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Peer Observation & Connecting to the Kentucky
Framework for Teaching
Teacher Talk Based on what you know now about MDC . . .
What would you expect to see if you walked into a classroom that was implementing MDC at what you consider a high level of impact ?
Domain 1: Planning & PreparationDomain 2: Classroom EnvironmentDomain 3: InstructionDomain 4: Professional ResponsibilitiesDomain 5: Student Growth
3
The TPGES System
Teacher Professional Growth and Effectiveness System
Observation
Peer Observationformative
Professional Growth
Self-Reflection
Student Voice
Student Growth
These provide different lenses for looking at teacher effectiveness. State Contribution:
Student Growth %
Local Contribution: Student Growth Goals
4
Peer Observers & All Teachers Need to KNOW
the Framework for Teaching
5
6
Think beyond the TPGES
to teachers observing
each other and providing
feedback as the norm in a
school.
Digging Deeper into the FfT
• Analyze your assigned component of the FfT.• Highlight language that connects to MDC
implementation.• Communicate what it might look like in a MDC
classroom.
First, highlight language that connects to MDC implementation.
Next, communicate what it might look like in a MDC classroom.
Digging Deeper into the FfT
• Analyze your assigned component of the FfT.• Highlight language that connects to MDC
implementation.• Communicate what it might look like in a MDC
classroom.
MDC in Action
Two short video clips will allow us a look into a MDC teacher’s
classroom.
Script what you see and hear: what the teacher does and says
what students do and say
Script evidence.
Avoid interpretation – you’re not making judgments; avoid things like students seem happy or excited about the lesson.
Beware of bias – you’re not making value judgments. Be aware of your personal preferences and your “should have, could have, would have” thoughts.
YOUR COMPONENT
ONLY
Script evidence. Script what you see and hear: what the teacher does and sayswhat students do and say
Avoid interpretation – you’re not making judgments ; avoid things like “students seem happy/excited about the lesson.”
Beware of bias – you’re not making value judgments. Be aware of your personal preferences and your “should have, could have, would have” thoughts.
Evidence: what the teacher is doing or saying; what students are doing or saying
http://collegeready.gatesfoundation.org/Learning/MathDesignCollaborative/MathDesignCollaborativeVideoClassroomChallengesVideoLibrary
Formative Assessment Lesson:
Sorting Equations & Identities
Digging Deeper into the FfT
• Chart EVIDENCE from the video.• Decide who will share.
Keep in mind that as peer observers, the goal is to provide evidence of what you noticed using language of the FfT. It is NOT to provide ratings.
Share out
• Identify your assigned component and title.• Describe how your component “looks” in the
MDC classroom.• Share the EVIDENCE from the videos that related
to your component (while avoiding assigning performance levels to your evidence).
17
Peer Observers . . .
provide formative feedback to refine practice.
allow the teacher being observed to lead the conversation.
ask questions based on evidence.
How can you apply
this process at your
school?
What would you expect to see if you walked into a classroom that was implementing MDC at what you consider a high level of impact ?
Let’s revisit your
brainstorming.