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

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Learning targets

Kentucky’s Professional Growth and Effectiveness System and Framework for TeachingKACTE Spring 2014


Learning targets

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

Proposed Multiple Measures

Teacher Professional Growth and Effectiveness System

Observation

StudentVoice

PeerObservation

SelfReflection

ProfessionalGrowth

All measures are

supported through

evidence.

Student Growth


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

Explanation of Multiple Measures

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

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

Peer Observation

Evaluator’s observation, documentation and feedback on a teacher’s professional practices and observable behaviors

Observation

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


Learning targets

KENTUCKY’S FRAMEWORK FOR TEACHING


Background and recent enhancement

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 easier

    2) Critical Attributes provide guidance to determine performance levels

    3) Examples illustrate rubric language


Teaching is complex

Teaching is complex…

“Teaching is a profession more complex than medicine.”

Lee Shulman, “The Wisdom of Practice”


What is good teaching

What is good teaching?


The wisdom of practice

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

2. Activity: Self-Reflection

  • 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

The Domains

1: Planning and Preparation

2: The Classroom Environment

3: Instruction

4: Professional Responsibilities


Framework for teaching

  • 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

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

Framework for Teaching


Framework for teaching1

  • 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

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

Framework for Teaching


Common language

Common Language


Jigsaw of the domains

JIGSAW OF THE DOMAINS

Assign each table a domain to review

Use questions to review

Share out


Domain discussion

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

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 preparation1

Domain 1: Planning and Preparation

Knowing Components

Doing Components

1c: Setting Instructional Outcomes

1f: Designing Student Assessments

1e: Designing Coherent Instruction

  • 1a: Demonstrating Knowledge of Content and Pedagogy

  • 1b: Demonstrating Knowledge of Students

  • 1d: Demonstrating Knowledge of Resources


Using the doing components

Using the “Doing” Components

Understanding by Design

Grant Wiggins and Jay McTighe, 1998


Backward design begin with the end in mind

Backward DesignBegin with the end in mind

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

1c. Selecting instructional outcomes


Learning targets

Backward DesignBegin with the end in mind

How will I know when they know it?

1f. Designing student assessment


Learning targets

Backward DesignBegin with the end in mind

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

1e. Designing coherent instruction


Learning targets

How is evidence for Domain 1 documented?

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


Domain 2 the classroom environment

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

2b: A Culture for Learning

Indicators include:

Belief in the value of the work

Expectationsare high and supported through both verbal and nonverbal behaviors

Qualityis expected and recognized

Effort and persistence are expected and recognized

Confidencein ability is evidenced by teacher and students language and behaviors

Expectation for all students to participate


Learning targets

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


Domain 3 instruction

Domain 3 – Instruction

3a: Communicating with Students

3b: Questioning and Discussion

3c: Engaging Students in Learning

3d: Using Assessment in Instruction

3e: Flexibility and Responsiveness


3c engaging students in learning intellectual involvement active construction of understanding

3c – Engaging Students in LearningIntellectual InvolvementActive Construction of Understanding

“Minds on”


3c engaging students in learning

3c – Engaging Students in Learning

Activities and Assignments

Grouping of Students

Instructional Materials and Resources

Structure and Pacing

Relevant to Students

Require Student Thinking


Learning targets

Which components in Domain 3 might teachers find particularly difficult?


Domain 4 professional responsibility

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

4a: Reflecting on Teaching

  • Accuracy

  • Use in future teaching


Learning targets

Why is Domain 4 important?


Performance levels

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

4. Activity: Understanding the Levels of Performance

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.

Level

4

Teacher-student interactions are friendly and demonstrate general caring and respect.

Such interactions are appropriate to the ages of the students. Students exhibit respect

for 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.

Level

3

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.

Level

2

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.

Level

1


4 activity understanding the levels of performance1

4. Activity: Understanding the Levels of Performance

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.

Level

4

Teacher-student interactions are friendly and demonstrate general caring and respect.

Such interactions are appropriate to the ages of the students. Students exhibit respect

for 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.

Level

3

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.

Level

2

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.

Level

1


Performance levels key words

Performance Levels: Key Words


Performance levels key words1

Performance Levels: Key Words

Levels of cognition and constructivist learning increase


Performance levels key words2

Performance Levels: Key Words

Levels of cognition and constructivist learning increase


Performance levels key words3

Performance Levels: Key Words

Teacher-directed success!

Student-directed success!

Levels of cognition and constructivist learning increase


6 activity sorting evidence and interpretation

6. Activity: Sorting Evidence and Interpretation

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 to 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.


Activity 6

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 interpretation1

6. Activity: Sorting Evidence and Interpretation

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 to 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.


7 activity determining the component

7. Activity: Determining the Component

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 to 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.

2a: Creating an Environment of Respect and Rapport

2b: Establishing a Culture for Learning

2c: Managing Classroom Procedures

2d: Managing Student Behavior


7 activity determining the component1

7. Activity: Determining the Component

2a: Creating an Environment of Respect and Rapport

The teacher asks a student about how her audition for a play went and asks another

student how his mother is feeling.

2b: Establishing a Culture for Learning

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

2c: Managing Classroom Procedures

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.

2d: Managing Student Behavior

Clear expectations of student conduct are displayed around the room and are referenced

by the teacher at various points during the lesson.


Aligning teacher practice with the kentucky framework for teaching

Aligning Teacher Practice with the Kentucky Framework for Teaching

  • Locate the handout you downloaded prior to beginning this presentation. It is titled Aligning Teacher Practice with the Kentucky Framework for Teaching.

  • 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.

  • Next, review each component within the Domain you chose and decide which one best matches the classroom scenario or teacher behavior.

  • Record the Component number in the appropriate blank on the handout.


Learning targets

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


Learning targets

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 Responsibilities

Component: D – Participating in a Professional Community


Learning targets

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 & Preparation

Component: A – Demonstrating Knowledge of Content and Pedagogy


Learning targets

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 Management

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


Learning targets

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 - Instruction

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


Learning targets

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.


Learning targets

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 & Preparation

Component: B – Knowledge of Students


Learning targets

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 – Instruction

Component: E- Demonstrating Flexibility and Responsiveness: Lesson Adjustment


8 activity session reflection

8. Activity: Session Reflection

  • 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…


Learning targets

Questions?

Thoughts?


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