TPGES Overview Part II Jenny C. Ray PGES Consultant

Framework for Teaching Domains Components Elements “Observable domains through classroom visits” Domains 1&4--represent the behind-the- scenes work of teaching that are ESSENTIAL to good teaching and have significant impact on the learning that happens in the classroom.

Initial Reflection Activity Highlight the bulleted items that you identify as “where your teaching is right now.” Do not use your Framework Document, yet.

STUDENT GROWTH GOALS

Local Contribution— Student Growth Goal (SGG) Every teacher will create a goal each year for at least one class/content – Districts will identify the number of goals teachers will be required to write. Every goal will be determined by the teacher in collaboration with the principal. Every goal should be grounded in the fundamentals of assessment quality: – Clear purpose, clear targets, sound design, effective communication, and student involvement

Student Growth Goals will all meet the following criteria: The SGG is congruent with Kentucky Core Academic Standards appropriate for the grade level and content area for which it was developed. The SGG represents or encompasses an enduring skill, process or concept that students are expected to master by taking a particular course (or courses) in school. The SGG will allow high- and low-achieving students to adequately demonstrate their knowledge. The SGG provides access and opportunity for all students, including students with disabilities, ELLs, and gifted/talented students.

Rigor of SGGs Rigor means congruency to the standards. – In other words, the sources of evidence are defensible in terms of their suitability to allow students to meet or exceed the true intent of the standard being assessed.

To ensure rigor in all teacher SGGs  OPTION A: Rigor Rubric  OPTION B: Peer-Review and/or Jury Process  OPTION C: District-Defined Option

Rigor of SGGs No matter the option(s) chosen, the district must include the degree to which the goal and the assessments meet the SGG criteria.

Degree to which the goal itself – is congruent with Kentucky Core Academic Standards appropriate for the grade level and content area for which it was developed – represents or encompasses an enduring skill, process, or concept that students are expected to master by taking a particular course (or courses) in school. – will allow high- and low- achieving students to adequately demonstrate their knowledge – provides access and opportunity for all students, including students with disabilities, ELLs, and gifted/talented students Option A: Rigor Rubric Option B: Peer-Review and/or Jury Process Option C: District- Defined Option

Degree to which the assessment(s) used to collect data to inform progress toward the goal – is/are congruent with Kentucky Core Academic Standards appropriate for the grade level and content area for which it was developed – represent(s) or encompasses an enduring skill, process, or concept that students are expected to master by taking a particular course (or courses) in school. – will allow high- and low- achieving students to adequately demonstrate their knowledge – provide(s) access and opportunity for all students, including students with disabilities, ELLs, and gifted/talented students Option A: Rigor Rubric Option B: Peer-Review and/or Jury Process Option C: District- Defined Option

PROFESSIONAL GROWTH PLANNING

Introduction to Peer Observation

Collegiality and Trust

Peer Observation If your district has already completed a round of peer observations, please be prepared to share any comments you have heard about this part of the TPGES implementation process as it relates to teacher effectiveness.

TIMELINES…

RESOURCES