Teacher Professional Growth & Effectiveness System An Overview of the System and the Kentucky Framework for Teaching Jenny Ray PGES Consultant KDE/NKCES

Learning Targets I can.... identify and explain the proposed sources of evidence of the Teacher Professional Growth and Effectiveness System. navigate the Kentucky Framework for Teaching, and reflect on my own teaching practices. connect specific data collecting instruments to their corresponding domains in the Kentucky Framework for Teaching.

Sources of Evidence Teacher Professional Growth and Effectiveness System Observation Peer Observation Professional Growth Self Reflection Student Voice Student Growth All measures are supported through evidence.

Explanation of Multiple Measures 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

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

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 the post-it notes at your table to collect responses and be ready to share out with the group.

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

Common Language

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.

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

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.

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.  Students were actively engaged in the lesson because the teacher showed so much passion in teaching the lesson.  Two students had their heads down and 3 students answered questions during the teacher’s instruction.

Components for Review 1. 1c: Setting Instructional Outcomes 2. 1f: Designing Student Assessments 3. 2b: Establishing a Culture for Learning 4. 2c: Managing Classroom Procedures 5. 3a: Communicating with Students 6. 3b: Questioning and Discussion Techniques 7. 3c: Engaging Students in Learning 8. 3d: Using Assessment in Instruction 9. 4e: Growing and Developing Professionally 10. 5a: Student Growth

Read and Discuss Sit in table groups, according to the number assigned. Take time to read your component, focusing on the Accomplished and Exemplary columns Take turns sharing out at your table and note changes in the language from Accomplished to Exemplary.

Answer the following questions on your chart paper: 1. What are a few examples of language differences in your component between Accomplished and Exemplary? 2. What sources of evidence could be used for this component?

Jigsaw Activity Please return to your original table group and take turns sharing information about your component.

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?

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

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?

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)

Learning Targets I can.... identify and explain the proposed sources of evidence of the Teacher Professional Growth and Effectiveness System. navigate the Kentucky Framework for Teaching, and reflect on my own teaching practices. connect specific data collecting instruments to their corresponding domains in the Kentucky Framework for Teaching.