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.
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 ReflectionCritical self-examination of practice on a regular basis to deepen knowledge, expand repertoire of skills and incorporate findings to improve practice
Peer ObservationProcess of a peer observing another’s professional practice and observable behaviors, providing supportive and constructive feedback for formative purposes
ObservationEvaluator’s observation, documentation and feedback on a teacher’s professional practices and observable behaviors
Documents or demonstrations that indicates proof of a particular descriptor. Should be a natural by-product created through the process of teaching
Evidence
SUPPORTED BY
FRAM
EWO
RK
Domain Planning & Preparation Classroom Environment
Instruction Professional Responsibilities
Student Growth
Component
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4a-R
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Prof
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5.
a-St
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(a
dded
by
KDE)
MU
LTIP
LE M
EASU
RES
(sup
port
ed b
y ev
iden
ce) Supervisor
Observation Evidence
(pre and post conferences) Observation Instrument Evidence
(pre and post conferences)
Student Growth
Student Growth
Template
Student Voice
Kentucky Student Perception Survey
Professional Growth
Professional Growth and Self Reflection Tool
Self Reflection
Peer Observation
Observation Instrument
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 easier2) 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”
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
11
•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.
The Domains
1: Planning and Preparation
2: The Classroom Environment
3: Instruction
4: Professional Responsibilities
1. Planning and Preparation 2. Classroom Environment
4. Professional Responsibilities 3. Instruction
Framework for Teaching
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
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
Framework for Teaching
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
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 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
• 1a: Demonstrating Knowledge of Content and Pedagogy
• 1b: Demonstrating Knowledge of Students
• 1d: Demonstrating Knowledge of Resources
Doing Components
• 1c: Setting Instructional Outcomes
• 1f: Designing Student Assessments
• 1e: Designing Coherent Instruction
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
How will I know when they know it?
1f. Designing student assessment
Backward DesignBegin with the end in mind
What activities and assignments will lead them to acquire these skills?
1e. Designing coherent instruction
Backward DesignBegin with the end in mind
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
3c – Engaging Students in Learning
Activities and Assignments
Grouping of Students
Instructional Materials and Resources
Structure and Pacing
Relevant to StudentsRelevant to Students
Require Student ThinkingRequire Student Thinking
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
PERFORMANCE LEVELS
Read the levels of performance for component 2a
Review these levels and highlight or underline words or phrases that differentiate each level
4. Activity: Understanding the Levels of Performance
38
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.
Level4
Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages of the students. Students exhibit respectfor 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, put-downs, or conflict. The teacher does not deal with disrespectful behavior.
Level3
Level2
Level1
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.
4. Activity: Understanding the Levels of Performance
39
Level4
Level3
Level2
Level1
Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages of the students. Students exhibit respectfor 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, put-downs, or conflict. The teacher does not deal with disrespectful behavior.
Performance Levels: Key Words
Ineffective Developing Accomplished Exemplary
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None
Performance Levels: Key Words
Ineffective Developing Accomplished Exemplary
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None
Partial
Generally
Inconsistently
Attempts
Awareness
Moderate
Minimal
Some
Levels of cognition and constructivist learning increase
Performance Levels: Key Words
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
Levels of cognition and constructivist learning increase
Performance Levels: Key Words
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
Teacher-directed success!
Student-directed success!
Levels of cognition and constructivist learning increase
6. Activity: Sorting Evidence and Interpretation
44
Clear expectations of student conduct are displayed around the room and are referenced by the teacher at various points during the lesson.
The teacher asks a student about how her audition for a play went and asks another student how his mother is feeling.
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.
During small-group work, one student says to another, “Let her talk.”
The teacher was friendly and very eager to get to the afternoon lesson.
Everyone seemed happy to be in the room and eager to learn.
The students were engaged in the small-group activity.
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
46
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.
7. Activity: Determining the Component
47
2a: Creating an Environment of Respect and Rapport
2b: Establishing a Culture for Learning
2c: Managing Classroom Procedures
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.
The teacher asks a student about how her audition for a play went and asks another student how his mother is feeling.
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.
During small-group work, one student says to another, “Let her talk.”
The teacher was friendly and very eager to get to the afternoon lesson.
Everyone seemed happy to be in the room and eager to learn.
The students were engaged in the small-group activity.
7. Activity: Determining the Component
48
Clear expectations of student conduct are displayed around the room and are referenced by the teacher at various points during the lesson.
The teacher asks a student about how her audition for a play went and asks another student how his mother is feeling.
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.
During small-group work, one student says to another, “Let her talk.”
2a: Creating an Environment of Respect and Rapport
2b: Establishing a Culture for Learning
2c: Managing Classroom Procedures
2d: Managing Student Behavior
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.
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 ResponsibilitiesComponent: 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 & PreparationComponent: 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 ManagementComponent: 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 - InstructionComponent: 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 & PreparationComponent: 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 – InstructionComponent: E- Demonstrating Flexibility and Responsiveness: Lesson Adjustment
8. Activity: Session Reflection
58
•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…
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