Teacher Professional Growth & Effectiveness System

1. Teacher Professional Growth & Effectiveness System An Overview of the System and the Kentucky Framework for Teaching Jenny Ray PGES Consultant KDE/NKCES

2. 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.

3. Proposed Multiple Measures Teacher Professional Growth and Effectiveness System Observation Student Voice PeerObservation Self Reflection ProfessionalGrowth All measures are supported through evidence. Student Growth

4. 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 Growth Explanation of Multiple Measures Process of a peer observing another’s professional practice and observable behaviors, providing supportive and constructive feedback for formative purposes Peer Observation 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 Critical self-examination of practice on a regular basis to deepen knowledge, expand repertoire of skills and incorporate findings to improve practice Self Reflection Student Voice Observation Evaluator’s observation, documentation and feedback on a teacher’s professional practices and observable behaviors SUPPORTED BY Documents or demonstrations that indicates proof of a particular descriptor. Should be a natural by-product created through the process of teaching Evidence

5. Student Voice Professional Growth Student Growth Peer Observation Self Reflection Observation Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities Domain 5: Student Growth

6. Common Language

9. Collecting Your Thoughts • If 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.

10. What is good teaching?

11. Video of Charlotte Danielson

12. Student Growth Student Growth Student Growth Student Growth Student Growth

13. Aligning Teacher Practice with the Kentucky Framework for Teaching Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities Domain 5: Student Growth

14. Flaws in Typical Teacher Evaluation Processes • Outdated and/or limited criteria • Too few shared understandings about effective teaching • Lack of precision in evaluation • Lack of descriptive feedback • Limited Supervisor expertise • Limited data • Didn’t promote a change in practice or growth

15. Looking for Evidence in Observations:Tunnel Vision • In the following video, count the number of times the white team passes the ball.

16. 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.

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

19. Components for Review • 1c: Setting Instructional Outcomes • 1f: Designing Student Assessments • 2b: Establishing a Culture for Learning • 2c: Managing Classroom Procedures • 3a: Communicating with Students • 3b: Questioning and Discussion Techniques • 3c: Engaging Students in Learning • 3d: Using Assessment in Instruction • 4e: Growing and Developing Professionally • 5a: Student Growth

20. Read and Discuss • Sit in table groups, according to the number assigned. • Take time to read your component, focusing on the Accomplished and Exemplary columns • Take turns sharing out at your table and note changes in the language from Accomplished to Exemplary.

21. Answer the following questions on your chart paper: • What are a few examples of language differences in your component between Accomplished and Exemplary? • What sources of evidence could be used for this component?

22. Jigsaw Activity • Please return to your original table group and take turns sharing information about your component.

23. Professional Conversations • How might the Framework for Teaching and a focus on evidence of professional practice help guide professional conversations amongst educators? • What are some of the benefits of a comprehensive definition of teaching for the administrator? For the teacher? For the district?

24. Benefits of the Framework for Teaching • Common language • Structured Professional Conversations • Development of shared understandings • Self-assessment and reflection on practice • A focus on teacher professional growth • A roadmap to, and for navigating through, the complex territory of teaching

25. 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?

26. Teacher Professional Growth and Effectiveness System Observation Student Growth Peer Observation Kentucky Framework for Teaching Proficiency System Certification Student Voice Professional Growth (Administrators only) Self Reflection

27. 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.