An Overview of TPGES: The Framework for Teaching

An Overview of TPGES:
The Framework for
Jenny Ray, Facilitator
Kentucky Department of Education & NKCES
July 26, 2013
Learning Targets:
 I can describe the structure of the Framework for
 I can describe how the Framework can be used to
organize and assess evidence of teaching practice.
 I can give examples of how the Framework for
Teaching can foster professional conversations.
Teacher Evaluation:
Been there, done that…
Flaws in Typical Teacher
Evaluation Processes
 Outdated and/or limited criteria
 Too few shared understandings about effective
 Lack of precision in evaluation
 Lack of descriptive feedback
 Limited Supervisor expertise
 Limited data
 Didn’t promote a change in practice or growth
Collecting Your Thoughts
 If 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 this link to input your thoughts, so that the
collective thoughts of the group can be used to create a
 You may also go to:
Looking for Evidence in Observations:
Tunnel Vision
 In the following video, count the number of times the
white team passes the ball.
..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. The students showed signs of boredom by yawning and
rolling their eyes during the teacher’s instruction.
4. Students were actively engaged in the lesson because the
teacher showed so much passion in teaching the lesson.
Wordle Results…
Domain Activity: Jigsaw
 Count off 1-4
 Each new table group will
 Read, individually, about their domain
 Highlight words/phrases that seem to best exemplify the
 Share with your group and discuss.
 Prepare to share your group’s understanding of the
domain with your original table group.
Short Scenarios
 Once you have received and read your vignette, please
go to the area of the room (Domain Number Indicated)
that you think best fits your scenario.
 Once everyone has chosen an area, then begin
reading your scenarios to the group, one at a time, and
explain why you chose this domain.
 Discuss commonalities, differences in the scenarios.
Choose a Component for
 1c: Setting Instructional Outcomes
 4a: Reflecting on Teaching
 1e: Designing Coherent Instruction
 4b: Maintaining Accurate
 1f: Designing Student Assessments
 2b: Establishing a Culture for
 3a: Communicating with Students
 3b: Questioning and Discussion
 3c: Engaging Students in Learning
 3d: Using Assessment in Instruction
 4c: Communicating with Families
 4d: Participating in a
Professional Community
 5a: Student Growth
Read and Discuss
 Sit in table groups, according to the DOMAIN you chose.
 Take time to read your component, focusing on the proficient
and exemplary columns
 Take turns discussing your components and note similarities
that you find.
 Discuss how the components in this domain relate to the
work you do with teachers and administrators.
 Prepare to share out some common thoughts with the whole
Teachscape Videos
We will view one component: 2b and watch the video clips
for a level 3, 1, 2, and 4
A memorable teacher
 Consider your long life as a student. Recall an
occasion (or pattern of occasions) that you still
remember. The memory can either be positive or
 What makes this so memorable?
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
Commencement Address, 2002
Professional Conversations
1. 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
 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?
Learning Targets:
 I can describe the structure of the Framework for
 I can describe how the Framework can be used to
organize and assess evidence of teaching practice.
 I can give examples of how the Framework for
Teaching can foster professional conversations.
 What are ways teachers can learn about PGES and the
benefits that can be obtained so that students reap the
 ?????
Closing Activity
1. Choose someone at your table to be the score keeper.
That person needs to go to the front of the room and wait
for my instructions.
2. Choose a red role card from your table. Do NOT let
anyone see your role!
3. When your score keeper returns, you may send one person
from your team at a time to study the target/goal. Only
ONE person from your team may be at the target. You may
take turns viewing the target.
4. Complete the task.