Teacher Professional Growth and Effectiveness SystemDuring the 2012 - 2013 school year, 54 volunteer districts will participate in a full year extended field test. The goal of this field test is to experience full implementation of the Professional Growth and Effectiveness System. A design team of KDE, KLA, and Education Partners provided in-depth training in June 2012. Main Content Data from the spring 2012 field test were used to inform revisions to the training, instrumentation, and effectiveness system processes.
SESSION MATERIALS in DROPBOX PUBLIC FOLDER |
KDE's adapted version of Charolette Danielson's Framework for Teaching, click here.
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Education Week Spotlight on Professional Learning in the Common-Core Era
The Education Week Spotlight on Professional Learning in the Common-Core Era is a collection of articles hand-picked by our editors for their insights on:
Teachers Say They Are Unprepared for Common Core
Almost half said in a survey they weren't ready to teach the standards, especially to students considered at-risk and those with special needs. February 26, 2013 - Education Week
Common Core Raises Profile of Virtual PD
Ongoing and effective professional development is critical, experts say, and technology holds the key to providing deep learning experiences for teachers that can be scaled across state borders. October 15, 2012 - Digital Directions
Common Core Thrusts Librarians Into Leadership Role
Already equipped with inquiry-based skills, librarians are helping teachers acquire the instructional methods they need to adopt. September 11, 2012 - Education Week
In Common Core, Teachers See Interdisciplinary Opportunities
Educators around the country are exploring innovative ways to teach the new common-core literacy standards, and some are calling attention to an approach they say is working well: cross-subject thematic units. March 13, 2013 - Teacher
Charlotte Danielson on Teaching and the Common Core
Teaching expert Charlotte Danielson discusses the effects of the common standards on instructional practice and teacher professional development. March 13, 2013 - Teacher Learning Forward's PD Watch
Getting Serious About Evaluating Professional Development
When combined with the introduction and deconstruction of the Common Core, the term professional learning suggests the learning culture is continuous through collaborative learning teams or study teams that focus on teacher knowledge, skills, and instruction, thus improving academic achievement.
- Preparing teachers for common-core implementation
- Using virtual professional development
- Librarians' roles in preparing for the common core
- Developing instruction that teaches across-subject units
- Redefining school leadership and professional learning in light of the common standards
Teachers Say They Are Unprepared for Common Core
Almost half said in a survey they weren't ready to teach the standards, especially to students considered at-risk and those with special needs. February 26, 2013 - Education Week
Common Core Raises Profile of Virtual PD
Ongoing and effective professional development is critical, experts say, and technology holds the key to providing deep learning experiences for teachers that can be scaled across state borders. October 15, 2012 - Digital Directions
Common Core Thrusts Librarians Into Leadership Role
Already equipped with inquiry-based skills, librarians are helping teachers acquire the instructional methods they need to adopt. September 11, 2012 - Education Week
In Common Core, Teachers See Interdisciplinary Opportunities
Educators around the country are exploring innovative ways to teach the new common-core literacy standards, and some are calling attention to an approach they say is working well: cross-subject thematic units. March 13, 2013 - Teacher
Charlotte Danielson on Teaching and the Common Core
Teaching expert Charlotte Danielson discusses the effects of the common standards on instructional practice and teacher professional development. March 13, 2013 - Teacher Learning Forward's PD Watch
Getting Serious About Evaluating Professional Development
When combined with the introduction and deconstruction of the Common Core, the term professional learning suggests the learning culture is continuous through collaborative learning teams or study teams that focus on teacher knowledge, skills, and instruction, thus improving academic achievement.
PGES Research / Measures of Effective Teaching Project from the GATES Foundation
The final report from the MET project sought to answer important questions from practitioners and policy-makers about how to identify and foster great teaching. Key findings from the report include:
· It is possible to develop reliable measures that identify great teaching.
· The report describes the trade-offs involved when school systems combine different measures (student achievement gains, classroom observations, and student surveys).
· The report provides guidance on the best ways to achieve reliable classroom observations.
“If we want students to learn more, teachers must become students of their own teaching. They need to see their own teaching in a new light. Public school systems across the country have been re-thinking how they describe instructional excellence and let teachers know when they’ve achieved it,” said Tom Kane, Professor of Education and Economics at Harvard’s Graduate School of Education and leader of the MET project. “This is not about accountability. It’s about providing the feedback every professional needs to strive towards excellence.”
The Bill & Melinda Gates Foundation has developed a set of guiding principles, that states and districts may consider when building and implementing improvement-focused evaluation systems. These principles are based on both the MET project findings and the experiences of the foundation’s partner districts over the past four years.
The MET project has been dedicated to providing its findings to the field in real time. The project's first preliminary findings, released in December 2010, showed that surveying students about their perceptions of their classroom environment provides important information about teaching effectiveness as well as concrete feedback that can help teachers improve. The second set of preliminary findings, released in January 2012, examined classroom observations and offered key considerations for creating high-quality classroom observation systems.
The MET project’s reports and publications are available on the project’s website at www.metproject.org.
· It is possible to develop reliable measures that identify great teaching.
· The report describes the trade-offs involved when school systems combine different measures (student achievement gains, classroom observations, and student surveys).
· The report provides guidance on the best ways to achieve reliable classroom observations.
“If we want students to learn more, teachers must become students of their own teaching. They need to see their own teaching in a new light. Public school systems across the country have been re-thinking how they describe instructional excellence and let teachers know when they’ve achieved it,” said Tom Kane, Professor of Education and Economics at Harvard’s Graduate School of Education and leader of the MET project. “This is not about accountability. It’s about providing the feedback every professional needs to strive towards excellence.”
The Bill & Melinda Gates Foundation has developed a set of guiding principles, that states and districts may consider when building and implementing improvement-focused evaluation systems. These principles are based on both the MET project findings and the experiences of the foundation’s partner districts over the past four years.
The MET project has been dedicated to providing its findings to the field in real time. The project's first preliminary findings, released in December 2010, showed that surveying students about their perceptions of their classroom environment provides important information about teaching effectiveness as well as concrete feedback that can help teachers improve. The second set of preliminary findings, released in January 2012, examined classroom observations and offered key considerations for creating high-quality classroom observation systems.
The MET project’s reports and publications are available on the project’s website at www.metproject.org.