Transcript TPGES Day 1 Framework and Measures Overview

Introduction to Kentucky’s
Professional Growth and
Effectiveness System and
Framework for Teaching
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 Kentucky’s PGES
Professional Learning Tasks
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Reading
Partner Discussions
Table Discussions
Table Share-Out
Mixed Groups
Questions, Thinking, More Questions…
Uncovering Misconceptions
Best Environment for learning…(your input
needed)
Parking Lot
• Post-It Note on chart paper
• Digital format: Today’s Meet
• https://todaysmeet.com/Covington
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.
Sources of Evidence
Self-Reflection
Teacher Professional Growth
and Effectiveness System
Professional Growth
Observation
PeerObservation
Observation
Peer
All measures are
supported through
evidence.
Student Voice
Student Growth
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
KENTUCKY’S FRAMEWORK
FOR TEACHING
The Domains
1: Planning and Preparation
2: The Classroom Environment
3: Instruction
4: Professional Responsibilities
1. Planning and Preparation
2. Classroom Environment
Student
Growth
Student
Growth
Student
Growth
Student
Growth
4. Professional Responsibilities
Student
Growth
3. Instruction
Framework for Teaching
Domain 1: Planning and Preparation
•Demonstrating Knowledge of Content
and Pedagogy
•Demonstrating Knowledge of Students
•Setting Instructional Outcomes
•Demonstrating Knowledge of Resources
•Designing Coherent Instruction
•Designing Student Assessments
Domain 2: The Classroom Environment
•Creating an Environment of Respect
and Rapport
•Establishing a Culture for Learning
•Managing Classroom Procedures
•Managing Student Behavior
•Organizing Physical Space
Domain 4: Professional Responsibilities
•Reflecting on Teaching
•Maintaining Accurate Records
•Communicating with Families
•Participating in a Professional
Community
•Growing and Developing Professionally
•Showing Professionalism
Domain 3: Instruction
•Communicating with Students
•Using Questioning and Discussion
Techniques
•Engaging Students in Learning
•Using Assessment in Instruction
•Demonstrating Flexibility and
Responsiveness
Framework for Teaching
Domain 1: Planning and Preparation
•Demonstrating Knowledge of Content
and Pedagogy
•Demonstrating Knowledge of Students
•Setting Instructional Outcomes
•Demonstrating Knowledge of Resources
•Designing Coherent Instruction
•Designing Student Assessments
Domain 2: The Classroom Environment
•Creating an Environment of Respect
and Rapport
•Establishing a Culture for Learning
•Managing Classroom Procedures
•Managing Student Behavior
•Organizing Physical Space
PLAN
APPLY
Domain 4: Professional Responsibilities
•Reflecting on Teaching
•Maintaining Accurate Records
•Communicating with Families
•Participating in a Professional
Community
•Growing and Developing Professionally
•Showing Professionalism
TEACH
Domain 3: Instruction
•Communicating with Students
•Using Questioning and Discussion
Techniques
•Engaging Students in Learning
•Using Assessment in Instruction
•Demonstrating Flexibility and
Responsiveness
REFLECT
Common Language
Tab your document with Post It Notes
Highlight Component Header Paragraph, Title,
and Indicators
JIGSAW OF THE DOMAINS
The Domains
Choose a card on your table.
1: Planning and Preparation
2: The Classroom Environment
3: Instruction
4: Professional Responsibilities
Task Instructions:
• 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
Domain Groups
1. Choose a recorder to write on the chart
paper the words/phrases that describe the
domain.
2. 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.
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
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?
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)
Sources of Evidence
Self-Reflection
Teacher Professional Growth
and Effectiveness System
Professional Growth
Observation
PeerObservation
Observation
Peer
All measures are
supported through
evidence.
Student Voice
Student Growth
Professional Growth
• How might your self-reflection evidence be
used to inform your professional growth plan?
Principal Observation
• TeachScape Certification (Year 1)
• Calibration (Years 2 and 3)
• Recertification (Year 4)
Strive to live in accomplished and visit
exemplary.
Peer Observations
Framework for Teaching
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Domain 1: Planning and Preparation
Domain 2: Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
Framework for Teaching
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Domain 1: Planning and Preparation
Domain 2: Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
Introduction to Peer
Observation
http://www.ket.org/education/video/kpcon/kpcon_000002.htm
Collegiality and Trust
http://www.ket.org/education/video/_kpcon/kpcon_000001.htm
Scripting
What the teacher says…
What students say
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.
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 selfreflection and possible additional collaboration
Sources of Evidence
Self-Reflection
TPGES
One minute free write:
What connections can you
make between the 4
sources of evidence we
have discussed so far?
Professional Growth
Observation
PeerObservation
Observation
Peer
Student Voice
Student Growth
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?
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?
Student Growth Goals
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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
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
Plus/Delta
What went
well… OR
What appealed
to me… OR
The teaching
strategy you
demonstrated
that I will use…
It could have
been better
if… OR
I was hoping
to learn
about…