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Welcome to. . . Welcome to. . . Introduction to A Framework for Teaching

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Collaborative CodeCollaborative CodeSilence electronics

Observe timeframes and signals

Limit sidebars

Keep materials organized

Parking Lot for Policy Questions04/22/23 pbevan 2

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Learning Intentions, Day 1: Learning Intentions, Day 1: Participants will learn. . . Participants will learn. . .

Requirements for pilot schoolsHow their thinking about good

teaching compares to the research about good teaching

That the Framework represents good common sense, and much that we already know, about teaching

The form and content of Domains 1, 2, 3 and 4

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Pilot Requirements1. Teacher completes

documentation of evidence related to Domain 1

2. Teacher and evaluator collaborate in a pre-evaluation conference

3. Evaluator(s) observe the lesson and gather the evidence

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Pilot Requirements4. Evidence is shared with teacher

and teacher adds to the evidence5. Teacher uses all evidence to self-

assess using the Pennsylvania rubric

6. Teacher and evaluator collaborate in post-observation conference and establish focus for walk-through

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Pilot Requirements7. Conduct a walk-through and

gather evidence around area of focus

8. Evidence shared with teacher and teacher adds to the evidence

9. All documents submitted to mathimaica

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Worksheet #1Worksheet #1

Wisdom of Practice: Collecting our thinking about good teaching

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Directions for Worksheet 1Independently, on the left side

of your paper, please respond to the following question:

What are the qualities of teaching most tightly tied to student learning?

At the cue, Pair-Share your list with an elbow partner

Debrief

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The DomainsThe Domains

1. Planning and Preparation

2. The Classroom Environment

3. Instruction

4. Professional Responsibilities

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Return to Worksheet 1 Match the “Qualities of Good

Teaching” from your list with the appropriate Domain.

Place the number of the domain in the column on the right.

Debrief

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Directions for Worksheet 2Read each statementReview the Domains and

Components to determine alignment

Place the number of the Domain and letter of the Component before each statement

Debrief

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Interacting with the Framework for Interacting with the Framework for Teaching:Teaching:Components of Professional PracticeComponents of Professional Practice

Domain 4: Professional Responsibilitiesa. Reflecting on Teachingb. Maintaining Accurate Recordsc. Communicating with Familiesd. Participating in a Professional Communitye. Growing and Developing Professionallyf. Showing Professionalism

Domain 3: Instructiona. Communicating with Studentsb. Using Questioning and Discussion Techniquesc. Engaging Students in Learningd. Using Assessment in Instructione. Demonstrating Flexibility and

Responsiveness

Domain 1: Planning and Preparationa. Demonstrating Knowledge of Content and Pedagogyb. Demonstrating Knowledge of Studentsc. Setting Instructional Outcomesd. Demonstrating Knowledge of Resourcese. Designing Coherent Instructionf. Designing Student Assessments

Domain 2: The Classroom Environmenta. Creating an Environment of Respect

and Rapportb. Establishing a Culture for Learningc. Managing Classroom Proceduresd. Managing Student Behaviore. Organizing Physical Space

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Elements of the Framework

Look at the FrameworkThe overarching ideas are

four DomainsThe Components further

clarify the DomainsThe Elements further specify

the Components

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Directions for Activity 3Each table will be assigned one DomainReview the Domains and ComponentsRead each strip containing the

ElementsDiscuss and Identify to which

Component it belongsDiscuss the key features within your

domainAt the cue we will do a Jig-saw activity

◦ Share the key ideas from your domain with your team

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Ms. C. has organized the new unit of study on the water cycle around the science content standards and the scope and sequence outlined in the pacing guide.

Scenario #1…

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Domain 1: Planning and Preparation

1e: Designing Coherent Instruction

Element: Lesson and Unit Structure

Scenario #1…

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Following a series of lessons on the Bill of Rights, Mr. L. distributes a quiz to his grade 8 social studies class. The worksheet contains 25 multiple choice questions about the topic. The students are given 10 minutes to complete the quiz and then correct their own papers. In groups, students discuss the reasons for correct answers; Mr. L. circulates to offer assistance.

Scenario #2…

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Domain 3: Instruction

3d: Using Assessment in Instruction

Element: Student Self-Assessment and Monitoring of Instruction

Scenario #2…

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After his first hour geography class, Mr. M. concluded that the lesson was successful because everyone received an “A” on the quiz.

Scenario #3…

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Domain 4: Professional Responsibilities

4a: Reflecting on Teaching

Element: Accuracy

Scenario #3…

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The desks in Mr. T.’s second grade classroom are arranged in groups of four. A couch and beanbag chair are provided for students in the reading corner.

Scenario #4…

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Domain 2: Classroom Environment

2e: Organizing Physical Space

Element: Arrangement of Furniture and Use of Physical Space

Scenario #4…

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Teachers and administrators rely on evidence, not opinion, to anchor the process.

Best Practice…

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is a factual reporting of events

may include teacher and student actions and behaviors

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

is selected using professional judgment by the observer and/or the teacher

is NOT clouded with personal opinion or biases

Evidence…

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Verbatim scripting of teacher or student comments: “Could one person from each table collect materials?”

Descriptions of observed teacher or student behavior:The teacher stands by the door, greeting students as

they enter.

Numeric information about time, student participation, resource use, etc.:Three students of the eighteen offer nearly all of the

comments during discussion.An observed aspect of the environment:

The assignment is on the board for students to do while roll is taken.

Types of Evidence Gathered During Observation

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Evidence or Opinion?1. The teacher has a warm relationship with the

students.2. The teacher said that the South should have won

the Civil War.3. The table groups were arranged in 2 x 2 pods. 4. The materials and supplies were organized well.5. Wait time was insufficient for student thinking.6. The teacher stated that students have learned

to add 2-digit numbers in preparation for today’s lesson.

7. 6 students, questioned randomly, did not know the day’s learning goals.

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Worksheet 3: Statements of Evaluation…

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When conducting evaluation conferences with teachers, who does the majority of the thinking?

Therefore, who does the learning and growing?

Overarching Question

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Off-Stage BehaviorDomains 1 & 4 reflect off-stage

behavior

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Domain 1: Planning and Domain 1: Planning and PreparationPreparation

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

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Evidence related to Component Evidence related to Component 1a: Demo. Knowledge of 1a: Demo. Knowledge of Content/PedagogyContent/Pedagogy

1. Teacher wrote a scholarly article2. Lesson plans/structure/content/relevance3. Teacher explanation of probable Ss misconceptions4. Teacher’s answers to student questions during class5. Teacher presented a workshop to faculty6. Teacher explains the structure of discipline prior to

lesson7. Teacher tells observer how this lesson fits into the larger

unit8. Teacher adjusts the lesson midstream based on Ss

misconceptions9. Teacher poses different levels of content questions

during the lesson10. Teacher states how this lesson connects to content

standards

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Introduction to the PA FormsIntroduction to the PA Forms1. Review the Pennsylvania Form for

Domain 12. The teacher will be asked to complete

this form before the pre-observation conference

3. What evidence will the teacher be providing for the pre-observation conference?

4. Reflect on what clarifying and probing questions you might ask

5. At the cue, Pair-Share

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Domain 4: Professional Responsibilities

4a: Reflecting on Teaching4b: Maintaining Accurate Records4c: Communicating with Families4d: Participating in a Professional Community4e: Growing and Developing Professionally4f: Showing Professionalism

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Introduction to the PA FormsIntroduction to the PA Forms1. Review the Pennsylvania Form for

Domain 42. The teacher will be asked to complete

this form before the pre-observation conference

3. What evidence will the teacher be providing for the pre-observation conference?

4. Reflect on what clarifying and probing questions you might ask

5. At the cue, Pair-Share

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Off Stage BehaviorGathering Evidence for

Domains 1 & 4View pre-observation conference keeping in mind the Pennsylvania Form

As you watch the conference, write on the form the evidence related to Domains 1 & 4

At the cue, independently continue to document evidence of what you saw and heard related to Domains 1 & 4

On the form, write probing and clarifying questions that you would have asked this teacher

At the cue, share evidence and questions with a partner

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On-Stage BehaviorDomains 2 & 3 reflect on-stage

behavior

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Domain 2:The Classroom Environment

2a: Creating an Environment of Respect and Rapport

2b: Establishing a Culture for Learning

2c: Managing Classroom Procedures

2d: Managing Student Behavior

2e: Organizing the Physical Space

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Introduction to the PA FormsIntroduction to the PA Forms

1. Review the Pennsylvania Form for Domain 2

2. What evidence will you be collecting during the observation?

3. At the cue, Pair-Share

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Components of Domain 3: Components of Domain 3: EngagementEngagement

3a: Communicating with Student

3b: Using Questioning and Discussion Techniques

3c: Engaging Students in Learning

3d: Using Assessment in Instruction

3e: Demonstrating Flexibility and Responsiveness

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Introduction to the PA FormsIntroduction to the PA Forms

1. Review the Pennsylvania Form for Domain 3

2. What evidence will you be collecting during the observation?

3. At the cue, Pair-Share

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Gathering EvidenceView Elementary Language Arts

LessonWrite on the form the evidence

related to Domains 2 & 3At the cue, continue to independently

document what you saw and heardOn the form, write clarifying or

probing questions that you would like to ask the teacher

At the cue, share evidence and questions with a partner

Debrief

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For Next Time Handouts:

◦Evidence Statements – Quick Review◦PA Forms (D1, D2, D3, D4)◦PA Rubric◦Question Stems