Peer Observation & Connecting to the Kentucky

Framework for Teaching

Teacher Talk Based on what you know now about MDC . . .

What would you expect to see if you walked into a classroom that was implementing MDC at what you consider a high level of impact ?

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

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The TPGES System

Teacher Professional Growth and Effectiveness System

Observation

Peer Observationformative

Professional Growth

Self-Reflection

Student Voice

Student Growth

These provide different lenses for looking at teacher effectiveness. State Contribution:

Student Growth %

Local Contribution: Student Growth Goals

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Peer Observers & All Teachers Need to KNOW

the Framework for Teaching

5

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Think beyond the TPGES

to teachers observing

each other and providing

feedback as the norm in a

school.

Digging Deeper into the FfT

• Analyze your assigned component of the FfT.• Highlight language that connects to MDC

implementation.• Communicate what it might look like in a MDC

classroom.

First, highlight language that connects to MDC implementation.

Next, communicate what it might look like in a MDC classroom.

Digging Deeper into the FfT

• Analyze your assigned component of the FfT.• Highlight language that connects to MDC

implementation.• Communicate what it might look like in a MDC

classroom.

MDC in Action

Two short video clips will allow us a look into a MDC teacher’s

classroom.

Script what you see and hear: what the teacher does and says

what students do and say

Script evidence.

Avoid interpretation – you’re not making judgments; avoid things like students seem happy or excited about the lesson.

Beware of bias – you’re not making value judgments. Be aware of your personal preferences and your “should have, could have, would have” thoughts.

YOUR COMPONENT

ONLY

Script evidence. Script what you see and hear: what the teacher does and sayswhat students do and say

Avoid interpretation – you’re not making judgments ; avoid things like “students seem happy/excited about the lesson.”

Beware of bias – you’re not making value judgments. Be aware of your personal preferences and your “should have, could have, would have” thoughts.

Evidence: what the teacher is doing or saying; what students are doing or saying

http://collegeready.gatesfoundation.org/Learning/MathDesignCollaborative/MathDesignCollaborativeVideoClassroomChallengesVideoLibrary

Formative Assessment Lesson:

Sorting Equations & Identities

Digging Deeper into the FfT

• Chart EVIDENCE from the video.• Decide who will share.

Keep in mind that as peer observers, the goal is to provide evidence of what you noticed using language of the FfT. It is NOT to provide ratings.

Share out

• Identify your assigned component and title.• Describe how your component “looks” in the

MDC classroom.• Share the EVIDENCE from the videos that related

to your component (while avoiding assigning performance levels to your evidence).

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Peer Observers . . .

provide formative feedback to refine practice.

allow the teacher being observed to lead the conversation.

ask questions based on evidence.

How can you apply

this process at your

school?

What would you expect to see if you walked into a classroom that was implementing MDC at what you consider a high level of impact ?

Let’s revisit your

brainstorming.