P-12 Education in Kentucky How It All Fits Together

How does what you learned today help you support your principals and teachers to be more effective?

THE SYSTEM

3. Student and Stakeholder Focus – Expectations  Senate Bill 1/GA  TEK Task Force  Higher Education  Military  Industry  Parents/Community  NCLB Waiver/RTTT 3. Student and Stakeholder Focus – Expectations  Senate Bill 1/GA  TEK Task Force  Higher Education  Military  Industry  Parents/Community  NCLB Waiver/RTTT 2. Strategic Plan – Unbridled Learning Goals and Delivery Plans  Next-Gen Learners – CCR, Proficient, Gap, Growth, Graduation  Next-Gen Professionals  Next-Gen Support - Program Reviews  Next-Gen Schools/Districts – Innovation, PLAs 2. Strategic Plan – Unbridled Learning Goals and Delivery Plans  Next-Gen Learners – CCR, Proficient, Gap, Growth, Graduation  Next-Gen Professionals  Next-Gen Support - Program Reviews  Next-Gen Schools/Districts – Innovation, PLAs 5. Human Resources Focus  Working Conditions  Teacher Effectiveness  Principal Effectiveness  Superintendent Effectiveness  Professional Development 5. Human Resources Focus  Working Conditions  Teacher Effectiveness  Principal Effectiveness  Superintendent Effectiveness  Professional Development 6. Processes Key learning processes  Curriculum  Instruction  Assessment  Academic Support Key operational support processes 6. Processes Key learning processes  Curriculum  Instruction  Assessment  Academic Support Key operational support processes 1. Vision and Leadership Every child proficient and prepared for success (college/career ready) 1. Vision and Leadership Every child proficient and prepared for success (college/career ready) 7. Results Strategic  College/career ready  Proficient  Gap  Growth  Graduation  Program Reviews Operational  Finance  Technology  Facilities  Child Nutrition  Transportation  Personnel  Parental Engagement 7. Results Strategic  College/career ready  Proficient  Gap  Growth  Graduation  Program Reviews Operational  Finance  Technology  Facilities  Child Nutrition  Transportation  Personnel  Parental Engagement Kentucky’s P-12 Learning System 4. Measurement, Analysis and Knowledge: P-20, Open House, CIITS, ASSIST, ILP, SharePoint, IC, Assessment, MUNIS 4

DRIVERS

ACCOUNTABILITY ESEA WAIVER STRATEGIES 6 Principle 1 College- and Career-Ready Expectations for All Students Principle 2 State- Developed Differentiated Recognition, Accountability, and Support Principle 3 Supporting Effective Instruction and Leadership Principle 4 Reducing Duplication and Unnecessary Burden Next Generation Learners Next Generation Instructional Programs and Support Next Generation Professionals College and Career Readiness Strategies Gap Strategies Proficiency Strategies Next Generation Professionals Strategies Next Generation Schools and Districts ASSIST

NUTS & BOLTS

Principle 3 Supporting Effective Instruction and Leadership ESEA WAIVER Multiple Measures Self Reflection Professional Growth Plan Observation Peer Observation Student Voice Student Growth What do effective teachers do? How do we capture effective teaching? Next Generation Professionals % Effective Teachers % Effective Leaders Accountability Framework for Teaching Planning and Preparation The Classroom Environment Instruction Professional Responsibilities 8

Equity Cultural Competence High Expectations Developmental Appropriateness Accommodating Individual Needs Effective Technology Integration Student Assumption of Responsibilities Planning & Preparation The Classroom Environment Instruction Professional Responsibilities FRAMEWORK 9

THE FRAMEWORK AND HATTIE

FRAMEWORK COMPONENTSPlanning and PreparationThe Classroom EnvironmentInstructionProfessional Responsibilities PRACTICE EFFECT SIZE Knowledge of Content and Pedagogy Knowledge of Students Selecting Instructional Outcomes Knowledge of Resources Designing Coherent Instruction Designing Student Assessment Respect and Rapport Culture of Learning Classroom Procedures Student Behavior Physical Space Communicating with Students Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Flexibility and Responsiveness Reflecting on Teaching Maintaining Accurate Records Communicating With Families Participating in Professional Communities Growing and Developing Professionally Demonstrating Professionalism Students self reporting grades / establishing self expectations 1.44 X X X X XX Providing formative assessment 0.9 X X XX X XXXXXXX Reciprocal (peer-to-peer) teaching 0.74 X X X XX X Feedback 0.74 XXX X XXXXXXXX X Teacher/student relationship 0.72 X X X XXXXXXXXX X Spaced practice 0.71 X X X Meta-cognitive strategies 0.71 X XX Student self-verbalizing and self questioning 0.64 XX X X XXXXXX Problem solving teaching 0.61 X X XX X XXXXXX Concept mapping 0.6 X X X X X Direct instruction 0.59 X X XX Mastery learning 0.58 X X XX X X X Cooperative vs. competitive learning 0.54 XXXXXXXX XX Student-centered teaching 0.54 X XXXXXXXXXXXXXX Professional development 0.5 X XXX Goal setting by teacher 0.5 X XX X X XXX XX XX Parental involvement 0.49 X X X Teacher questioning 0.48 XXX XXX XXXXX 11

FEEDBACK AND PGES

OBSERVATION EVIDENCE FEEDBACK PRACTICES Teachers are aware of, and aim to provide feedback relative to, task, process, and self-regulation. Teachers provide feedback appropriate to the point at which students are in their learning and seek evidence that this feedback is appropriately received. Teachers use multiple assessment methods to provide rapid formative interpretations to students and to make adjustments to their teaching to maximize learning. ComponentAccomplished 2a Creating an Environment of Respect and Rapport  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.  Teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite and respectful, but impersonal.

OBSERVATION EVIDENCE FEEDBACK PRACTICES Teachers are aware of, and aim to provide feedback relative to, task, process, and self-regulation. Teachers provide feedback appropriate to the point at which students are in their learning and seek evidence that this feedback is appropriately received. Teachers use multiple assessment methods to provide rapid formative interpretations to students and to make adjustments to their teaching to maximize learning. ComponentAccomplished 2b Establishing a Culture for Learning  The classroom culture is a cognitively busy place where learning is valued by all, with high expectations for learning being the norm for most students.  The teacher conveys that with hard work students can be successful. Students understand their role as learners and consistently expend effort to learn.  Classroom interactions support learning and hard work.

OBSERVATION EVIDENCE FEEDBACK PRACTICES Teachers are aware of, and aim to provide feedback relative to, task, process, and self-regulation. Teachers provide feedback appropriate to the point at which students are in their learning and seek evidence that this feedback is appropriately received. Teachers use multiple assessment methods to provide rapid formative interpretations to students and to make adjustments to their teaching to maximize learning. ComponentAccomplished 2c Managing Classroom Procedures  There is little loss of instructional time because of effective classroom routines and procedures.

OBSERVATION EVIDENCE FEEDBACK PRACTICES Teachers are aware of, and aim to provide feedback relative to, task, process, and self-regulation. Teachers provide feedback appropriate to the point at which students are in their learning and seek evidence that this feedback is appropriately received. Teachers use multiple assessment methods to provide rapid formative interpretations to students and to make adjustments to their teaching to maximize learning. ComponentAccomplished 2d Managing Student Behavior  Teacher response to student misbehavior is consistent, proportionate, respectful to students, and effective.

OBSERVATION EVIDENCE FEEDBACK PRACTICES Teachers are aware of, and aim to provide feedback relative to, task, process, and self-regulation. Teachers provide feedback appropriate to the point at which students are in their learning and seek evidence that this feedback is appropriately received. Teachers use multiple assessment methods to provide rapid formative interpretations to students and to make adjustments to their teaching to maximize learning. ComponentAccomplished 3a Communicating with Students During the explanation of content, the teacher invites student intellectual engagement.

OBSERVATION EVIDENCE FEEDBACK PRACTICES Teachers are aware of, and aim to provide feedback relative to, task, process, and self-regulation. Teachers provide feedback appropriate to the point at which students are in their learning and seek evidence that this feedback is appropriately received. Teachers use multiple assessment methods to provide rapid formative interpretations to students and to make adjustments to their teaching to maximize learning. ComponentAccomplished 3b Using Questioning and Discussion Techniques  Although the teacher may use some low-level questions, he or she asks the students questions designed to promote thinking and understanding.  Teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when appropriate.  Teacher successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.

OBSERVATION EVIDENCE FEEDBACK PRACTICES Teachers are aware of, and aim to provide feedback relative to, task, process, and self-regulation. Teachers provide feedback appropriate to the point at which students are in their learning and seek evidence that this feedback is appropriately received. Teachers use multiple assessment methods to provide rapid formative interpretations to students and to make adjustments to their teaching to maximize learning. ComponentAccomplished 3c Engaging Students in Learning  The learning tasks and activities are aligned with instructional outcomes and designed to challenge student thinking, the result being that most students display active intellectual engagement with important and challenging content and are supported in that engagement by teacher scaffolding.  The pacing of the lesson is appropriate, providing most students the time needed to be intellectually engaged.

OBSERVATION EVIDENCE FEEDBACK PRACTICES Teachers are aware of, and aim to provide feedback relative to, task, process, and self-regulation. Teachers provide feedback appropriate to the point at which students are in their learning and seek evidence that this feedback is appropriately received. Teachers use multiple assessment methods to provide rapid formative interpretations to students and to make adjustments to their teaching to maximize learning. ComponentAccomplished 3d Using Assessment in Instruction  Assessment is used regularly by teacher and/or students during the lesson through monitoring of learning progress and results in accurate, specific feedback that advances learning.  Students appear to be aware of the assessment criteria; some of them engage in self-assessment  Questions, prompts, assessments are used to diagnose evidence of learning.

OBSERVATION EVIDENCE FEEDBACK PRACTICES Teachers are aware of, and aim to provide feedback relative to, task, process, and self-regulation. Teachers provide feedback appropriate to the point at which students are in their learning and seek evidence that this feedback is appropriately received. Teachers use multiple assessment methods to provide rapid formative interpretations to students and to make adjustments to their teaching to maximize learning. ComponentAccomplished 3e Demonstrating Flexibility and Responsiveness  Teacher promotes the successful learning of all students, making minor adjustments as needed to instruction plans and accommodating student questions, needs, and interests.  Drawing on a broad repertoire of strategies, the teacher persists in seeking approaches for students who have difficulty learning.

When teachers and leaders need support… CIITS and PD360PD360

PD360 Alignment to CC and Danielson