Transcript Simple Question

Teacher Professional Growth &
Effectiveness System (TPGES)
Laying the Groundwork
ISLN September 2012
Let’s Reflect
• What am I doing now to support
my teachers’ understanding of
the Teacher Professional Growth
& Effectiveness System
(TPGES)?
• What do I need to do?
LEARNING
TARGETS
I can make connections between
Characteristics of Highly Effective
Teaching & Learning (CHETL) and the
new Framework for Teaching.
I can apply a process for digging
deeper into the elements of the
Framework for Teaching.
I can support my teachers’
understanding of the Teacher
Professional Growth & Effectiveness
System (TPGES).
The Goal of the
Kentucky Leadership Networks
“Ensure that every participant has a clear
understanding of how to implement/support the
implementation of the KCAS within the context of highly
effective teaching, learning, and assessment practices
so that all Kentucky students have the knowledge,
skills, and abilities they will need to be successful and
prepared for college and/or career.”
Proposed Multiple Measures
Observation
Teacher Professional Growth and
Effectiveness System
Peer Observation
Professional Growth
All measures are
supported through
evidence.
Reflective Practice
Student Voice
Student Growth
DRAFT
Domain 1: Planning & Preparation
Domain 2: Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
Domain 5: Student Growth
Common Language
The Art of Effective Questioning
CHETL & 3b: Questioning & Discussion Techniques
Instructional Rigor & Student Engagement
C - Teacher orchestrates effective classroom discussions,
questioning, and learning tasks that promote higher-order thinking
skills.
E -Teacher challenges students to think deeply about problems and
encourages/models a variety of approaches to a solution.
G -Teacher structures and facilitates ongoing formal and informal
discussions based on a shared understanding of rules and
discourse.
3b. Questioning & Discussion Techniques
Why Focus on Questioning?
Think about it . . .
What is the relationship between
Effective Questioning and Effective
Class Discussion?
Effective Questioning + Discussion
Leads students to . . .
• Deeper understanding of content
• Rethinking hypotheses and viewpoints
• Making connections
Effective questioning also . . .
• Sets the stage for engaging discussions
Elements of Questioning & Discussion
1. Quality of questions
2. Discussion techniques
3. Student participation
Quality of Questioning/Prompts
High Quality Prompts
• Cause students to think and reflect
• Deepen student understanding
• Test student ideas against those of their
classmates.
Framework for Teaching Proficiency System.
©2011 Teachscape, Inc
Think about it . . .
What is the difference between
high cognitive level and low
cognitive level questions?
High Quality
Questions
Low Level
Questions
•Are open-ended
•Allow multiple answers
•Allow multiple
approaches to the
answer
•Cause students to think
critically
•Are challenging
•Short answer
•Usually a single “right”
answer
•Single line of inquiry
•Usually recall questions
which do not require
critically thinking
Think about it . . .
Should all questions be high
level questions?
Discussion Techniques
“In a true discussion, the teacher
poses a question and invites all
students’ views to be heard, and
also enables students to engage
in discussion directly with one
another, not always mediated by
the teacher.”
Framework for Teaching Proficiency
System. ©2011 Teachscape, Inc
Student participation
”Experienced teachers use a range of
techniques to ensure that all students
contribute to the discussion, and they
enlist the assistance of students to
ensure this outcome.”
Framework for Teaching Proficiency
System. ©2011 Teachscape, Inc
Effective Questioning Skills
What is Accomplished?
1. Read the 3b Performance Levels.
2. Highlight the language that
differentiates between levels.
3. Discuss with your table group.
Accomplished
• Although the teacher may use some low-level questions,
he or she asks the students questions designed to
promote student thinking and understanding.
• The teacher creates a genuine discussion among
students, providing adequate time for students to
respond and stepping aside when appropriate.
• The teacher successfully engages most students in the
discussion, employing a range of strategies to ensure
that most students are heard.
Accomplished
• Although the teacher may use some low-level questions,
he or she asks the students questions designed to
promote student thinking and understanding.
• The teacher creates a genuine discussion among
students, providing adequate time for students to
respond and stepping aside when appropriate.
• The teacher successfully engages most students in the
discussion, employing a range of strategies to ensure
that most students are heard.
Exemplary
• Teacher uses a variety or series of questions or
prompts to challenge students cognitively, advance
high-level thinking and discourse, and promote
metacognition.
• Students formulate many questions, initiate topics,
and make unsolicited contributions.
• Students themselves ensure that all voices are
heard in the discussion.
Exemplary
• Teacher uses a variety or series of questions or
prompts to challenge students cognitively, advance
high-level thinking and discourse, and promote
metacognition.
• Students formulate many questions, initiate topics,
and make unsolicited contributions.
• Students themselves ensure that all voices are
heard in the discussion.
Accomplished
• Although the teacher may use some low-level questions,
he or she asks the students questions designed to
promote student thinking and understanding.
• The teacher creates a genuine discussion among
students, providing adequate time for students to
respond and stepping aside when appropriate.
• The teacher successfully engages most students in the
discussion, employing a range of strategies to ensure
that most students are heard.
Developing
• Teacher’s questions lead students through a single path
of inquiry, with answers seemingly determined in
advance.
• Alternatively, the teacher attempts to frame some
questions designed to promote student thinking and
understanding, but only a few students are involved.
• Teacher attempts to engage all students in the
discussion and to encourage them to respond to one
another, but with uneven results.
Developing
• Teacher’s questions lead students through a single path
of inquiry, with answers seemingly determined in
advance.
• Alternatively, the teacher attempts to frame some
questions designed to promote student thinking and
understanding, but only a few students are involved.
• Teacher attempts to engage all students in the
discussion and to encourage them to respond to one
another, but with uneven results.
Ineffective
• Teacher’s questions are of low cognitive challenge,
require single correct responses, and are asked in
rapid succession.
• Interaction between teacher and students is
predominantly recitation style, with the teacher
mediating all questions and answers.
• A few students dominate the discussion.
Ineffective
• Teacher’s questions are of low cognitive challenge,
require single correct responses, and are asked in
rapid succession.
• Interaction between teacher and students is
predominantly recitation style, with the teacher
mediating all questions and answers.
• A few students dominate the discussion.
Let’s practice.
• Read the scenarios on the
handout provided.
• Using your 3B page of the
framework, decide which
performance level each
scenario reflects.
• Talk with your table group.
Check your accuracy.
Continue your discussion.
1 - Accomplished
5 - Developing
2 - Exemplary
6 - Ineffective
3 - Ineffective
7 - Accomplished
4 - Developing
8 - Exemplary
Process for Digging Deeper Into
the Framework for Teaching
• Choose a component, or components, of focus.
• Read the whole component.
• Discuss each element referencing the component description and
the accomplished performance level.
• Highlight language that differentiates between the 4 performance
levels. Develop a statement that differentiates the levels.
• Find/create examples (scenarios, descriptions) that reflect the 4
levels of performance.
• Search related PD360 videos that support understanding of the
component OR view training videos from TeachScape if accessible.
Extending our Reflection
• What am I doing now to support my
teachers’ understanding of the
TPGES?
• What do I need to do?
• What are my next steps?
Where To Learn More
• Go to KDE Website.
• Enter “Field Test District Page”
into Search Bar.
Field Test District Page
Search
Email resource If you have questions about
the field test
[email protected]