Teacher Professional Growth &
Effectiveness System
An Overview of the System and the
Kentucky Framework for Teaching
Learning Targets
I can. . . .
• identify and explain the proposed multiple measures of the
Teacher Professional Growth and Effectiveness System.
• navigate the Kentucky Framework for Teaching, connecting
instructional scenarios to individual domains and components.
• connect specific data collecting instruments to their
corresponding domains in the Kentucky Framework for
Teaching.
Observation
Teacher Professional Growth
and Effectiveness System
Peer Observation
Professional Growth
Self Reflection
All measures are
supported through
evidence.
Student Voice
Student Growth
Observation
Evaluator’s observation, documentation and feedback on a teacher’s professional
practices and observable behaviors
Peer Observation
Process of a peer observing another’s professional practice and observable
behaviors, providing supportive and constructive feedback for formative
purposes
Self Reflection
Critical self-examination of practice on a regular basis to deepen knowledge,
expand repertoire of skills and incorporate findings to improve practice
Professional Growth
Student Voice
Student Growth
Increased effectiveness resulting from experiences that develop an
educator’s skills, knowledge, expertise and other characteristics
Student feedback around teacher performance based on survey data
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.
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
Domain
Domain
Domain
Domain
Domain
1:
2:
3:
4:
5:
Planning & Preparation
Classroom Environment
Instruction
Professional Responsibilities
Student Growth
1A - Knowledge of Content and Pedagogy
Domain 1: Planning & Preparation
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Knowledge of Content and the Structure
of the Discipline
Knowledge of Prerequisite Relationships
Knowledge of Content-Related Pedagogy
In order to guide student learning, accomplished teachers have command of the subjects they teach. They must know how the discipline has evolved into the 21st century, incorporating
such issues as global awareness and cultural diversity, as appropriate. Accomplished teachers understand the internal relationships within the disciplines they teach, knowing which
concepts and skills are prerequisite to the understanding of others. They are also aware of typical student misconceptions in the discipline and work to dispel them. But knowledge of the
content is not sufficient; in advancing student understanding, teachers are familiar with the particularly pedagogical approaches best suited to each discipline.
Ineffective
Developing
Accomplished
Exemplary
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Critical Attributes
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

In planning and practice, teacher makes
content errors or does not correct errors
made by students.
Teacher’s plans and practice display little
understanding of prerequisite
relationships important to student’s
learning of the content.
Teacher displays little or no
understanding of the range of
pedagogical approaches suitable to
student’s learning of the content.

Teacher makes content errors.
Teacher does not consider prerequisite
relationships when planning.
Teacher’s plans use inappropriate
strategies for the discipline.

The teacher says “the official language of
Brazil is Spanish, just like other South
American countries.”
The teacher says, “I don’t understand why
the math book has decimals in the same
unit as fractions.”
The teacher has students copy dictionary
definitions each week to help his students
learn to spell difficult words.

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

Teacher is familiar with the important
concepts in the discipline but displays lack
of awareness of how these concepts
relate to one another.
Teacher’s plans and practice indicate
some awareness of prerequisite
relationships, although such knowledge
may be inaccurate or incomplete.
Teacher’s plans and practice reflect a
limited range of pedagogical approaches
to the discipline or to the students.

Teacher is familiar with the discipline but
does not see conceptual relationships.
Teacher’s knowledge of prerequisite
relationships is inaccurate or incomplete.
Lesson and unit plans use limited
instructional strategies, and some may
not be suitable to the content.

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Possible Examples
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The teacher plans lessons on area and
perimeter independently of one another,
without linking the concepts together.
The teacher plans to forge ahead with a
lesson on addition with regrouping, even
though some students have not fully
grasped place value.
The teacher always plans the same
routine to study spelling: pretest on
Monday, copy the words 5 times each on
Tuesday and Wednesday, test on Friday.



Teacher displays solid knowledge of the
important concepts in the discipline and
the ways they relate to one another.
Teacher’s plans and practice reflect
accurate understanding of prerequisite
relationships among topics and
concepts.
Teacher’s plans and practice reflect
familiarity with a wide range of effective
pedagogical approaches to the
discipline.
The teacher can identify important
concepts of the discipline and their
relationships to one another.
The teacher consistently provides clear
explanations of the content.
The teacher answers student questions
accurately and provides feedback that
furthers their learning.
The teacher seeks out content-related
professional development.
The teacher’s plan for area and perimeter
invites students to determine the shape
that will yield the largest area for a given
perimeter.
The teacher realizes her students are not
sure how to use a compass, so she plans
to practice that before introducing the
activity on angle measurement.
The teacher plans to expand a unit on
civics by having students simulate a court
trial.

Teacher displays extensive knowledge of
the important concepts in the discipline
and the ways they relate both to one
another and to other disciplines.

Teacher’s plans and practice reflect
understanding of prerequisite
relationships among topics and concepts
and provide a link to necessary cognitive
structures needed by students to ensure
understanding.

Teacher’s plans and practice reflect
familiarity with a wide range of effective
pedagogical approaches in the discipline,
anticipating student misconceptions.
In addition to the characteristics of “accomplished”:

Teacher cites intra- and interdisciplinary
content relationships.

Teacher is proactive in uncovering
student misconceptions and addressing
them before proceeding.


In a unit on 19th century literature, the
teacher incorporates information about
the history of the same period.
Before beginning a unit on the solar
system, the teacher surveys the class on
their beliefs about why it is hotter in the
summer than in the winter.
MULTIPLE MEASURES (supported by evidence)
Component
Supervisor
Observation
Student
Voice
Self
Reflection
Peer
Observation
Evidence
(pre and post conferences)
Observation Instrument
Observation Instrument
Student
Growth
Kentucky Student Perception Survey
Professional
Growth
Professional Growth and Self Reflection Tool
4. 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
3. Instruction
4b-Maintaining Accurate Records
4a-Reflecting On Teaching
3e-Demonstrating Flexibility & Responsive
3d-Using Assessment in Learning
3c-Engaging Students in Learning
2. Classroom
Environment
3b-Questioning & Discussion Techniques
3a-Communicating with Students
2e-Organizing Physical Space
2d-Managing Student Behavior
2c-Maintaing Classroom Procedures
1. 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
FRAMEWORK
Domain
5. Student
Growth
Evidence
(pre and post conferences)
Student
Growth
Template
1. Planning and Preparation
2. Classroom Environment
Student
Growth
Student
Growth
Student
Growth
Student
Growth
Student
Growth
4. Professional Responsibilities
3. Instruction
Aligning Teacher Practice with the
Kentucky Framework for Teaching
Domain 1: Planning & Preparation
Domain 2: Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
Domain 5: Student Growth
1. Locate the handout you downloaded prior to
beginning this presentation. It is titled
Aligning Teacher Practice with the Kentucky
Framework for Teaching.
2. Read each statement carefully and make an
initial judgment as to with which domain it
best belongs. Review that Domain, and others,
to make a final decision. Record the Domain
number in the appropriate blank on the
handout.
3. Next, review each component within the
Domain you chose and decide which one best
matches the classroom scenario or teacher
behavior.
4. Record the Component number in the
appropriate blank on the handout.
Domain
1
Domain
2
Domain
4
Domain
3
Please pause the presentation while
you complete this task. Return to
your computer and resume PLAY
when you are ready to review your
responses.
1. Students in Mr. M’s chemistry
class are given back a lab report
that they had completed earlier in
the week. Each report has a letter
grade at the top, but no other
information.
Domain: 3 - Instruction
Component: D – Using Assessment
in Instruction
2. For the second team meeting in a row,
Mr. P failed to bring the results of the
common assessment in his 4th grade math
class. The group was unable to complete
its analysis of what difficulties the students
were having, and how to improve their
instructional approach.
Domain: 4 – Professional Responsibilities
Component: D – Participating in a
Professional Community
3. Mr. L knows that his students
learned about place value last year.
He hopes that his plans for a
sequence of lessons will help students
apply their understanding of place
value to addition and subtraction with
regrouping.
Domain: 1- Planning & Preparation
Component: A – Demonstrating
Knowledge of Content and Pedagogy
4. Each Friday, the students in Ms.
W’s class each choose their favorite
completed assignment for that week.
They then post it on the bulletin board
titled, “Work Of Which I Am Proud!”
Domain: 2 – Classroom Management
Component: B – Estab. a Culture for
Learning: Student Pride in Work
5. A ninth grade class is reading “Romeo
and Juliet” in class. The class contains
several students who are learning English
as a second language. The teacher asks a
quick succession of questions about
various characters in the play (e.g. who
they were, how they were known or related
to other characters, etc.), but not all of the
students can participate.
Domain: 3 - Instruction
Component: B – Using Questioning and Discussion
Techniques: quality of questions, student participation
6. Ms. W has been teaching for 30 years.
She recently participated in the summer
professional development session offered
by the district on teaching writing. She
prepared and delivered a presentation for
the staff at her building to help in the
implementation of the Six Traits of Writing
program.
Domain: 4 – Professional Responsibilities
Component: E – Growing & Developing
Professionally: … service to the profession.
7. For one of her flexible grouping
assignments, Ms. H plans to create
cooperative groups to include two
English language learners in each
group.
Domain: 1 – Planning & Preparation
Component: B – Knowledge of
Students
8. Students in Mr. E’s math class are
looking puzzled after he provides an
explanation of “slope” in algebra.
Instead of assigning a worksheet, as
he had planned, he tries a different
approach to clarifying the concept.
Domain: 3 – Instruction
Component: E- Demonstrating
Flexibility and Responsiveness:
Lesson Adjustment
9. The American history teacher
identifies the formative assessment
criteria for student activities that are
intentionally aligned to target skills in
the instructional ladder of his LDC
module, so he can accurately assess
student learning.
Domain: 1 - Planning and Preparation
Component: F- Designing Student
Assessment
10. The high school art teacher collaborates
with social studies teachers during their PLC
to help them plan ways to integrate arts and
humanities content naturally into their
curriculum.
Domain: 4 - Professional Responsibilities
Component: E - Service to the Profession
11. A geometry teacher collaborates with
other geometry teachers in her school to
analyze formative assessment lesson (FAL)
pre-tests, identify student misconceptions,
and plan relevant feedback questions, to
help him prepare to introduce the FAL to
his students.
Domain: 1- Planning and Preparation
Component: F – Designing Assessments:
Use for Planning
12. The American History teacher and
the English III teacher collaboratively
plan an LDC module that will engage
students in rigorous reading, thinking
and writing about shared content.
Domain: 4 - Professional Responsibilities
Component: E - Service to the Profession
Domain: 1 - Planning and Preparation
Component: A - Knowledge of Prerequisite
Relationships
Teacher Professional Growth and Effectiveness System
Observation
Student
Growth
Peer
Observation
Kentucky
Framework
for Teaching
Student
Voice
Proficiency
System
Certification
Professional
Growth
Self
Reflection
(Administrators only)