realistic- The goal is attainable. The goal is doable, but rigorous and stretches the outer bounds of what is attainable.T Time-bound- The goal is contained to a single school year/course. The goal is bound by a timeline that is definitive and allows for determining goal attainment.

Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals

Step 1: Determine needs Step 2: Create specific learning goals based on pre- assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals

During the school year, all of my first grade students will improve comprehension in reading grade-level texts. I will determine baseline performance on a reading comprehension rubric using the DIBELS Oral Reading and Retell Fluency assessment and various formative reading assessments. Each student will improve by one or more levels on the teacher-generated rubric. 85% of students will be reading on grade level or above by year end as measured by the reading comprehension rubric.

During the school year, all of my first grade students will improve comprehension in reading grade-level texts. I will determine baseline performance on a reading comprehension rubric using the DIBELS Oral Reading and Retell Fluency assessment and various formative reading assessments. Each student will improve by one or more levels on the teacher-generated rubric. 85% of students will be reading on grade level or above by year end as measured by the reading comprehension rubric.

For the school year, 100% of my 6 th period language arts students will make measurable progress in argumentative writing. Each student will improve by at least one performance level in three or more areas of the LDC writing rubric. Furthermore 80% of students will score a 3 or better overall.

During the 2014 – 2015 school year, all of my 5 th period 10 th grade art students will improve their skills using the 7 basic art elements by at least one level per element on the district art standards- based rubric. Evidence of student growth will be collected from student products in a variety of mediums during the school year. 70% of the students will demonstrate proficiency on 5 of the 7 elements as measured by the district rubric.

During the 2014 – 2015 school year, all of my 5 th period 10 th grade art students will improve their skills using the 7 basic art elements by at least one level per element on the district art standards-based rubric. Evidence of student growth will be collected from student products in a variety of mediums during the school year. 85% of the students will demonstrate proficiency on 5 of the 7 elements as measured by the district rubric.

TPGES Supervisor Observation Peer Observation Reflective Practice Professional Growth Student Growth Student Voice