Introduction%20to%20Kentucky

1
Introduction to Kentuckys Professional Growth
and Effectiveness System and Framework for
Teaching

2
TPGES

• Teacher Professional Growth and Effectiveness
  System
• There is also a PPGES for Principals, and OPGES
  being developed for Other Professionals, as well
  as a SPGES for Superintendents
• ALL are a part of Kentuckys PGES

3
Professional Learning Tasks

• Reading
• Partner Discussions
• Table Discussions
• Table Share-Out
• Mixed Groups
• Questions, Thinking, More Questions
• Uncovering Misconceptions
• Best Environment for learning(your input needed)

4
Parking Lot

• Post-It Note on chart paper
• Digital format Todays Meet
• https//todaysmeet.com/Covington

5
Learning Targets

• I know the Sources of Evidence that are used in
  TPGES
• I can explain the structure of the Framework for
  Teaching.
• I can explain the timeline of TPGES for next
  school year and how the sources of evidence
  connect.
• I can make connections between TPGES and our
  current work.

6
Sources of Evidence
All measures are supported through evidence.
7
Reflect on your practice

• Please work independently on this task.
• Use the Initial Reflection document to reflect on
  Domains 2 and 3, if time permits.
• Highlight or indicate which bulleted items best
  describe your practice at this point in time.
• As you make your decisions, think about the
  evidences you are considering

8
KENTUCKYS FRAMEWORK FOR TEACHING
9
The Domains

• 1 Planning and Preparation
• 2 The Classroom Environment
• 3 Instruction
• 4 Professional Responsibilities

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1. Planning and Preparation 2. Classroom Environment
4. Professional Responsibilities 3. Instruction
11
Framework for Teaching
12
Framework for Teaching
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Common Language
Tab your document with Post It Notes Highlight
Component Header Paragraph, Title, and Indicators
14
JIGSAW OF THE DOMAINS
15
The Domains

• Choose a card on your table.

• Task Instructions

• 1 Planning and Preparation
• 2 The Classroom Environment
• 3 Instruction
• 4 Professional Responsibilities

• Read the header paragraph for each component in
  your domain.
• Highlight words/phrases that you think best
  describe each component.
• When prompted, move to 4 corners to share with
  domain group

16
Domain Groups

• Choose a recorder to write on the chart paper the
  words/phrases that describe the domain.
• Decide on at least one component to study more
  in-depth (one of greatest interest to your group)
  and chart words/phrases that show the progression
  from ineffective indicators to exemplary
  indicators.

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Group Discussion

• Why is this domain important?
• How is evidence for this domain documented?
• Which component/s in this domain might beginning
  teachers find particularly difficult?

Workbook page 5
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Return to Table Group

• Why is this domain important?
• How is evidence for this domain documented?
• Which component/s in this domain might beginning
  teachers find particularly difficult?

19
Complete Self-Reflection on Domain 2

• Find the highlighted indicators on the Framework
  and highlight the bulleted indicators on the
  Framework document.
• (5-10 minutes)

20
Sources of Evidence
All measures are supported through evidence.
21
Professional Growth

• How might your self-reflection evidence be used
  to inform your professional growth plan?

22
Principal Observation

• TeachScape Certification (Year 1)
• Calibration (Years 2 and 3)
• Recertification (Year 4)
• Strive to live in accomplished and visit
  exemplary.

23
Peer Observations
24
Framework for Teaching

• Domain 1 Planning and Preparation
• Domain 2 Classroom Environment
• Domain 3 Instruction
• Domain 4 Professional Responsibilities

25
Framework for Teaching

• Domain 1 Planning and Preparation
• Domain 2 Classroom Environment
• Domain 3 Instruction
• Domain 4 Professional Responsibilities

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Introduction to Peer Observation

• http//www.ket.org/education/video/kpcon/kpcon_000
  002.htm

27
(No Transcript)
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Collegiality and Trust

• http//www.ket.org/education/video/_kpcon/kpcon_00
  0001.htm

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Scripting

• What the teacher says

• What students say

Collecting data that becomes evidence
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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.

31
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 teachers
   instruction.

32
Peer Observation Cycle

• Pre-conference to talk about self-reflection and
  PGP goals
• Observer supplies evidence to the teacher
• Teacher looks at evidence and applies it to the
  Framework for Teaching
• Post-conference conversation for additional
  self-reflection and possible additional
  collaboration

33
Sources of Evidence
One minute free write What connections can you
make between the 4 sources of evidence we have
discussed so far?
34
Connections to Current Work

• How do you know you are teaching the standards
  that are required by law for your subject
  area/grade level?
• How do you know that you are assessing standards
  at the rigor at which is intended?
• How do you know when students master standards
  over time?
• What do you do when you run out of time?

35
Enduring Learning

• Think-Pair-Share Activity
• For your grade level content, determine what it
  is that students should know and be able to do by
  the end of this year.
• Use your own standards language, and be as
  specific as possible.
• If you teach classes with multiple grade levels
  of students in one class, are there different
  expectations? Why or why not?

36
Student Growth Goals

• One class of students
• MUST use standards for grade level/subject area
• Enduring learning for the entire year
• Assessment items/tasks/performances that are
  congruent to the enduring learning
• Baseline data, related to standards (enduring
  learning)Assessing student work
• Rubric development
• Growth and Proficiency Goals set, based on
  baseline data

37
Student Voice

• Must have at least 10 students take the survey in
  order to get back results.
• Typically will be administered in the Spring
  semester.
• Each teacher will receive feedback (if 10 or more
  students respond)
• Perception Survey

38
Plus/Delta
It could have been better if OR I was hoping to
learn about
What went well OR What appealed to me OR The
teaching strategy you demonstrated that I will
use