Kentucky’s Professional Growth
and Effectiveness System and
Framework for Teaching
KACTE Spring 2014
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.
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
KENTUCKY’S FRAMEWORK
FOR TEACHING
(adapted for Kentucky Department of
Education)
5.24.2012
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
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
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?
2. Activity: Self-Reflection
•As a teacher, I have had mostly positive experiences with classroom
observation.
•There are multiple definitions of “good teaching.”
•Most colleagues in my school have shared values and assumptions
about what good teaching looks like.
•It is important to observe all teachers—no matter what subject or
grade level—against the same definition of good teaching.
11
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
Equity
Student
Assumption of
Responsibility
Effective
Technology
Integration
Cultural
Competence
Common
Themes
Accommodating
Individual
Needs
Developmental
Appropriateness
High
Expectations
JIGSAW OF THE DOMAINS
Assign each table a domain to review
Use questions to review
Share out
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
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?
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?
Read the levels of performance for component 2a
Review these levels and highlight or underline words or phrases that differentiate each level
PERFORMANCE LEVELS
4. Activity: Understanding the Levels of Performance
Level
4
Level
3
Level
2
Level
1
Classroom interactions among the teacher and individual students are highly respectful,
reflecting genuine warmth and caring and sensitivity to students as individuals. Students
exhibit respect for the teacher and contribute to high levels of civility among all members
of the class. The net result of interactions is that of connections with students as individuals.
Teacher-student interactions are friendly and demonstrate general caring and respect.
Such interactions are appropriate to the ages of the students. Students exhibit respect
for the teacher. Interactions among students are generally polite and respectful. The
teacher responds successfully to disrespectful behavior among students. The net result
of the interactions is polite and respectful, but business-like.
Patterns of classroom interactions, both between the teacher and students and among
students, are generally appropriate but may reflect occasional inconsistencies, favoritism,
and disregard for students’ ages, cultures, and developmental levels. Students rarely
demonstrate disrespect for one another. The teacher attempts to respond to disrespectful
behavior, with uneven results. The net result of the interactions is neutral: conveying
neither warmth nor conflict.
Patterns of classroom interactions, both between the teacher and students and among
students, are mostly negative, inappropriate, or insensitive to students’ ages, cultural
backgrounds, and developmental levels. Interactions are characterized by sarcasm, putdowns, or conflict. The teacher does not deal with disrespectful behavior.
38
4. Activity: Understanding the Levels of Performance
Level
4
Level
3
Level
2
Level
1
Classroom interactions among the teacher and individual students are highly respectful,
reflecting genuine warmth and caring and sensitivity to students as individuals. Students
exhibit respect for the teacher and contribute to high levels of civility among all members
of the class. The net result of interactions is that of connections with students as individuals.
Teacher-student interactions are friendly and demonstrate general caring and respect.
Such interactions are appropriate to the ages of the students. Students exhibit respect
for the teacher. Interactions among students are generally polite and respectful. The
teacher responds successfully to disrespectful behavior among students. The net result
of the interactions is polite and respectful, but business-like.
Patterns of classroom interactions, both between the teacher and students and among
students, are generally appropriate but may reflect occasional inconsistencies, favoritism,
and disregard for students’ ages, cultures, and developmental levels. Students rarely
demonstrate disrespect for one another. The teacher attempts to respond to disrespectful
behavior, with uneven results. The net result of the interactions is neutral: conveying
neither warmth nor conflict.
Patterns of classroom interactions, both between the teacher and students and among
students, are mostly negative, inappropriate, or insensitive to students’ ages, cultural
backgrounds, and developmental levels. Interactions are characterized by sarcasm, putdowns, or conflict. The teacher does not deal with disrespectful behavior.
39
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
6. Activity: Sorting Evidence and Interpretation
Clear expectations of student conduct are displayed around the room and are referenced
by the teacher at various points during the lesson.
The teacher was friendly and very eager to get to the afternoon lesson.
The teacher continues instruction while a student enters the room, walks to his seat, and begins
work promptly without interrupting the teacher or other students.
The students were engaged in the small-group activity.
The teacher asks a student about how her audition for a play went and asks another
student how his mother is feeling.
During small-group work, one student says to another, “Let her talk.”
Everyone seemed happy to be in the room and eager to learn.
44
Activity 6
Read the observation notes. Underline statements you think are evidence.
Clear Expectations of student conduct are displayed around the room and are
referenced by the teacher at various points during the lesson. The teacher was
friendly and very eager to get the afternoon lesson. The teacher continues
instruction while a student enters the room, walks to his seat, and begins work
promptly without interrupting the teacher or other students. The students were
engaged in the small group activity. The teacher asks a student about how her
audition for a play went and asks another student how his mother is feeling.
During small-group work, one student says to another. “Let her talk.” Everyone
seemed happy to be in the room and eager to learn.
6. Activity: Sorting Evidence and Interpretation
Clear expectations of student conduct are displayed around the room and are referenced
by the teacher at various points during the lesson.
The teacher was friendly and very eager to get to the afternoon lesson.
The teacher continues instruction while a student enters the room, walks to his seat, and begins
work promptly without interrupting the teacher or other students.
The students were engaged in the small-group activity.
The teacher asks a student about how her audition for a play went and asks another
student how his mother is feeling.
During small-group work, one student says to another, “Let her talk.”
Everyone seemed happy to be in the room and eager to learn.
46
7. Activity: Determining the Component
Clear expectations of student conduct are displayed around the room and are referenced
by the teacher at various points during the lesson.
The teacher was friendly and very eager to get to the afternoon lesson.
The teacher continues instruction while a student enters the room, walks to his seat, and begins
work promptly without interrupting the teacher or other students.
The students were engaged in the small-group activity.
The teacher asks a student about how her audition for a play went and asks another
student how his mother is feeling.
During small-group work, one student says to another, “Let her talk.”
Everyone seemed happy to be in the room and eager to learn.
2a: Creating an Environment of Respect and Rapport
2b: Establishing a Culture for Learning
2c: Managing Classroom Procedures
2d: Managing Student Behavior
47
7. Activity: Determining the Component
2a: Creating an Environment of Respect and Rapport
The teacher asks a student about how her audition for a play went and asks another
student how his mother is feeling.
2b: Establishing a Culture for Learning
During small-group work, one student says to another, “Let her talk.”
2c: Managing Classroom Procedures
The teacher continues instruction while a student enters the room, walks to his seat, and begins
work promptly without interrupting the teacher or other students.
2d: Managing Student Behavior
Clear expectations of student conduct are displayed around the room and are referenced
by the teacher at various points during the lesson.
48
Aligning Teacher Practice with the Kentucky
Framework for Teaching
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
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
8. Activity: Session Reflection
•
•
•
An insight I had as a result of today’s session is…
Concepts from this session that are most applicable to my
teaching practice are…
A question I have related to today’s session is…
58
Questions?
Thoughts?