Teacher Professional Growth & Effectiveness System

An Overview of the System and the Kentucky Framework for Teaching

Jenny RayPGES Consultant

KDE/NKCES

Learning Targets

I can. . . .• identify and explain the proposed multiple measures 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.

Proposed Multiple Measures

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

GrowthStudent

Voice

Peer

Observa

tion

Domain 1: Planning & PreparationDomain 2: Classroom EnvironmentDomain 3: InstructionDomain 4: Professional ResponsibilitiesDomain 5: Student Growth

Common Language

1A - Knowledge of Content and Pedagogy Knowledge of Content and the Structure of the DisciplineKnowledge of Prerequisite RelationshipsKnowledge 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 21st 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.

Ineffective Developing Accomplished Exemplary 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 19th 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.

FRAM

EWO

RK

Domain 1. Planning & Preparation

2. Classroom Environment

3. Instruction 4. Professional Responsibilities

5. Student Growth

Component

1a -K

now

ledg

e of

cont

ent/

peda

gogy

1b-D

emon

stra

te k

now

ledg

e of

stud

ents

1c- S

etting

Ins

truc

tiona

l Out

com

es

1d-D

emon

stra

tes

know

ledg

e of

reso

urce

s

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

izing

Phy

sical

Spa

ce

3a-C

omm

unic

ating

with

Stu

dent

s

3b-Q

uesti

onin

g &

Disc

ussio

n Te

chni

ques

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

siona

lly

4f-S

how

ing

Prof

essio

nalis

m

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

Collecting Your ThoughtsIf 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.

What is good teaching?

Video of Charlotte Danielson

1. Planning and Preparation

2. Classroom Environment

4. Professional Responsibilities

3. Instruction

Student

Growth

Student

Growth

Student

Growth

Student

Growth

Student

Growth

Aligning Teacher Practice with the Kentucky Framework for

Teaching

Domain 1: Planning & PreparationDomain 2: Classroom EnvironmentDomain 3: InstructionDomain 4: Professional ResponsibilitiesDomain 5: Student Growth

Flaws in Typical Teacher Evaluation Processes

Outdated and/or limited criteriaToo few shared understandings about effective

teachingLack of precision in evaluationLack of descriptive feedbackLimited Supervisor expertiseLimited dataDidn’t promote a change in practice or growth

Looking for Evidence in Observations:Tunnel Vision

In the following video, count the number of times the white team passes the ball.

Evidence..factual reporting of events. It may include

teacher and student actions and behaviors.artifacts prepared by the teacher, students or

othersIt is not

clouded with personal opinion or biasesEvidence is selected using professional judgment by the observer and/or the teacher.

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.

http://www.jennyray.net/prof-growth--effectiveness-system.html

Components for Review1. 1c: Setting Instructional

Outcomes2. 1f: Designing Student

Assessments3. 2b: Establishing a Culture for

Learning4. 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 DiscussSit in table groups, according to the number

assigned.Take time to read your component, focusing on

the Accomplished and Exemplary columnsTake 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 ActivityPlease return to your original table group and

take turns sharing information about your component.

Professional Conversations1. How might the Framework for Teaching and a

focus on evidence of professional practice help guide professional conversations amongst educators?

2. 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 languageStructured Professional ConversationsDevelopment of shared understandingsSelf-assessment and reflection on practiceA focus on teacher professional growthA 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 Observatio

n

Professional Growth

Self Reflection

Student Growth

Student Voice

Proficiency System

Certification

(Administrators only)

Learning Targets

I can. . . .• identify and explain the proposed multiple measures 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.