peer observation connecting to the kentucky framework for teaching
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Peer Observation & Connecting to the Kentucky Framework for Teaching. Teacher Talk Based on what you know now about MDC . . . . What would you expect to see if you walked into a classroom that was implementing MDC at what you consider a high level of impact ? . Domain 1: Planning & Preparation

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teacher talk based on what you know now about mdc

Teacher Talk Based on what you know now about MDC . . .

What would you expect to see if you walked into a classroom that was implementing MDC at what you consider a high level of impact ?

slide3

Domain 1: Planning & Preparation

Domain 2: Classroom Environment

Domain 3: Instruction

Domain 4: Professional Responsibilities

Domain 5: Student Growth

the tpges system
The TPGES System

Teacher Professional Growth and Effectiveness System

Observation

Student Voice

Peer Observation

formative

Self-Reflection

Professional

Growth

These provide different lenses for looking at teacher effectiveness.

State Contribution:

Student Growth %

Student Growth

Local Contribution:

Student Growth Goals

slide6

Think beyond the TPGES to teachers observing each other and providing feedback as the norm in a school.

digging deeper into the fft
Digging Deeper into the FfT
  • Analyze your assigned component of the FfT.
  • Highlight language that connects to MDC implementation.
  • Communicate what it might look like in a MDC classroom.
digging deeper into the fft1
Digging Deeper into the FfT
  • Analyze your assigned component of the FfT.
  • Highlight language that connects to MDC implementation.
  • Communicate what it might look like in a MDC classroom.
mdc in action
MDC in Action

Two short video clips will allow us a look into a MDC teacher’s classroom.

script what you see and hear what the teacher does and says what students do and say

Script what you see and hear: what the teacher does and sayswhat students do and say

your component ONLY

Script evidence.

Avoid interpretation – you’re not making judgments; avoid things like students seem happy or excited about the lesson.

Beware of bias – you’re not making value judgments. Be aware of your personal preferences and your “should have, could have, would have” thoughts.

slide14

Evidence: what the teacher is doing or saying; what students are doing or saying

Script evidence. Script what you see and hear: what the teacher does and sayswhat students do and say

Formative Assessment Lesson:

Sorting Equations & Identities

http://collegeready.gatesfoundation.org/Learning/MathDesignCollaborative/MathDesignCollaborativeVideoClassroomChallengesVideoLibrary

Avoid interpretation – you’re not making judgments ; avoid things like “students seem happy/excited about the lesson.”

Beware of bias – you’re not making value judgments. Be aware of your personal preferences and your “should have, could have, would have” thoughts.

digging deeper into the fft2
Digging Deeper into the FfT
  • Chart EVIDENCE from the video.
  • Decide who will share.

Keep in mind that as peer observers, the goal is to provide evidence of what you noticed using language of the FfT.

It is NOT to provide ratings.

share out
Share out
  • Identify your assigned component and title.
  • Describe how your component “looks” in the MDC classroom.
  • Share the EVIDENCE from the videos that related to your component (while avoiding assigning performance levels to your evidence).
peer observers
Peer Observers . . .
  • provide formative feedback to refine practice.
  • allow the teacher being observed to lead the conversation.
  • ask questions based on evidence.
how can you apply this process at your school

Let’s revisit your brainstorming.

How can you apply this process at your school?

What would you expect to see if you walked into a classroom that was implementing MDC at what you consider a high level of impact ?

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