1. Introduction to Kentucky’s Professional Growth and Effectiveness System and Framework for Teaching

2. TPGES Teacher Professional Growth and Effectiveness System There is also a PPGES for Principals, and OPGES being developed for Other Professionals, as well as a SPGES for Superintendents… ALL are a part of Kentucky’s PGES

3. Professional Learning Tasks Reading Partner Discussions Table Discussions Table Share-Out Mixed Groups Questions, Thinking, More Questions… Uncovering Misconceptions Best Environment for learning…(your input needed)

4. Parking Lot Post-It Note on chart paper Digital format: Today’s Meet https://todaysmeet.com/Covington

5. Learning Targets I know the Sources of Evidence that are used in TPGES I can explain the structure of the Framework for Teaching. I can explain the timeline of TPGES for next school year and how the sources of evidence connect. I can make connections between TPGES and our current work.

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

7. Reflect on your practice… Please work independently on this task. Use the Initial Reflection document to reflect on Domains 2 and 3, if time permits. Highlight or indicate which bulleted items best describe your practice at this point in time. As you make your decisions, think about the evidences you are considering

8. KENTUCKY’S FRAMEWORK FOR TEACHING

9. The Domains 1: Planning and Preparation 2: The Classroom Environment 3: Instruction 4: Professional Responsibilities

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

11. Framework for Teaching Domain 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism Domain 3: Instruction Communicating with Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness Domain 1: Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessments Domain 2: The Classroom Environment Creating an Environment of Respect and Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space

12. Framework for Teaching Domain 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism Domain 3: Instruction Communicating with Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness Domain 1: Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessments Domain 2: The Classroom Environment Creating an Environment of Respect and Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space PLANTEACHREFLECTAPPLY

13. Common Language Tab your document with Post It Notes Highlight Component Header Paragraph, Title, and Indicators Tab your document with Post It Notes Highlight Component Header Paragraph, Title, and Indicators

14. JIGSAW OF THE DOMAINS

15. The Domains Choose a card on your table. 1: Planning and Preparation 2: The Classroom Environment 3: Instruction 4: Professional Responsibilities Task Instructions: Read the header paragraph for each component in your domain. Highlight words/phrases that you think best describe each component. When prompted, move to 4 corners to share with domain group

16. Domain Groups 1.Choose a recorder to write on the chart paper the words/phrases that describe the domain. 2.Decide on at least one component to study more in-depth (one of greatest interest to your group) and chart words/phrases that show the progression from ineffective indicators to exemplary indicators.

17. Group Discussion Why is this domain important? How is evidence for this domain documented? Which component/s in this domain might beginning teachers find particularly difficult? Workbook page 5

18. Return to Table Group Why is this domain important? How is evidence for this domain documented? Which component/s in this domain might beginning teachers find particularly difficult?

19. Complete Self-Reflection on Domain 2 Find the highlighted indicators on the Framework and highlight the bulleted indicators on the Framework document. (5-10 minutes)

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

21. Professional Growth How might your self-reflection evidence be used to inform your professional growth plan?

22. Principal Observation TeachScape Certification (Year 1) TeachScape Certification Calibration (Years 2 and 3) Recertification (Year 4) Strive to live in accomplished and visit exemplary.

23. Peer Observations

24. Framework for Teaching Domain 1: Planning and Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities

25. Framework for Teaching Domain 1: Planning and Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities

26. Introduction to Peer Observation http://www.ket.org/education/video/kpcon/kpcon_000002.htm

28. Collegiality and Trust http://www.ket.org/education/video/_kpcon/kpcon_000001.htm

29. Scripting What the teacher says… What students say Collecting data that becomes evidence…

30. 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.

31. Evidence or Opinion? 1.The teacher spends 5 minutes taking roll while the students work on a bell-ringer activity. Students are working alone during this time. 2.For this lesson, the teacher did not make effective use of technology, since the SmartBoard was used primarily as a white board. 3.Students were actively engaged in the lesson because the teacher showed so much passion in teaching the lesson. 4.Two students had their heads down and 3 students answered questions during the teacher’s instruction.

32. Peer Observation Cycle Pre-conference to talk about self-reflection and PGP goals Observer supplies evidence to the teacher Teacher looks at evidence and applies it to the Framework for Teaching Post-conference conversation for additional self- reflection and possible additional collaboration

33. One minute free write: What connections can you make between the 4 sources of evidence we have discussed so far? TPGES Self-Reflection Professional Growth Peer Observation Observation Peer Observation Student Voice Student Growth Sources of Evidence

34. Connections to Current Work How do you know you are teaching the standards that are required by law for your subject area/grade level? How do you know that you are assessing standards at the rigor at which is intended? How do you know when students master standards over time? What do you do when you run out of time?

35. Enduring Learning Think-Pair-Share Activity For your grade level content, determine what it is that students should know and be able to do by the end of this year. – Use your own standards language, and be as specific as possible. – If you teach classes with multiple grade levels of students in one class, are there different expectations? Why or why not?

36. Student Growth Goals One class of students MUST use standards for grade level/subject area Enduring learning for the entire year Assessment items/tasks/performances that are congruent to the enduring learning Baseline data, related to standards (enduring learning)—Assessing student work Rubric development Growth and Proficiency Goals set, based on baseline data

37. Student Voice Must have at least 10 students take the survey in order to get back results. Typically will be administered in the Spring semester. Each teacher will receive feedback (if 10 or more students respond) Perception Survey

38. Plus/Delta What went well… OR What appealed to me… OR The teaching strategy you demonstrated that I will use… It could have been better if… OR I was hoping to learn about…