Integration:LDC/MDC Strategies & the

Teacher Professional Growth & Effectiveness System (TPGES)

SREB August 26, 2013KDE Effectiveness Coaches,

Rebecca WoosleyCarol Franks

With your table group

Discuss, then chart: What would you expect to see if you walked into a classroom that is implementing LDC/MDC effectively at what you consider a high level of implementation?

3

Targets I can align LDC/MDC strategies with

specific components/language in the Framework for Teaching (FfT).

I can identify key look-fors for observers to provide feedback that connects LDC/MDC to FfT.

4

Proposed Multiple Measures

Teacher Professional Growth and Effectiveness System

Observation

Peer Observationformative

Professional Growth

Self-Reflection

Student Voice

Student Growth

All measures are supported through evidence.

State Contribution:Student Growth %

Local Contribution: Student Growth Goals

5

Domain 1: Planning & PreparationDomain 2: Classroom EnvironmentDomain 3: InstructionDomain 4: Professional ResponsibilitiesDomain 5: Student Growth

6

Common Language

At your table – Group of 4• Assign yourself 1, 2, 3 or 4.• Individually –

–Read carefully your assigned domain.

–Using “Domain Notes,” answer the questions for your assigned domain.

–Be ready to share.

9

At your table – Group of 4

10

• Share at your table. • Fill in notes for the remaining

domains.

& Change Seats

LDC teachers together MDC teachers togetherPrincipals divide and join a groupGroup size: 2-4

11

Consider your practice as a LDC or MDC teacher. How does it align with teacher effectiveness as defined in the Framework for Teaching (FfT)?

12

For your assigned domain & components:

Use the Framework for Teaching to identify the LDC/MDC practices that exemplify the Accomplished & Exemplary performance levels.

13

Find your partner group

Work together to chart & post the LDC/MDC practices that exemplify the Accomplished & Exemplary performance levels.

14

Take stickies with you.

Is there anything else you can add considering your own practice or what you have observed?

15

LUNCH!

16

Return to your charts.Consider:

• What would an observer be looking for in the charted components in a LDC/MDC classroom?

• Decide who will share out.

17

Table Talk: Domain 1

What else does an observer need to know in order to have an actionable

understanding of the LDC or MDC strategies and their alignment to

teacher effectiveness?

18

Table Talk: Domain 2

In what ways can LDC/MDC practices lead to high expectations, student

ownership of work, and a community of learners?

19

Table Talk: Domain 3

How can LDC/MDC practices engage students intellectually with

challenging content?

20

Table Talk: Domain 4

How can LDC/MDC practices help teachers develop as teacher leaders?

What is the role of their administrators?

21

Final ConnectionsLook back at charts from this morning.

Is there anything that has been left out that you thought was really important?

22

Student Growth ProcessStep 1:

Determine needs

Step 2:

Create

specific

learning

goals based on pre-

assessmen

t

Step 3:

Create

and implement teaching and

learning

strategies

Step 4:

Monitor

student

progress

through

ongoing

formative

assessment

Step 5:

Determin

e whether students achieved the

goals

23

Student Growth ProcessStep 1:

Determine needs

Step 2:

Create

specific

learning

goals based on pre-

assessmen

t

Step 3:

Create

and implement teaching and

learning

strategies

Step 4:

Monitor

student

progress

through

ongoing

formative

assessment

Step 5:

Determin

e whether students achieved the

goals

24

Literacy Design Collaborative (LDC)

For the 2011-2012 school year, 100% of students will make measurable progress in argumentative writing. Each student will improve by one performance level in three or more areas of the LDC argumentative writing rubric. Furthermore, 80% of students will score a “3” or better overall.

25

MathDuring the trimester, all students will improve their ability to make sense of problems and persevere in solving them. This will be demonstrated by meeting individual targets on a computer-based math assessment in the area of problem solving, 25% increase on a common assessment developed by the district Math PLC, and improvement by one or more levels on a rubric designed to assess perseverance. 75% of students will perform at the proficient level on the rubric by the end of the school year.

26

Student Growth ProcessStep 1:

Determine needs

Step 2:

Create

specific

learning

goals based on pre-

assessmen

t

Step 3:

Create

and implement teaching and

learning

strategies

Step 4:

Monitor

student

progress

through

ongoing

formative

assessment

Step 5:

Determin

e whether students achieved the

goals

27

Resources to help you get started on Teacher Effectiveness

28

Proposed Multiple Measures

Teacher Professional Growth and Effectiveness System

Observation

Peer Observationformative

Professional Growth

Self-Reflection

Student Voice

Student Growth

All measures are supported through evidence.

State Contribution:Student Growth %

Local Contribution: Student Growth Goals

29

30

31

QUESTIONS

32

Contact Information

• Cathy.White@education.ky.gov Branch Manager, Office of Next Generation Professionals

33