Introduction to Kentucky

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Introduction to Kentuckys Professional Growth
and Effectiveness System and Framework for
Teaching

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Our Norms
Rule of Two Feet
Be Present Engaged
Cell Phone/Computer Etiquette
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Parking Lot
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Proposed Multiple Measures
All measures are supported through evidence.
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Explanation of Multiple Measures
Student Voice
Student feedback around teacher performance based
on survey data
Professional Growth
Increased effectiveness resulting from
experiences that develop an educators 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 anothers
professional practice and observable behaviors,
providing supportive and constructive feedback
for formative purposes
Peer Observation
Evaluators observation, documentation and
feedback on a teachers 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
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KENTUCKYS FRAMEWORK FOR TEACHING
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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

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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.
• I can make connections between Assessment for
  Learning and the Framework for Teaching.

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Assessment for Learning

• Five Keys to Quality Classroom Assessment
• (Rick Stiggins, Classroom Assessment for
  Student Learning)
• Clear Purpose
• Clear Learning Targets
• Sound Assessment Design
• Effective Communication of Results
• Student Involvement in Assessment Process

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Why do we assess teacher performance?
Professional Learning
Quality Assurance
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Teaching is complex

• Teaching is a profession more complex than
  medicine.
• Lee Shulman, The Wisdom of Practice

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What is good teaching?
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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?

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Video of Charlotte Danielson
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The Domains

• 1 Planning and Preparation
• 2 The Classroom Environment
• 3 Instruction
• 4 Professional Responsibilities
• 5. Student Growth

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1. Planning and Preparation 2. Classroom Environment
4. Professional Responsibilities 3. Instruction
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Framework for Teaching
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Framework for Teaching
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Common Language
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JIGSAW OF THE DOMAINS
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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
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Four Domains - Jig Saw Activity(expert group)

• For the Domain you have been assigned
• Review the description of each component in the
  domain, highlighting any key words.
• As a group, answer the questions on Page 5 in
  your workbook.

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Four Domains- Jig Saw Activity(teaching group)

• In your table group
• Share information about your Domain with your
  group.
• Take notes using Page 6 of Workbook.

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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
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Domain 1 Planning and Preparation

• Knowing Components

• Doing Components

• 1a Demonstrating Knowledge of Content and
  Pedagogy
• 1b Demonstrating Knowledge of Students
• 1d Demonstrating Knowledge of Resources

• 1c Setting Instructional Outcomes
• 1f Designing Student Assessments
• 1e Designing Coherent Instruction

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Using the Doing Components

• Understanding by Design
• Grant Wiggins and Jay McTighe, 1998

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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

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Backward DesignBegin with the end in mind

• How will I know when they know it?
• 1f. Designing student assessment

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Backward DesignBegin with the end in mind

• What activities and assignments will lead them to
  acquire these skills?
• 1e. Designing coherent instruction

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

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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

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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

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

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A Quote from Maya Angelou

• People will forget what you said. People will
  forget what you did. But they will never forget
  how you made them feel

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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

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3c Engaging Students in LearningIntellectual
InvolvementActive Construction of Understanding
Minds on
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3c Engaging Students in Learning

• Activities and Assignments
• Grouping of Students
• Instructional Materials and Resources
• Structure and Pacing

Relevant to Students
Require Student Thinking
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• Which components in Domain 3 might teachers find
  particularly difficult?

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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

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4a Reflecting on Teaching

• Accuracy
• Use in future teaching

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• Why is Domain 4 important?

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Performance Levels Key Words
Ineffective Developing Accomplished Exemplary
Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None
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Performance Levels Key Words
Ineffective Developing Accomplished Exemplary
Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None Partial Generally Inconsistently Attempts Awareness Moderate Minimal Some
Levels of cognition and constructivist learning
increase
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Performance Levels Key Words
Ineffective Developing Accomplished Exemplary
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
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Performance Levels Key Words
Teacher-directed success!
Student-directed success!
Ineffective Developing Accomplished Exemplary
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
Levels of cognition and constructivist learning
increase
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• Align Teacher Practice with the Framework

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Align Teacher Practice with the Framework

• On a Post-It note, write the
• Domain
• Component
• Element
• Example
• 2a Teacher interaction with students

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Revisiting the 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.
• I can make connections between Assessment for
  Learning and the Framework for Teaching.

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Questions? Thoughts?