Teacher Professional Growth & Effectiveness System

1. Teacher Professional Growth & Effectiveness System An Overview of the System and the Kentucky Framework for Teaching

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, connecting instructional scenarios to individual domains and components. • 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. What is good teaching?

10. Video of Charlotte Danielson

11. Student Growth Student Growth Student Growth Student Growth Student Growth

12. 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

13. 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.

14. Please pause the presentation while you complete this task. Return to your computer and resume PLAY when you are ready to review your responses.

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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.

21. 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

22. 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

23. 9. The American history teacher identifies the formative assessment criteria for student activities that are intentionally aligned to target skills in the instructional ladder of his LDC module, so he can accurately assess student learning. Domain: 1 - Planning and Preparation Component: F- Designing Student Assessment

24. 10. The high school art teacher collaborates with social studies teachers during their PLC to help them plan ways to integrate arts and humanities content naturally into their curriculum. Domain: 4-Professional Responsibilities Component: E - Service to the Profession

25. 11. A geometry teacher collaborates with other geometry teachers in her school to analyze formative assessment lesson (FAL) pre-tests, identify student misconceptions, and plan relevant feedback questions, to help him prepare to introduce the FAL to his students. Domain: 1- Planning and Preparation Component: F – Designing Assessments: Use for Planning

26. 12. The American History teacher and the English III teacher collaboratively plan an LDC module that will engage students in rigorous reading, thinking and writing about shared content. Domain: 4 - Professional Responsibilities Component: E - Service to the Profession Domain:1 - Planning and Preparation Component:A - Knowledge of Prerequisite Relationships

27. 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