Kentucky’s Professional Growth and Effectiveness System and Framework for Teaching KACTE Spring...

Kentucky’s Professional Growth and Effectiveness System and

Framework for TeachingKACTE Spring 2014

Learning Targets

• I can explain the structure of the Framework for Teaching.

• I can identify and explain specific domains within the Framework for Teaching.

• I can understand the progression of the four performance levels and critical attributes of each.

Proposed Multiple Measures

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 ReflectionCritical self-examination of practice on a regular basis to deepen knowledge, expand repertoire of skills and incorporate findings to improve practice

Peer ObservationProcess of a peer observing another’s professional practice and observable behaviors, providing supportive and constructive feedback for formative purposes

ObservationEvaluator’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

(adapted for Kentucky Department of Education)

5.24.2012

KENTUCKY’S FRAMEWORK FOR TEACHING

FRAM

EWO

RK

Domain Planning & Preparation Classroom Environment

Instruction Professional Responsibilities

Student Growth

Component

1a -K

now

ledg

e of

con

tent

/ped

agog

y

1b-D

emon

stra

te k

now

ledg

e of

stu

dent

s

1c- S

etting

Ins

truc

tiona

l Out

com

es

1d-D

emon

stra

tes

kno

wle

dge

of re

sour

ces

1e-D

esig

ning

Coh

eren

t Ins

truc

tion

1f- D

esig

ning

Stu

dent

Ass

essm

ent

2a-C

reati

ng E

nv. o

f Res

pect

& R

appo

rt

2b-E

stab

lish

Cultu

re o

f Lea

rnin

g

2c-M

aint

aing

Cla

ssro

om P

roce

dure

s

2d-M

anag

ing

Stud

ent B

ehav

ior

2e-O

rgan

izin

g Ph

ysic

al S

pace

3a-C

omm

unic

ating

with

Stu

dent

s

3b-Q

uesti

onin

g &

Dis

cuss

ion

Tech

niqu

es

3c-E

ngag

ing

Stud

ents

in L

earn

ing

3d-U

sing

Ass

essm

ent i

n Le

arni

ng

3e-D

emon

stra

ting

Flex

ibili

ty &

Res

pons

ive

4a-R

eflec

ting

On

Teac

hing

4b-M

aint

aini

ng A

ccur

ate

Reco

rds

4c-C

omm

unic

ating

With

Fam

ilies

4d-P

artic

ipati

ng in

Pro

fess

. Lea

rnin

g Co

mm

.

4e-G

row

ing

& D

evel

opin

g Pr

ofes

sion

ally

4f-S

how

ing

Prof

essi

onal

ism

5.

a-St

uden

t Gro

wth

(a

dded

by

KDE)

MU

LTIP

LE M

EASU

RES

(sup

port

ed b

y ev

iden

ce) Supervisor

Observation Evidence

(pre and post conferences) Observation Instrument Evidence

(pre and post conferences)

Student Growth

Student Growth

Template

Student Voice

Kentucky Student Perception Survey

Professional Growth

Professional Growth and Self Reflection Tool

Self Reflection

Peer Observation

Observation Instrument

Background and Recent Enhancement

• Originally published in 1996• As a result of the Measures of Effective Teaching

(MET) Study, changes include:1) Less detail in component level to make observations easier2) Critical Attributes provide guidance to determine performance levels 3) Examples illustrate rubric language

Teaching is complex…

“Teaching is a profession more complex than medicine.”

Lee Shulman, “The Wisdom of Practice”

What is good teaching?

The Wisdom of Practice

If you were to walk into a classroom, what might you see or hear (from the students as well as the teacher) that would cause you to think that you were in the presence of an expert?

2. Activity: Self-Reflection

11

•As a teacher, I have had mostly positive experiences with classroom observation.

•There are multiple definitions of “good teaching.”

•Most colleagues in my school have shared values and assumptions about what good teaching looks like.

•It is important to observe all teachers—no matter what subject or grade level—against the same definition of good teaching.

The Domains

1: Planning and Preparation

2: The Classroom Environment

3: Instruction

4: Professional Responsibilities

1. Planning and Preparation 2. Classroom Environment

4. Professional Responsibilities 3. Instruction

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

Common Language

JIGSAW OF THE DOMAINSAssign each table a domain to review

Use questions to review Share out

DOMAIN DISCUSSION

• Why is this domain important?• How is evidence for this domain

documented? • How might lack of skill in this domain affect

the other domains? • Which component/s in this domain might

beginning teachers find particularly difficult?

Workbook page 5

Domain 1 – Planning and Preparation

1a Demonstrating Knowledge of Content/Pedagogy

1b Demonstrating Knowledge of Students

1c Setting Instructional Outcomes

1d Demonstrating Knowledge of Resources

1e Designing Coherent Instruction

1f Designing Student Assessment

Workbook page 7

Domain 1: Planning and Preparation

Knowing Components

• 1a: Demonstrating Knowledge of Content and Pedagogy

• 1b: Demonstrating Knowledge of Students

• 1d: Demonstrating Knowledge of Resources

Doing Components

• 1c: Setting Instructional Outcomes

• 1f: Designing Student Assessments

• 1e: Designing Coherent Instruction

Using the “Doing” Components

Understanding by DesignGrant Wiggins and Jay McTighe, 1998

Backward Design

Begin with the end in mind

What is it that we want our students to know and be able to do?

1c. Selecting instructional outcomes

How will I know when they know it?

1f. Designing student assessment

Backward DesignBegin with the end in mind

What activities and assignments will lead them to acquire these skills?

1e. Designing coherent instruction

Backward DesignBegin with the end in mind

How is evidence for Domain 1 documented?

ie: How can you demonstrate your ability to plan and prepare?

Domain 2 – The Classroom Environment

2a: Creating an Environment of Respect and Rapport

2b: Establishing a Culture for Learning

2c: Managing Classroom Procedures

2d: Managing Student Behavior

2e: Organizing Physical Space

2b: A Culture for Learning

Indicators include:

Belief in the value of the work

Expectations are high and supported through both verbal and nonverbal behaviors

Quality is expected and recognized

Effort and persistence are expected and recognized

Confidence in ability is evidenced by teacher and students language and behaviors

Expectation for all students to participate

How might lack of skill in Domain 2 affect the other domains?

Domain 3 – Instruction

3c – Engaging Students in Learning

Intellectual InvolvementActive Construction of Understanding

3c – Engaging Students in Learning

Activities and Assignments

Grouping of Students

Instructional Materials and Resources

Structure and Pacing

Relevant to StudentsRelevant to Students

Require Student ThinkingRequire Student Thinking

Which components in Domain 3 might teachers find particularly difficult?

Domain 4 – Professional Responsibility

4a Reflecting on Teaching

4b Maintaining Accurate Records

4c Communicating with Families

4d Participation in a Professional Community

4e Growing and Developing Professionally

4f Showing Professionalism

4a: Reflecting on Teaching

• Accuracy

• Use in future teaching

Why is Domain 4 important?

PERFORMANCE LEVELS

Read the levels of performance for component 2a

Review these levels and highlight or underline words or phrases that differentiate each level

4. Activity: Understanding the Levels of Performance

38

Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students as individuals. Students exhibit respect for the teacher and contribute to high levels of civility among all members of the class. The net result of interactions is that of connections with students as individuals.

Level4

Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages of the students. Students exhibit respectfor the teacher. Interactions among students are generally polite and respectful. The teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite and respectful, but business-like.

Patterns of classroom interactions, both between the teacher and students and among students, are generally appropriate but may reflect occasional inconsistencies, favoritism, and disregard for students’ ages, cultures, and developmental levels. Students rarely demonstrate disrespect for one another. The teacher attempts to respond to disrespectful behavior, with uneven results. The net result of the interactions is neutral: conveying neither warmth nor conflict.

Patterns of classroom interactions, both between the teacher and students and among students, are mostly negative, inappropriate, or insensitive to students’ ages, cultural backgrounds, and developmental levels. Interactions are characterized by sarcasm, put-downs, or conflict. The teacher does not deal with disrespectful behavior.

Level3

Level2

Level1

Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students as individuals. Students exhibit respect for the teacher and contribute to high levels of civility among all members of the class. The net result of interactions is that of connections with students as individuals.

4. Activity: Understanding the Levels of Performance

39

Level4

Level3

Level2

Level1

Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages of the students. Students exhibit respectfor the teacher. Interactions among students are generally polite and respectful. The teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite and respectful, but business-like.

Patterns of classroom interactions, both between the teacher and students and among students, are generally appropriate but may reflect occasional inconsistencies, favoritism, and disregard for students’ ages, cultures, and developmental levels. Students rarely demonstrate disrespect for one another. The teacher attempts to respond to disrespectful behavior, with uneven results. The net result of the interactions is neutral: conveying neither warmth nor conflict.

Patterns of classroom interactions, both between the teacher and students and among students, are mostly negative, inappropriate, or insensitive to students’ ages, cultural backgrounds, and developmental levels. Interactions are characterized by sarcasm, put-downs, or conflict. The teacher does not deal with disrespectful behavior.

Performance Levels: Key Words

Ineffective Developing Accomplished Exemplary

Unsafe

Lack of

Unaware

Harmful

Unclear

Poor

Unsuitable

None



Unsafe

Lack of

Unaware

Harmful

Unclear

Poor

Unsuitable

None

Partial

Generally

Inconsistently

Attempts

Awareness

Moderate

Minimal

Some

Levels of cognition and constructivist learning increase



Unsafe

Lack of

Unaware

Harmful

Unclear

Poor

Unsuitable

None

Partial

Generally

Inconsistently

Attempts

Awareness

Moderate

Minimal

Some

Consistent

Frequent

Successful

Appropriate

Clear

Positive

Smooth

Most




Unsafe

Lack of

Unaware

Harmful

Unclear

Poor

Unsuitable

None

Partial

Generally

Inconsistently

Attempts

Awareness

Moderate

Minimal

Some

Consistent

Frequent

Successful

Appropriate

Clear

Positive

Smooth

Most

Seamless

Solid

Subtle

Skillful

Preventative

Leadership

STUDENTS

Always

Teacher-directed success!

Student-directed success!


6. Activity: Sorting Evidence and Interpretation

44

Clear expectations of student conduct are displayed around the room and are referenced by the teacher at various points during the lesson.

The teacher asks a student about how her audition for a play went and asks another student how his mother is feeling.

The teacher continues instruction while a student enters the room, walks to his seat, and begins work promptly without interrupting the teacher or other students.

During small-group work, one student says to another, “Let her talk.”

The teacher was friendly and very eager to get to the afternoon lesson.

Everyone seemed happy to be in the room and eager to learn.

The students were engaged in the small-group activity.

Activity 6

Read the observation notes. Underline statements you think are evidence.

Clear Expectations of student conduct are displayed around the room and are referenced by the teacher at various points during the lesson. The teacher was friendly and very eager to get the afternoon lesson. The teacher continues instruction while a student enters the room, walks to his seat, and begins work promptly without interrupting the teacher or other students. The students were engaged in the small group activity. The teacher asks a student about how her audition for a play went and asks another student how his mother is feeling. During small-group work, one student says to another. “Let her talk.” Everyone seemed happy to be in the room and eager to learn.

6. Activity: Sorting Evidence and Interpretation

46








7. Activity: Determining the Component

47












7. Activity: Determining the Component

48









Aligning Teacher Practice with the Kentucky Framework for Teaching

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.

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

2. For the second team meeting in a row, Mr. P failed to bring the results of the common assessment in his 4th 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 ResponsibilitiesComponent: D – Participating in a Professional Community

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 & PreparationComponent: A – Demonstrating Knowledge of Content and Pedagogy

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 ManagementComponent: B – Estab. a Culture for Learning: Student Pride in Work

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 - InstructionComponent: B – Using Questioning and Discussion Techniques: quality of questions, student participation

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.

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 & PreparationComponent: B – Knowledge of Students

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 – InstructionComponent: E- Demonstrating Flexibility and Responsiveness: Lesson Adjustment

8. Activity: Session Reflection

58

•An insight I had as a result of today’s session is…

•Concepts from this session that are most applicable to my teaching practice are…

•A question I have related to today’s session is…

Questions?Thoughts?

Kentucky’s Professional Growth and Effectiveness System and Framework for Teaching KACTE Spring...

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