Teacher Professional Growth &
Effectiveness System
An Overview of the System and the
Kentucky Framework for Teaching
Jenny Ray
PGES Consultant
KDE/NKCES
Learning Targets
I can. . . .
• identify and explain the proposed sources of evidence of the Teacher
Professional Growth and Effectiveness System.
• navigate the Kentucky Framework for Teaching, and reflect on my own
teaching practices.
• connect specific data collecting instruments to their corresponding
domains in the Kentucky Framework for Teaching.
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
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
1:
2:
3:
4:
Planning & Preparation
Classroom Environment
Instruction
Professional Responsibilities
Common Language
1A - Knowledge of Content and Pedagogy
Domain 1: Planning & Preparation
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



Critical Attributes



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.





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.






Possible Examples





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
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 the post-it notes at your table to collect
responses and be ready to share out with the group.
Aligning Teacher Practice with the
Kentucky Framework for Teaching
Domain 1: Planning & Preparation
Domain 2: Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
Flaws in Typical Teacher
Evaluation Processes
 Outdated and/or limited criteria
 Too few shared understandings about effective
teaching
 Lack of precision in evaluation
 Lack of descriptive feedback
 Limited Supervisor expertise
 Limited data
 Didn’t promote a change in practice or growth
Looking for Evidence in Observations:
Tunnel Vision
 In the following video, count the number of times the
white team passes the ball.
Evidence
..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. Students were actively engaged in the lesson because the
teacher showed so much passion in teaching the lesson.
4. Two students had their heads down and 3 students
answered questions during the teacher’s instruction.
Components for Review
1. 1c: Setting Instructional Outcomes
2. 1f: Designing Student Assessments
3. 2b: Establishing a Culture for
Learning
4. 2c: Managing Classroom
Procedures
5. 3a: Communicating with
Students
6. 3b: Questioning and
Discussion Techniques
7. 3c: Engaging Students in
Learning
8. 3d: Using Assessment in
Instruction
9. 4e: Growing and Developing
Professionally
10. 5a: Student Growth
Read and Discuss
 Sit in table groups, according to the number assigned.
 Take time to read your component, focusing on the
Accomplished and Exemplary columns
 Take turns sharing out at your table and note changes
in the language from Accomplished to Exemplary.
Answer the following questions on
your chart paper:
1. What are a few examples of language differences in
your component between Accomplished and
Exemplary?
2. What sources of evidence could be used for this
component?
Jigsaw Activity
 Please return to your original table group and take
turns sharing information about your component.
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
Teaching
 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?
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)
Learning Targets
I can. . . .
• identify and explain the proposed sources of evidence of the Teacher
Professional Growth and Effectiveness System.
• navigate the Kentucky Framework for Teaching, and reflect on my own
teaching practices.
• connect specific data collecting instruments to their corresponding
domains in the Kentucky Framework for Teaching.