Trs Professional Growth Effectivenes Sys

Kentucky Framework for effective teaching

1. TPGES Teacher Professional Growth and Effectiveness System Pioneering in Academic Excellence through laying the ground work for TPGES

2. Let’s Reflect What am I doing now to support my understanding of the Teacher Professional Growth & Effectiveness System (TPGES )? What do I need to do?

3. LEARNING TARGETS I can apply a process for digging deeper into the elements of the Framework for Teaching . I can support my peers’ understanding of the Teacher Professional Growth & Effectiveness System (TPGES ).

4. Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities Domain 5: Student Growth DRAFT

5. Common Language

6. P ositive C lassroom Evidence of TPGES Usage Teachers’ and lesson observers’ experiences .

7. Positive Classroom Evidence of TPGES Usage across Watoto Schools (High Schools) Good student-teacher interaction Teachers interested in student life beyond class Good relationship between students Appropriate behavior among students Safe environment Some Teacher used learning resources. Evidence of Group discussions Various methods used by some teachers. Some teachers had learning targets. Some teachers assessed. Simple language used during instruction time. Good explanation of content Higher standard of thinking for some students seen Confident learners Critical thinking students

8. Areas of Growth in the Usage of TPGES Teachers’ and lesson observers’ experiences .

9. Areas of Growth in the Usage of TPGES across Watoto Schools (High Schools) Loss of instruction time Few learning targets seen. Teachers didn’t explain learning targets to learners. Blooms taxonomy usage still low Assessment still needed. Tough teachers creating fear/low response to learning. Gap in teaching objectives compared to national assessments.

10. 3b. Questioning & Discussion Techniques Why Focus on Questioning?

11. What did you learn?

12. Think about it . . . What is the relationship between Effective Questioning and Effective Class Discussion?

13. Effective Questioning + Discussion Leads students to . . . Deeper understanding of content Rethinking hypotheses and viewpoints Making connections Effective questioning also . . . Sets the stage for engaging discussions

14. Elements of Questioning & Discussion Quality of questions Discussion techniques Student participation

15. Quality of Questioning/Prompts High Quality Prompts Cause students to think and reflect Deepen student understanding Test student ideas against those of their classmates.

16. What is the difference between high cognitive level and low cognitive level questions? Think about it . . .

17. High Quality Questions Are open-ended Allow multiple answers Allow multiple approaches to the answer Cause students to think critically Are challenging Short answer Usually a single “right” answer Single line of inquiry U sually recall questions which do not require critically thinking Low Level Questions

18. Think about it . . . Should all questions be high level questions?

19. Discussion Techniques “In a true discussion, the teacher poses a question and invites all students’ views to be heard, and also enables students to engage in discussion directly with one another, not always mediated by the teacher.”

20. Student participation ”Experienced teachers use a range of techniques to ensure that all students contribute to the discussion, and they enlist the assistance of students to ensure this outcome.”

21. Effective Questioning Skills What is Accomplished? 1. Read the 3b Performance Levels. 2. Highlight the language that differentiates between levels. 3. Discuss with your table group.

22. Accomplished Although the teacher may use some low-level questions, he or she asks the students questions designed to promote student thinking and understanding. The teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when appropriate. The teacher successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.

23. Accomplished Although the teacher may use some low-level questions , he or she asks the students questions designed to promote student thinking and understanding. The teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when appropriate. The teacher successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.

24. Exemplary Teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition. Students formulate many questions, initiate topics, and make unsolicited contributions. Students themselves ensure that all voices are heard in the discussion.

25. Exemplary Teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition . Students formulate many questions, initiate topics, and make unsolicited contributions. Students themselves ensure that all voices are heard in the discussion.

26. Accomplished Although the teacher may use some low-level questions , he or she asks the students questions designed to promote student thinking and understanding. The teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when appropriate. The teacher successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.

27. Developing Teacher’s questions lead students through a single path of inquiry, with answers seemingly determined in advance. Alternatively, the teacher attempts to frame some questions designed to promote student thinking and understanding, but only a few students are involved. Teacher attempts to engage all students in the discussion and to encourage them to respond to one another, but with uneven results.

28. Developing Teacher’s questions lead students through a single path of inquiry , with answers seemingly determined in advance. Alternatively, the teacher attempts to frame some questions designed to promote student thinking and understanding, but only a few students are involved. Teacher attempts to engage all students in the discussion and to encourage them to respond to one another, but with uneven results .

29. Ineffective Teacher’s questions are of low cognitive challenge, require single correct responses, and are asked in rapid succession. Interaction between teacher and students is predominantly recitation style, with the teacher mediating all questions and answers. A few students dominate the discussion.

30. Ineffective Teacher’s questions are of low cognitive challenge , require single correct responses, and are asked in rapid succession . Interaction between teacher and students is predominantly recitation style , with the teacher mediating all questions and answers. A few students dominate the discussion.

31. Let’s practice. Read the scenarios on the handout provided. Using your 3B page of the framework, decide which performance level each scenario reflects. Talk with your table group.

32. Check your accuracy. Continue your discussion. 1 - Accomplished 2 - Exemplary 3 - Ineffective 4 - Developing 5 - Developing 6 - Ineffective 7 - Accomplished 8 - Exemplary

33. Questioning & Discussion in Practice Watch the video. Note what you see and hear regarding questioning and discussion. Next: Based on your evidence, decide which performance level you think is reflected in the video.

34. Process for Digging Deeper Into the Framework for Teaching Choose a component, or components, of focus. Read the whole component. Discuss each element referencing the component description and the accomplished performance level. Highlight language that differentiates between the 4 performance levels. Develop a statement that differentiates the levels. Find/create examples (scenarios, descriptions) that reflect the 4 levels of performance. Search related PD360 videos that support understanding of the component OR view training videos from TeachScape if accessible.

35. First 10 mins 10 mins 20-50 mins 04 Entrance Task Lesson Closure 10 mins (Exit ticket) Lesson Introduction Learning Activities Watoto Schools Classroom Structure 03 02 01

36. What did you learn?

37. Perfect World Lesson Plan System for Topic Topic Topic information from Uganda National Curriculum Syllabus All Lesson Plans for the Week Available at the Start of Each Week Week 1 of Instruction Week 2 of Instruction Week 3 of Instruction Monday Lesson Plans Including Learning Target #1 and Formative Assessments on Learning Target 1 Lesson Plans Including Learning Target #6 and Formative Assessments on Learning Target 6 Lesson Plans Including Learning Target #11 and Formative Assessments on Learning Target 11 Tuesday Lesson Plans Including Learning Target #2 and Formative Assessments on Learning Target 2 Lesson Plans Including Learning Topic #7 and Formative Assessments on Learning Target 7 Lesson Plans Including Learning Target #12 and Formative Assessments on Learning Target 12 Wednesday Lesson Plans Including Learning Target #3 and Formative Assessments on Learning Target 3 Lesson Plans Including Learning Target #8 and Formative Assessments on Learning Target 8 End of Week Assessment over Learning Targets for the Week- Aligned to National Standards Thursday Lesson Plans Including Learning Target #4 and Formative Assessments on Learning Target 4 Lesson Plans Including Learning Target #9 and Formative Assessments on Learning Target 9 Review Learning as Needed for End of Topic Assessment Friday Lesson Plans Including Learning Target #5 and Formative Assessments on Learning Target 5 Lesson Plans Including Learning Target #10 and Formative Assessments on Learning Target 10 Common End of Topic Assessment 12 Leaning Targets. Aligned to National Standards End of Week Assessment over Learning Targets for the Week- Aligned to National Standards End of Week Assessment over Learning Targets for the Week- Aligned to National Standards

38. The End Questions & Thank you