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. I can understand the progression of the four performance levels and critical attributes of each.

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

KENTUCKY’S FRAMEWORK FOR TEACHING

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 a profession more complex than medicine.” Lee Shulman, “The Wisdom of Practice”

What is good teaching?

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 11 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 1: Planning and Preparation 2: The Classroom Environment 3: Instruction 4: Professional Responsibilities

1. Planning and Preparation 2. Classroom Environment 4. Professional Responsibilities 3. Instruction Studen t Growt h

Framework for Teaching 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 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

Framework for Teaching 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 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 PLANTEACH REFLE CT APPLY

Common Language

Common Themes Equity Cultural Competence High Expectations Developmental Appropriateness Accommodating Individual Needs Effective Technology Integration Student Assumption of Responsibility

JIGSAW OF THE DOMAINS Assign each table a domain to review Use questions to review Share out

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 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 Preparation Knowing Components 1a: Demonstrating Knowledge of Content and Pedagogy 1b: Demonstrating Knowledge of Students 1d: Demonstrating Knowledge of Resources Doing Components 1c: Setting Instructional Outcomes 1f: Designing Student Assessments 1e: Designing Coherent Instruction

Using the “Doing” Components Understanding by Design Grant Wiggins and Jay McTighe, 1998

Backward Design Begin with the end in mind What is it that we want our students to know and be able to do? 1c. Selecting instructional outcomes

How will I know when they know it? 1f. Designing student assessment Backward Design Begin with the end in mind

What activities and assignments will lead them to acquire these skills? 1e. Designing coherent instruction Backward Design Begin with the end in mind

How is evidence for Domain 1 documented? ie: How can you demonstrate your ability to plan and prepare?

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 Indicators include: Belief in the value of the work Expectations are high and supported through both verbal and nonverbal behaviors Quality is expected and recognized Effort and persistence are expected and recognized Confidence in ability is evidenced by teacher and students language and behaviors Expectation for all students to participate

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

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 Learning Activities and Assignments Grouping of Students Instructional Materials and Resources Structure and Pacing Relevant to Students Require Student Thinking

Which components in Domain 3 might teachers find particularly difficult?

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 Accuracy Use in future teaching

Why is Domain 4 important?

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 38 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. 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. 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 3 Level 2 Level 1

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. 4. Activity: Understanding the Levels of Performance 39 Level 4 Level 3 Level 2 Level 1 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. 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. 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.

Performance Levels: Key Words IneffectiveDevelopingAccomplishedExemplary Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None

Performance Levels: Key Words IneffectiveDevelopingAccomplishedExemplary Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None Partial Generally Inconsistently Attempts Awareness Moderate Minimal Some Levels of cognition and constructivist learning increase

Performance Levels: Key Words IneffectiveDevelopingAccomplishedExemplary Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None Partial Generally Inconsistently Attempts Awareness Moderate Minimal Some Consistent Frequent Successful Appropriate Clear Positive Smooth Most Levels of cognition and constructivist learning increase

Performance Levels: Key Words IneffectiveDevelopingAccomplishedExemplary Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None Partial Generally Inconsistently Attempts Awareness Moderate Minimal Some Consistent Frequent Successful Appropriate Clear Positive Smooth Most Seamless Solid Subtle Skillful Preventative Leadership STUDENTS Always Teacher-directed success! Student-directed success! Levels of cognition and constructivist learning increase

6. Activity: Sorting Evidence and Interpretation 44 Clear expectations of student conduct are displayed around the room and are referenced by the teacher at various points during the lesson. The teacher asks a student about how her audition for a play went and asks another student how his mother is feeling. 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. During small-group work, one student says to another, “Let her talk.” The teacher was friendly and very eager to get to the afternoon lesson. Everyone seemed happy to be in the room and eager to learn. The students were engaged in the small-group activity.

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 Interpretation 46 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 47 2a: Creating an Environment of Respect and Rapport 2b: Establishing a Culture for Learning 2c: Managing Classroom Procedures 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. The teacher asks a student about how her audition for a play went and asks another student how his mother is feeling. 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. During small-group work, one student says to another, “Let her talk.” The teacher was friendly and very eager to get to the afternoon lesson. Everyone seemed happy to be in the room and eager to learn. The students were engaged in the small-group activity.

7. Activity: Determining the Component 48 Clear expectations of student conduct are displayed around the room and are referenced by the teacher at various points during the lesson. The teacher asks a student about how her audition for a play went and asks another student how his mother is feeling. 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. During small-group work, one student says to another, “Let her talk.” 2a: Creating an Environment of Respect and Rapport 2b: Establishing a Culture for Learning 2c: Managing Classroom Procedures 2d: Managing Student Behavior

Aligning Teacher Practice with the Kentucky Framework for Teaching Domain 2 Domain 3 Domain 4 Domain 1 1.Locate the handout you downloaded prior to beginning this presentation. It is titled Aligning Teacher Practice with the Kentucky Framework for Teaching. 2.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. 3.Next, review each component within the Domain you chose and decide which one best matches the classroom scenario or teacher behavior. 4.Record the Component number in the appropriate blank on the handout.

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

2. For the second team meeting in a row, Mr. P failed to bring the results of the common assessment in his 4 th 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

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

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

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

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.

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

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 58 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…

Questions? Thoughts?