Introduction Framework for Teaching by Charlotte Danielson

Pat HubertESA Region 2

Introduction Framework for Teaching

by Charlotte Danielson

Welcome to Day 2!

Using either Domain 2 or 3Review the componentsOne person per componentIdentify and example that might be observedBe ready to share with the large group

Example:2d: Managing Student Behavior:

“As group work is being completed 2 students play catch with paper ‘footballs’. Teacher does not notice and/or correct”

(element: monitoring student behavior; UNSATISFACTORY level)

Let’s Review 2 & 3!

Research and Themes

Beginning on page 183…Count off, 1-4 Read the research about your Domain and

When you are done, find three others to “teach” you about the research in their Domain

Be ready to share

Research Surrounding the Framework for Teaching

ComprehensiveGrounded in researchPublicGeneric: not a “checklist” of specific behaviorsOrganized according to a coherent structureIndependent of any particular teaching style or

methodology

Features of the Framework for Teaching

Domain 1: Planning & Preparation

1a Demonstrating Knowledge of Content and Pedagogy

1b Demonstrating Knowledge of Students

1c Setting Instructional Outcomes

1d Demonstrating Knowledge of Resources

1e Designing Coherent Instruction

1f Designing Student Assessment

Domain 1 Planning & Preparation

Domain 1: Planning and Preparation

On your own using your handout…

Look at each of the statements and decide whether it is a goal or an activity.

Be ready to share with a partner

Activities or goals?

In Trios…Delve and Dialogue

Read page 51-53 of text and make connections to your work.

Share some of your connections with your trio.Read pages 55-59 of text and make connections to your

work.Share those connections

Looking at Domain 1

Does your district require lesson plans? Why or why not?

In what ways is the lesson planning in your district similar or different to what was described in the reading?

Domain 1 Process Question

11

1a: Demonstrating Knowledge of Content and Pedagogy

1b: Demonstrating Knowledge of Students

1c: Setting Instructional Outcomes

1d: Demonstrating Knowledge of Resources

1e: Designing Coherent Instruction

1f: Designing Student Assessments


1a: Demonstrating Knowledge of Content and Pedagogy

1b: Demonstrating Knowledge of Students

1d: Demonstrating Knowledge of Resources


Knowledge Components Action Components

1c: Setting Instructional Outcomes

1e: Designing Coherent Instruction

1f: Designing Student Assessments

Think “PORTFOLIO”

Domain 4Professional

Responsibilities

4a - Reflecting on Teaching

4b - Maintaining Accurate Records

4c - Communicating with Families

4d - Participating in a Professional Community

4e - Growing and Developing Professionally

4f - Showing Professionalism

Domain 4: Professional Responsibilities

Domain 4: 4a - Reflecting on Teaching

In teams of 6 Jigsaw Domain 4Teach your teammates Discuss your experience related to the element

identified.What have you experienced that supports this

element of professionalism and what inhibits or detracts from it in your setting?

1 idea per chart

Domain 4 - Carousel

Can you identify any trends / patterns among the written responses?

How might the components and elements on the charts relate to Domain 2, 2b, Culture for Learning?

Carousel Debrief

Domain 4 DebriefWhat questions do you have relative to Domain

4?How are the Components in Domain 4 typically

addressed in the teacher evaluation process?Why is Domain 4 important?

WE KNOW…As Educators…

ELEMENT L E V E L O F P E R F O R M A N C E

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Teacher

Interaction with Students

Teacher interaction with at least some students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the students. Students exhibit disrespect for teacher.

Teacher-student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students’ cultures. Students exhibit only minimal respect for teacher.

Teacher-student interactions are friendly and demonstrate general warmth, caring, and respect. Such interactions are appropriate to developmental and cultural norms. Students exhibit respect for teacher.

Teacher demonstrates genuine caring and respect for individual students. Students exhibit respect for teacher as an individual, beyond that for the role.

Student

Interaction

Student interactions are characterized by conflict, sarcasm, or put-downs.

Students do not demonstrate negative behavior toward on another.

Student interactions are generally polite and respectful.

Students demonstrate genuine caring for one another as individuals and as students.

DOMAIN 2: THE CLASSROOM ENVIRONMENT COMPONENT 2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT

Elements: Teacher interaction with students Student interaction

Teaching is a performance. Performances are measured using

rubrics.

Performance Levels: Key Words

1. Choose any component from the Framework for Teaching. Scan the language used to describe each level of performance.

2. What “key words” would you use to characterize or describe each level?

3. Synthesize your thinking as a discussion pair and choose two key words that represent each level.


Unsatisfactory Basic Proficient Distinguished

Unsafe

Lack of

Unaware

Harmful

Unclear

Poor

Unsuitable

None



Unsafe

Lack of

Unaware

Harmful

Unclear

Poor

Unsuitable

None

Partial

Generally

Inconsistently

Attempts

Awareness

Moderate

Minimal

Some

24Levels of cognition and constructivist learning increase



Unsafe

Lack of

Unaware

Harmful

Unclear

Poor

Unsuitable

None

Partial

Generally

Inconsistently

Attempts

Awareness

Moderate

Minimal

Some

Consistent

Frequent

Successful

Appropriate

Clear

Positive

Smooth

Most

25Levels of cognition and constructivist learning increase



Unsafe

Lack of

Unaware

Harmful

Unclear

Poor

Unsuitable

None

Partial

Generally

Inconsistently

Attempts

Awareness

Moderate

Minimal

Some

Consistent

Frequent

Successful

Appropriate

Clear

Positive

Smooth

Most

Seamless

Solid

Subtle

Skillful

Preventative

Leadership

STUDENTS

Always

26

Teacher-directed success!

Student-directed success!

Levels of cognition and constructivist learning increase

Using the Levels of Performance for GROWTH

What are some ways teachers can use the

levels of performance to promote their learning

and growth?

Lesson planning

Self assessment

Developing professional learning goals

Reflecting on teaching and learning

Talking about teaching

Teacher Evaluation that Promotes Teacher Learning

We can apply what we know about student learning – what

causes learning and what motivates learners to adult

learning.

Purposes of Supervision and Evaluation

Why do schools spend so much time and energy on supervision and evaluation?

Accountability Summative Assessments

Professional Growth and Development Formative Assessment Self assessment, reflection, ownership Presumption of competence

A Flawed System

Outdated, limited criteriaFew shared assumptions about good

teachingLack of precision in evaluationSame procedures for novices and

experienced professionalsLimited supervisor expertiseLimited dataToo Much Time for Too Little Gain

Benefits of Any Framework for Teaching

Common language

Development of shared understandings

Self-assessment and reflection on practice

Structured professional conversation

A Blueprint for Teacher Assessment

Defensible definition of teaching(the “what”)

Instruments and procedures that provide evidence of teaching(the “how”)

A decision-making process Trained evaluators who make consistent judgments

based on evidence

Key Ideas in Teacher Observation

Observation is important, but insufficientObservations must be fair, reliable, and validThe criteria, methods, and procedures must

be well-thought-out and observers must be trained.

pre and post observation conferences play a critical role

Evaluation Process

Evaluator’s Role

Evidence is a factual reporting of events.

It may include teacher and student actions and/or behaviors.

It may also include artifacts prepared by the teacher, students, or others.

It is not clouded with personal opinion or biases. It is selected using professional judgment by the

observer and / or the teacher.

Evidence

Evidence or Opinion?

Read each of the statements on page Mark each statement

E for Evidence O for Opinion

Discuss your answers with an elbow partner

Types of Observation Evidence

Verbatim scripting of teacher or student comments: “Bring your white boards, markers and erasers to the carpet and sit on your square.”

Non-evaluative statements of observed teacher or student behavior:Teacher presented the content from the front of room.

Numeric information about time, student participation, resource use, etc.:Two groups started on the assigned project immediately, one group talked for five minutes before starting.

An observed aspect of the environment:Desks were arranged in groups of four with room to walk between each

group.

The Evidence Cycle

(Evidence)

COLLECTDATA

COLLECTDATA

SORT:FFT Domain,Component,

Element

Interpret:Clarify

Conclusions

Impact on Learning…

The Evidence Cycle

(Evidence)

COLLECTDATA

COLLECTDATA

SORT:FFT Domain,Component,

Element

Interpret:Clarify

Conclusions

Impact on Learning…

NO!

Formal Observation Process:

Collect Data Planning conference Classroom observation

Sort Determine Domain and Component Use element for more information

Interpret and Clarify Reflection conference Questions for teachers

Conclusions Determine level of performance and rating if needed

Impact on Learning Develop Professional Development Plan

Complete the next pg in your handout“Classifying Evidence”Be prepared to share!

With A Partner….

3rd grade videoYou scriptYou sortYou talk

Lets Try It

Each team will sort the cards based on Domain

Try to identify the component if you can!

Best team score wins!

You’re an expert! Lets Test it!

I came expecting…. I got…

I value… I need…

Ticket Out the Door!

Introduction Framework for Teaching by Charlotte Danielson

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