Introduction to Kentucky’s
Professional Growth and
Effectiveness System and
Framework for Teaching
Our Norms
Rule of Two Feet
Be Present & Engaged
Cell Phone/Computer
Etiquette
Parking Lot
Proposed Multiple Measures
Observation
Teacher Professional Growth
and Effectiveness System
Peer Observation
Professional Growth
Self Reflection
All measures are
supported through
evidence.
Student Voice
Student Growth
Explanation of Multiple Measures
Student Growth
Quantitative measure of the impact a teacher or principal has on a student (or set
of students) as measured by student growth goal setting and student growth
percentiles.
Student Voice
Student feedback around teacher performance based on survey data
Professional Growth
Increased effectiveness resulting from experiences that develop an
educator’s skills, knowledge, expertise and other characteristics
Self Reflection
Peer Observation
Observation
Critical self-examination of practice on a regular basis to deepen knowledge,
expand repertoire of skills and incorporate findings to improve practice
Process of a peer observing another’s professional practice and observable
behaviors, providing supportive and constructive feedback for formative
purposes
Evaluator’s observation, documentation and feedback on a teacher’s professional
practices and observable behaviors
SUPPORTED BY
Evidence
Documents or demonstrations that indicates proof of a particular
descriptor. Should be a natural by-product created through
the process of teaching
MULTIPLE MEASURES (supported by evidence)
FRAMEWORK
Component
Supervisor
Observation
Student Voice
Professional
Growth
Self
Reflection
Peer
Observation
Evidence
(pre and post conferences)
Observation Instrument
Observation Instrument
Student
Growth
Kentucky Student Perception Survey
Professional Growth and Self Reflection Tool
Professional
Responsibilities
5.a-Student Growth
(added by KDE)
4f-Showing Professionalism
4e-Growing & Developing Professionally
4d-Participating in Profess. Learning Comm.
4c-Communicating With Families
Instruction
4b-Maintaining Accurate Records
4a-Reflecting On Teaching
3e-Demonstrating Flexibility & Responsive
3d-Using Assessment in Learning
3c-Engaging Students in Learning
Classroom
Environment
3b-Questioning & Discussion Techniques
3a-Communicating with Students
2e-Organizing Physical Space
2d-Managing Student Behavior
2c-Maintaing Classroom Procedures
Planning & Preparation
2b-Establish Culture of Learning
2a-Creating Env. of Respect & Rapport
1f- Designing Student Assessment
1e-Designing Coherent Instruction
1d-Demonstrates knowledge of resources
1c- Setting Instructional Outcomes
1b-Demonstrate knowledge of students
1a -Knowledge of content/pedagogy
Domain
Student
Growth
Evidence
(pre and post conferences)
Student
Growth
Template
KENTUCKY’S FRAMEWORK
FOR TEACHING
Background and Recent Enhancement
• Originally published in 1996
• As a result of the Measures of Effective Teaching
(MET) Study, changes include:
1) Less detail in component level to
make observations easier
2) Critical Attributes provide
guidance to determine
performance levels
3) Examples illustrate rubric
language
Learning Targets
• I can explain the structure of the Framework for
Teaching.
• I can identify and explain specific domains within the
Framework for Teaching.
• I can understand the progression of the four
performance levels and critical attributes of each.
• I can make connections between Assessment for
Learning and the Framework for Teaching.
Assessment for Learning
Five Keys to Quality Classroom Assessment
(Rick Stiggins, Classroom Assessment for Student Learning)
•
•
•
•
•
Clear Purpose
Clear Learning Targets
Sound Assessment Design
Effective Communication of Results
Student Involvement in Assessment Process
Why do we assess teacher
performance?
Professional
Learning
Quality
Assurance
Teaching is complex…
“Teaching is a profession more complex
than medicine.”
Lee Shulman, “The Wisdom of Practice”
What is good teaching?
The Wisdom of Practice
If you were to walk into a classroom,
what might you see or hear (from the
students as well as the teacher) that
would cause you to think that you were
in the presence of an expert?
Video of Charlotte Danielson
The Domains
1: Planning and Preparation
2: The Classroom Environment
3: Instruction
4: Professional Responsibilities
5. Student Growth
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
Equity
Student
Assumption of
Responsibility
Effective
Technology
Integration
Cultural
Competence
Common
Themes
Accommodating
Individual
Needs
Developmental
Appropriateness
High
Expectations
JIGSAW OF THE DOMAINS
DOMAIN DISCUSSION
• Why is this domain important?
• How is evidence for this domain
documented?
• How might lack of skill in this domain affect
the other domains?
• Which component/s in this domain might
beginning teachers find particularly difficult?
Workbook page 5
Four Domains - Jig Saw Activity
(expert group)
For the Domain you have been assigned:
1. Review the description of each component in
the domain, highlighting any key words.
2. As a group, answer the questions on Page 5 in
your workbook.
Four Domains- Jig Saw Activity
(teaching group)
In your table group:
1. Share information about your Domain with your
group.
2. Take notes using Page 6 of Workbook.
Domain 1 – Planning and Preparation
1a Demonstrating Knowledge of Content/Pedagogy
1b Demonstrating Knowledge of Students
1c Setting Instructional Outcomes
1d Demonstrating Knowledge of Resources
1e Designing Coherent Instruction
1f Designing Student Assessment
Workbook page 7
Domain 1: Planning and Preparation
Knowing Components
Doing Components
• 1a: Demonstrating
Knowledge of Content and
Pedagogy
• 1c: Setting Instructional
Outcomes
• 1b: Demonstrating
Knowledge of Students
• 1d: Demonstrating
Knowledge of Resources
• 1f: Designing Student
Assessments
• 1e: Designing Coherent
Instruction
Using the “Doing” Components
Understanding by Design
Grant Wiggins and Jay McTighe, 1998
Backward Design
Begin with the end in mind
What is it that we want our students to know and be able to
do?
1c. Selecting instructional outcomes
Backward Design
Begin with the end in mind
How will I know when they know it?
1f. Designing student assessment
Backward Design
Begin with the end in mind
What activities and assignments will lead them
to acquire these skills?
1e. Designing coherent instruction
How is evidence for Domain 1
documented?
ie: How can you demonstrate your ability to plan
and prepare?
Domain 2 – The Classroom Environment
2a: Creating an Environment of Respect and Rapport
2b: Establishing a Culture for Learning
2c: Managing Classroom Procedures
2d: Managing Student Behavior
2e: Organizing Physical Space
2b: A Culture for Learning
Indicators include:
• Belief in the value of the work
• Expectations are high and supported through both verbal
and nonverbal behaviors
• Quality is expected and recognized
• Effort and persistence are expected and recognized
• Confidence in ability is evidenced by teacher and
students language and behaviors
• Expectation for all students to participate
How might lack of skill in Domain 2 affect
the other domains?
A Quote from Maya Angelou
“People will forget what you said. People will forget what
you did. But they will never forget how you made them
feel”
Domain 3 – Instruction
3a: Communicating with Students
3b: Questioning and Discussion
3c: Engaging Students in Learning
3d: Using Assessment in Instruction
3e: Flexibility and Responsiveness
3c – Engaging Students in Learning
Intellectual Involvement
Active Construction of
Understanding
3c – Engaging Students in Learning
Activities and Assignments
Grouping of Students
Instructional Materials and Resources
Structure and Pacing
Relevant to Students
Require Student Thinking
Which components in Domain 3 might
teachers find particularly difficult?
Domain 4 – Professional Responsibility
4a Reflecting on Teaching
4b Maintaining Accurate Records
4c Communicating with Families
4d Participation in a Professional Community
4e Growing and Developing Professionally
4f Showing Professionalism
4a: Reflecting on Teaching
• Accuracy
• Use in future teaching
Why is Domain 4 important?
Performance Levels: Key Words
Ineffective
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None
Developing Accomplished
Exemplary
Performance Levels: Key Words
Ineffective
Developing
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None
Partial
Generally
Inconsistently
Attempts
Awareness
Moderate
Minimal
Some
Accomplished
Exemplary
Levels of cognition and constructivist learning increase
Performance Levels: Key Words
Ineffective
Developing
Accomplished
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None
Partial
Generally
Inconsistently
Attempts
Awareness
Moderate
Minimal
Some
Consistent
Frequent
Successful
Appropriate
Clear
Positive
Smooth
Most
Exemplary
Levels of cognition and constructivist learning increase
Performance Levels: Key Words
Teacher-directed
success!
Student-directed
success!
Ineffective
Developing
Accomplished
Exemplary
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None
Partial
Generally
Inconsistently
Attempts
Awareness
Moderate
Minimal
Some
Consistent
Frequent
Successful
Appropriate
Clear
Positive
Smooth
Most
Seamless
Solid
Subtle
Skillful
Preventative
Leadership
STUDENTS
Always
Levels of cognition and constructivist learning increase
•
•
TPGES-Teacher Professional
Growth and Effectiveness System
CIITS-Continuous Improvement
Instructional Technology System
•
EDS-Educator Development Suite within CIITS
Align Teacher Practice with the Framework
On a Post-It note, write the:
• Domain
• Component
Domain Domain
• Element
1
2
Domain
4
Domain
3
Example:
2a Teacher interaction with students
Revisiting the Learning Targets




I can explain the structure of the Framework for
Teaching.
I can identify and explain specific domains within
the Framework for Teaching.
I can understand the progression of the four
performance levels and critical attributes of each.
I can make connections between Assessment for Learning
and the Framework for Teaching.
Questions?
Thoughts?