Professional Growth & Effectiveness

System

Jenny RayProfessional Learning for Educator Effectiveness

Kentucky Department of Education

• Recognize key strategies that allow teachers to develop increasing effectiveness and key supports that can accelerate that growth.

• identify and explain the sources of evidence of the Professional Growth and Effectiveness System.

• connect specific data collecting instruments to their corresponding domains in the Kentucky Framework for Teaching.

Learning Expectations for this session…

Teacher Professional Growth and Effectiveness System

Observation

Peer Observation

Professional Growth

Self Reflection

Student Voice

Student Growth

All measures are supported through These sources of evidence.

Collecting Your ThoughtsIf you were to walk into a classroom, what might

you see or hear there (from students as well as the teacher) that would cause you to think that you were in the presence of an expert?

Please use the post-it notes at your table to collect responses and be ready to share out with the group.

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Outdated and/or limited criteria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

Aligning Teacher Practice with the Kentucky Framework for

Teaching

Domain 1: Planning & PreparationDomain 2: Classroom EnvironmentDomain 3: InstructionDomain 4: Professional Responsibilities

Common Language

1A - Knowledge of Content and Pedagogy Knowledge of Content and the Structure of the DisciplineKnowledge of Prerequisite RelationshipsKnowledge 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.

Jigsaw ActivityCount off 1-4 in the large group

Components for Review1.1c: Setting

Instructional Outcomes

2.1e : Designing Coherent Instruction

3.2a:: Creating an Environment of Respect and Rapport

4.2c: Managing Classroom Procedures

5. 3b: Questioning and Discussion Techniques

6. 3d: Using Assessment in Instruction

7. 4d: Participating in Professional Learning Communities

8. 4e: Growing & Developing Professionally

Read and DiscussSit 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.

Answer the following questions on your chart paper:

1.What are a few examples of language differences in your component between Accomplished and Exemplary?

2.What sources of evidence could be used for this component?

Jigsaw ActivityPlease return to your original table

group and take turns sharing information about your component.

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.

Evidence or Opinion?1. The teacher spends 5 minutes taking roll while the

students work on a bell-ringer activity. Students are working alone during this time.

2. For this lesson, the teacher did not make effective use of technology, since the SmartBoard was used primarily as a white board.

3. Students were actively engaged in the lesson because the teacher showed so much passion in teaching the lesson.

4. Two students had their heads down and 3 students answered questions during the teacher’s instruction.

Professional Conversations1. How might the Framework for

Teaching and a focus on evidence of professional practice help guide professional conversations amongst educators?

2. What are some of the benefits of a comprehensive definition of teaching for the administrator? For the teacher? For the district?

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

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?

Teacher Professional Growth and Effectiveness System

Observation

Peer Observation

Professional Growth

Self Reflection

Student Voice

Student Growth

Once you have identified the Enduring Learning

What is proficiency?

Find out what students know

Establish a pathway from

baseline to proficiency

Continuous cycle: Assess and

Evaluate what students know

Using the previous

assessment outcomes,

identify what students know…

Teacher Professional Growth and Effectiveness System

Observation

Peer Observation

Professional Growth

Self Reflection

Student Voice

Student Growth

All measures are supported through evidence.

Student Voice in the Classroom

Teaching Channel Videohttps://www.teachingchannel.org/videos/improve-teaching-with-student-feedback

Mr. RonevichQuestion #1

How did Mr. Ronevich use the results to improve his teaching?

Question #2

How did the principal use the results to help Mr. Ronevich improve?

Student Voice Survey

Teacher Professional Growth and Effectiveness System

Kentucky Framework

for Teaching

Observation

Peer Observatio

n

Professional Growth

Self Reflection

Student Growth

Student Voice

Proficiency System

Certification

(Administrators only)

• Recognize key strategies that allow teachers to develop increasing effectiveness and key supports that can accelerate that growth.

• identify and explain the sources of evidence of the Professional Growth and Effectiveness System.

• connect specific data collecting instruments to their corresponding domains in the Kentucky Framework for Teaching.

Learning Expectations for this session…

Thank You for your participation and for your support of your teachers

and leaders!