1. The Backwards Bike

2. Teacher Professional Growth & Effectiveness System
An Overview of the System and the Kentucky Framework for Teaching
The purpose of today’s session is to provide an introduction to the Teacher Professional Growth and Effectiveness System – referred to as the TPGES, and to provide an overview of the current proposed multiple measures that will feed data into the Kentucky Framework for Teaching rubric. There are three key factors to keep in mind throughout today’s session:
The use of the word “proposed” in describing the multiple measures is intentional and essential. Since the work being done this year in the 55+ volunteer districts is only a field-test, these multiple measures may or may not end up in the final product. That determination will be made only after the feedback from the field-test participants is received, analyzed and compared to nationally normed and validated research.
Based on the feedback from the field-test participants, appropriate modifications will be made to both the processes and instruments of the TPGES and it will then be piloted by every district in the Commonwealth using a limited number of participants in each district. It is only after the feedback from the pilot phase has been received, analyzed, and modifications made that the final product will be ready for full state-wide implementation in the school year.
Finally, during both the field-test and pilot phases, absolutely no personnel decisions will be made using any data from any multiple measure in the TPGES. Teachers will be evaluated using their existing, local Board approved evaluation processes and instruments.
So, with these understandings, let’s look at the Learning Targets for today.
Jenny Ray
PGES Consultant
KDE/NKCES

3. Explanation of Multiple Measures
Observation
Evaluator’s observation, documentation and feedback on a teacher’s professional practices and observable behaviors
Peer Observation
Process of a peer observing another’s professional practice and observable behaviors, providing supportive and constructive feedback for formative purposes
Self Reflection
Critical self-examination of practice on a regular basis to deepen knowledge, expand repertoire of skills and incorporate findings to improve practice
Professional Growth
Increased effectiveness resulting from experiences that develop an educator’s skills, knowledge, expertise and other characteristics
Student Voice
Student feedback around teacher performance based on survey data
Here we have a brief explanation of each multiple measure. Each explanation has its own key word or phrase:
For Observation: the focus is on OBSERVABLE BEHAVIORS
With Peer Observation: providing supportive and constructive feedback for formative purposes is the main focus
In Self-Reflection: self-examination, regular basis, and to improve practice are the critical aspects
For Professional Growth: the bottom line is increased effectiveness that is directly linked to student learning
(The professional growth opportunities selected by teachers should enhance their practice and the evidence of that growth should be student learning.)
With Student Voice: survey data is the format here using questions that focus on expectations and learning environment rather than teacher personality and student preferences
And in Student Growth: quantitative measure of impact – student growth is the ultimate goal of the TPGES.
And, as said earlier, each multiple measure must be supported by Evidence: documents or demonstrations that provide proof, and which come from the naturally occurring processes of teaching.
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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.
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

4. Domain 1: Planning & Preparation Domain 2: Classroom Environment
Observation
Self Reflection
Student Growth
Professional Growth
Student Voice
Peer Observation
Domain 1: Planning & Preparation
Domain 2: Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
With data coming from a variety of measures and instruments, there needs to be one tool that serves as the final document for merging, filtering and analyzing the data. This tool needs to provide consistent, quality measures regardless of who is doing the merging, filtering and analyzing of the data.
The Kentucky Framework for Teaching (an adaptation of the original research-based work of Charlotte Danielson) is the tool that has been selected for the field-test. Using the Kentucky Framework for Teaching, the data can be aligned to one of five domains (click) Planning & Preparation,(click) Classroom Environment, (click) Instruction, (click) Professional Responsibilities, (click) and Student Growth.
The first four domains are original to the work of Charlotte Danielson. The fifth domain, Student Growth, an adaptation made by Kentucky, is a requirement of the NCLB waiver and is currently being emphasized nationally since Race To The Top. Domain 5 is based on feedback from the field, the state steering committee, and KDE.
(click)

5. Aligning Teacher Practice with the Kentucky Framework for Teaching
Before going any further, we need to familiarize ourselves with the actual Kentucky Framework for Teaching.
We need to look closely at each of the 5 domains and components, and we’re going to do that through the lens of hypothetical classroom scenarios and teacher behaviors. Once we go over the directions, you will be asked to pause the presentation and complete a task designed to get you looking the connections of specific teacher practices to the framework itself.
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Domain 1: Planning & Preparation
Domain 2: Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities

6. Common Language
Page two (2) of the Kentucky Framework for Teaching has this sample page highlighting the design of the document. It is important to understand this design because it is consistent across each of the five (5) domains.
Each page is clearly labeled with the Domain number and name. In our example it is Domain 1: Planning and Preparation.
The name of each component within the domain is listed on its own page along with a brief description. Here we see Component 1A: Knowledge of Content and Pedagogy. You will also note that a component might be further subdivided into elements. Our example has three elements that are part of Component 1A in Domain 1.
This might sound a bit confusing, but once you understand the design I believe you will see how it allows the user to easily access important information!
Next you see that there are four (4) performance levels identified as Ineffective, Developing, Accomplished, and Exemplary.
The indicators listed under each performance level are the “meat and potatoes” of the Framework for Teaching. These are examples of some of the characteristics of each performance level. They are NOT intended to be an exhaustive list nor a checklist. Their purpose is to guide the evaluator in making his or her best professional judgment of a teacher’s effectiveness based on the evidence.
And so the Domain, Component, Elements, Performance Levels, and Indicators comprise the official Framework for Teaching.
The two remaining rows, Critical Attributes and Possible Examples, serve to provide additional examples and guidance for the evaluator. However, they are not the teacher practices by which the performance levels are ultimately assigned.
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7. Domain 1: Planning & Preparation
1A - Knowledge of Content and Pedagogy
Knowledge of Content and the Structure of the Discipline
Knowledge of Prerequisite Relationships
Knowledge of Content-Related Pedagogy
Domain 1: Planning & Preparation
In order to guide student learning, accomplished teachers have command of the subjects they teach. They must know how the discipline has evolved into the 21st century, incorporating such issues as global awareness and cultural diversity, as appropriate. Accomplished teachers understand the internal relationships within the disciplines they teach, knowing which concepts and skills are prerequisite to the understanding of others. They are also aware of typical student misconceptions in the discipline and work to dispel them. But knowledge of the content is not sufficient; in advancing student understanding, teachers are familiar with the particularly pedagogical approaches best suited to each discipline.
Ineffective
Developing
Accomplished
Exemplary
In planning and practice, teacher makes content errors or does not correct errors made by students.
Teacher’s plans and practice display little understanding of prerequisite relationships important to student’s learning of the content.
Teacher displays little or no understanding of the range of pedagogical approaches suitable to student’s learning of the content.
Teacher is familiar with the important concepts in the discipline but displays lack of awareness of how these concepts relate to one another.
Teacher’s plans and practice indicate some awareness of prerequisite relationships, although such knowledge may be inaccurate or incomplete.
Teacher’s plans and practice reflect a limited range of pedagogical approaches to the discipline or to the students.
Teacher displays solid knowledge of the important concepts in the discipline and the ways they relate to one another.
Teacher’s plans and practice reflect accurate understanding of prerequisite relationships among topics and concepts.
Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches to the discipline.
Teacher displays extensive knowledge of the important concepts in the discipline and the ways they relate both to one another and to other disciplines.
Teacher’s plans and practice reflect understanding of prerequisite relationships among topics and concepts and provide a link to necessary cognitive structures needed by students to ensure understanding.
Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline, anticipating student misconceptions.
Critical Attributes
Teacher makes content errors.
Teacher does not consider prerequisite relationships when planning.
Teacher’s plans use inappropriate strategies for the discipline.
Teacher is familiar with the discipline but does not see conceptual relationships.
Teacher’s knowledge of prerequisite relationships is inaccurate or incomplete.
Lesson and unit plans use limited instructional strategies, and some may not be suitable to the content.
The teacher can identify important concepts of the discipline and their relationships to one another.
The teacher consistently provides clear explanations of the content.
The teacher answers student questions accurately and provides feedback that furthers their learning.
The teacher seeks out content-related professional development.
In addition to the characteristics of “accomplished”:
Teacher cites intra- and interdisciplinary content relationships.
Teacher is proactive in uncovering student misconceptions and addressing them before proceeding.
Possible Examples
The teacher says “the official language of Brazil is Spanish, just like other South American countries.”
The teacher says, “I don’t understand why the math book has decimals in the same unit as fractions.”
The teacher has students copy dictionary definitions each week to help his students learn to spell difficult words.
The teacher plans lessons on area and perimeter independently of one another, without linking the concepts together.
The teacher plans to forge ahead with a lesson on addition with regrouping, even though some students have not fully grasped place value.
The teacher always plans the same routine to study spelling: pretest on Monday, copy the words 5 times each on Tuesday and Wednesday, test on Friday.
The teacher’s plan for area and perimeter invites students to determine the shape that will yield the largest area for a given perimeter.
The teacher realizes her students are not sure how to use a compass, so she plans to practice that before introducing the activity on angle measurement.
The teacher plans to expand a unit on civics by having students simulate a court trial.
In a unit on 19th century literature, the teacher incorporates information about the history of the same period.
Before beginning a unit on the solar system, the teacher surveys the class on their beliefs about why it is hotter in the summer than in the winter.
And so the Domain, Component, Elements, Performance Levels, and Indicators comprise the official Framework for Teaching.
The two remaining rows, Critical Attributes and Possible Examples, serve to provide additional examples and guidance for the evaluator. However, they are not the teacher practices by which the performance levels are ultimately assigned.
(click)

8. Another way to look at the Kentucky Framework for Teaching is through the lens of how each Domain and its related components will be measured.
This matrix shows us that Observation will be used as a measurement in two ways:
In the top row, we see that the Supervisor’s Observation will be used to gather data in four of the five domains. The pre/post conference observations can provide valuable data related to Domain 1: Planning and Preparation as well as to Domain 4: Professional Responsibilities. The actual observation of instruction will provide data on Domains 2 and 3: Classroom Environment and Instruction. The Supervisor’s Observation data will be collected using the Observation Instrument which we will look at shortly.
In the bottom row, we see that the Peer Observer will use the same Observation Instrument as the Supervisor, but will only provide feedback on Domains 2 and 3: Classroom Environment and Instruction. And remember, the Peer Observer’s feedback is only formative!
Evidence for the Student Growth Domain, domain 5, will be gathered using the Student Growth Template. We will look at that shortly as well.
The Kentucky Student Perception Survey will be used to document Student Voice for the domains of Classroom Environment and Instruction.
And finally, evidence will be collected for Domains 1 through 4 for both Professional Growth and Self-Reflection. We will also be looking at the Professional Growth and Self-Reflection Tool.

9. 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

10. 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.

11. 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

12. 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.

13. 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?

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

15. 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

16. Support for Special Education Teachers

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

20. Table Talk
In what ways will this document be helpful to teacher evaluators and teachers?

21. 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?