Enhancing Professional Practice A Framework For Teaching

--Charlotte Danielson

Book study developed by: DAY 2 Ginny Huckaba, Professional Development Specialist

Arch Ford Education Service Cooperative

Learning Outcomes

At the end of this book study, participants

will be able to:

• Understand the components of Domains 1 and 4

• Identify evidences for Domains 1 and 4

• Use the scoring rubrics for Domains 1 and 4

• Serve as a resource for introducing others to Enhancing Professional Practice: A Framework for Teaching

AGENDA

Welcome Sharing Review 4 Domains and Levels of Performance Digging into Domains 1 and 4:

◦ Exemplar Teacher Activity ◦ Exploring “behind the scenes” actions of teaching:

Planning Preparation Professional Practices and Actions

◦ Rubric Study for Domains 1 and 4 ◦ Video observation

Planning Homework Reflection

3

Norms

Phone on silent or vibrate Honor talk-free zones Be intellectually engaged Share with one another Take care of your needs Return from break Sharpen Your Saw and enjoy…you

deserve it!

Table Group Roles:

FACILITATOR

RECORDER

REPORTER

TIME KEEPER

MATERIALS MANAGER

6

Domain 4

Professional

Responsibilities

Domain 3

Instruction

Domain 1

Planning and Preparation

Framework for Teaching Components of Professional Practice

Domain 2

The Classroom Environment

Common Themes (Embedded in all Domains)

Equity

High expectations

Attending to individual students, including those with special

needs

Cultural competence

Developmental appropriateness

Appropriate use of technology

Student assumption of responsibility

Levels of Performance (pages 38-42)

Unsatisfactory

Basic

Proficient

Distinguished

LOP Review

Choose a common subject area & grade level.

Table number = Domain number

Discuss: What does the evidence look like for each of the 4 levels of performance?

Complete the worksheet together.

Share out.

A Teaching Exemplar

If you were to observe an exemplary teacher, either in the classroom or another professional setting, what might you see or hear that would tell you that you were in the presence of an expert?

(Write each idea on a sticky note—one idea per note.)

Teaching Exemplar, cont’d.

Talk at your table about your responses.

Organize your table’s responses into groups of like/similar characteristics.

Debrief. ◦ Is there a pattern to the group responses?

◦ Why do you think that

happened?

◦ What are the implications

for exemplary teaching?

“Teaching is a purposeful activity.”

Charlotte Danielson

Guiding Questions:

What is the off-stage work of teaching? When does that work take place? Why is that work significant (or is

it)? How is that work evidenced,

documented and measured?

Backward Design*

Effective teaching takes place before students set foot in the learning

environment.

Effective teachers design instruction from an over-the-shoulder

perspective:

*Source: Understanding by Design, Wiggins, G. & McTighe, J. (2005), Prentice-Hall

Backward Design

Exemplary teachers ask first:

“What do I want my students to learn?”

Then ask,

“How will I measure/assess if they learn what I want them to learn?”

Then (and only then) ask,

“How will I teach this so that my students will learn what they need to learn?”

DOMAIN 1:

PLANNING AND PREPARATION

Domain 1: Planning & Preparation

Expert Group: count 1 – 6 (whole group) Move to Expert Group

Expert Group assignments:

*Group 1 = 1a *Group 2 = 1b *Group 3 = 1c *Group 4 = 1d *Group 5 = 1e *Group 6 = 1f

Read, highlight, discuss, plan to teach (“meat & potatoes” please)

Teaching Group: count off using # in smallest group

(for ex. 1-3 if smallest group = 3)

Move to Teaching Group; present your assigned component

17

18

Domain 1: Planning and Preparation

1a: Demonstrating Knowledge of Content and Pedagogy (p. 44)

1b: Demonstrating Knowledge of Students (p. 46)

1c: Setting Instructional Outcomes (p. 51)

1d: Demonstrating knowledge of resources (p.53)

1e: Designing coherent instruction (p. 55)

1f: Designing Student Assessments (p. 59)

Reflecting: which is it, an activity or learning goal?

Activity Learning Goal

What students do

during a lesson Is usually an

observable student action taking place during instruction

May/may not result in

learning

What students will learn

Is measurable

May include language

such as: *distinguish *create *determine *compose *contrast *analyze *identify *compare

19

DOMAIN 4:

PROFESSIONAL RESPONSIBILITIES

Domain 4: Professional Responsibilities

Work in Table Groups

Determine table assignments: *4a *4b

*4c *4d

*4e *4f

Read, summarize your component(s) to your table group

Whole-group debrief

21

Domain 4: Professional Responsibilities

4a: Reflecting on Teaching (p. 92)

4b: Maintaining Accurate Records (p.94)

4c: Communicating with Families (p. 96)

4d: Participating in a Professional Community (p. 99)

4e: Growing and Developing Professionally (p. 102)

4f: Showing Professionalism (p. 106)

D1 and D4 Rubrics

Individually: examine the rubrics for Domain 1 and Domain 4

Highlight the key-word differences in the levels of performance

Discuss with your table key points and impressions gained from this activity

Levels of Performance (common terms)

Unsatisfactory Basic Proficient Distinguished

24

Levels of Performance (common terms)

Unsatisfactory Basic Proficient Distinguished

25

*Not

*No

*Not clear

*Unaware

*Does not

respond

*Poor

*Not

congruent

*Some

*Attempts to

*Limited

*Moderate

*Uneven

*Inconsistent

*Rudimentary

*Consistent

*High quality

*Timely

*Accurate

*Appropriate

*Clear

*Effective

*High

expectations

*All students

*Highly

effective

*Entirely

appropriate

*Adapted for

individual

students

*Fully aligned

*Extensive

Gathering Evidence: Domains 1 and 4

Domain 1

Use Evidence Collection Form

Watch pre-conference video

Record evidence for Domain 1

Discuss—is there additional evidence to gather? What are other possible sources of evidence for D1?

Domain 4

Use Evidence Collection Form

Watch post-conference video

Record evidence for Domain 4

Discuss—is there additional evidence to gather? What are other possible sources of evidence for D4?

Complete and discuss:

Sample Portfolio Artifacts Form

Crosswalk of:

FFT, Domains 1 and 4

and

Pathwise, Domains A and B

31

Domain 1 Domain A Framework for Teaching Pathwise Mentoring

Demonstrating Knowledge of Content and Pedagogy

Demonstrating Knowledge of

Students Setting Instructional

Outcomes Demonstrating Knowledge of

Resources Designing Coherent

Instruction Designing Student

Assessments

Becoming familiar with students’ background

Articulating clear learning

goals Demonstrating

understanding the connections among previous, current, and future content learning experiences

Creating or selecting

methods, activities, and materials aligned with goals of lesson

Creating or selecting

evaluation strategies aligned with goals of lesson

32

Domain 4 Domain D Framework for Teaching Pathwise Mentoring

Reflecting on teaching Maintaining accurate records Communicating with families Participating in a professional

community Growing and developing

professionally Showing professionalism

Reflecting on the extent to which the learning goals were met

Demonstrating a sense of efficacy

Building professional relationships with colleagues to share teaching insights and to coordinate learning activities for students

Communicating with parents or guardians about student learning

Exit slip (on post-its)

What was reinforced for you today?

What questions are still perking?

Sources:

Primary Source:

◦ Danielson, C. (2007). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

Secondary Source: ◦ A Framework for Teaching Teacher Introductory Training,

Ginny Huckaba, Arch Ford Education Service Cooperative