Enhancing Professional Practice A Framework For Teaching

--Charlotte Danielson

Book study developed by: DAY 3 Ginny Huckaba, Professional Development Specialist

Arch Ford Education Service Cooperative

AGENDA

Welcome Review D1 and D4 Memorable Experience Activity Investigations:

◦ Domain 2: Classroom Environment ◦ Domain 3: Instruction

Preparing to Observe and Score D2/D3 ◦ Evidence Activity ◦ Observing Teaching ◦ Scoring using Rubrics

D1-D4 Vignette Activity (if time permits) Full Observation

◦ Videos for Domains 1 to 4 ◦ Scoring using Rubrics D1 to D4

Reflection/Close

2

Learning Outcomes

At the end of this book study, participants will be able to: • Understand the components of Domains 2 and 3

• Identify evidences for Domains 2 and 3

• Collect evidence and use the scoring rubrics for

Domains 2 and 3

• Conduct a full observation and use the scoring rubrics for Domains 1 through 4

• Serve as a resource for introducing others to

Enhancing Professional Practice: A Framework for Teaching

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

Levels of Performance (pages 38-42)

Unsatisfactory

Basic

Proficient

Distinguished

Common Themes (Revisited)

(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

Memorable Experience

Think back to your days as a student.

What memory stands out for you?

Think about what makes it memorable

for you. (Note: it may be a positive or a

negative memory.)

Memorable Experience

Talk with your elbow/shoulder partner about your memory.

When asked, you will move to 4 Corners, based on your memory of that teacher.

4 Corners ◦ (+/- Made you feel)

◦ (+/- How you were taught)

◦ Do you see any trends?

◦ What conclusion may be

drawn from those trends?

“…the challenge of teaching includes not only organizing the group but also attending to the particular characteristics of individuals. This is not a trivial matter…”

--Charlotte Danielson

DOMAINS 2 & 3:

THE CLASSROOM ENVIRONMENT &

INSTRUCTION

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Domain 2 Domain B Framework for Teaching Pathwise Mentoring

Creating an environment of respect and rapport

Establishing a culture for

learning Managing classroom

procedures Managing student behavior Organizing physical space

Creating a climate that promotes fairness

Establishing and maintaining

rapport with students Communicating challenging

learning expectations to each student

Establishing and Maintaining

consistent standards of classroom behavior

Making the physical

environment as safe and conducive to learning as possible

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Domain 3 Domain C Framework for Teaching Pathwise Mentoring

Communicating with students

Using questioning and

discussion techniques Engaging students in

learning Using assessment in

instruction Demonstrating flexibility and

responsiveness Showing professionalism

Making learning goals and instructional procedures clear to students

Making content comprehensible to students

Encouraging students to extend their thinking

Monitoring students’ understanding through a variety of means, providing feedback, adjusting learning activities

Using instructional time effectively

DOMAIN 2:

THE CLASSROOM ENVIRONMENT

Domain 2: The Classroom Environment

Jigsaw: count off, 1 - 5 Move to Expert Group Expert Group assignments:

*Group 1 = 2a *Group 4 = 2d

*Group 2 = 2b *Group 5 = 2e

*Group 3 = 2c

Read Plan instructional “set” Move to group representing all 5 criteria

“experts” Teach your assigned criterion to the group

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Domain 2: The Classroom Environment

2a: Creating an Environment of Respect and Rapport (p. 64)

2b: Establishing a Culture for Learning (p. 67)

2c: Managing Classroom Procedures (p. 68)

2d: Managing Student Behavior (p.71)

2e: Organizing Physical Space (p. 73)

DOMAIN 3:

INSTRUCTION

Component 3c: Engaging Students in Learning

“If one component can claim to be the most important, it is student engagement. All the rest of the Framework is at the service of student engagement.”

--Charlotte Danielson

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Domain 2: The Classroom Environment

Jigsaw, modified: at your table, determine the following criterion “expert” assignments: *Expert 1 = 3a *Expert 4 = 3d *Expert 2 = 3b *Expert 5 = 3e *Expert 3 = 3c

Read and highlight assigned criterion

Teach your assigned criterion to your

table group

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Domain 3: Instruction

3a: Communicating with Students (p. 77)

3b: Using Questioning and Discussion Techniques (p. 79)

3c: Engaging Students in Learning (p. 82)

3d: Using Assessment in Instruction (p.86)

3e: Demonstrating Flexibility and Responsiveness (p. 88)

D2 and D3 Rubrics

Individually: examine the rubrics for Domain 2 and Domain 3

Highlight the key-word differences in the levels of performance

Discuss with your group the key points of the differences you have identified

Levels of Performance (common terms, revisited)

Unsatisfactory Basic Proficient Distinguished

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*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

Before observing teaching, let’s clarify evidence.

Evidence:

is a factual statement of what is observed or heard.

may also be comprised of physical artifacts.

does not contain subjective or judgmental language.

is selected using the professional judgment of the observer or the teacher.

EVIDENCE SHOULD BE: *Factual *Representative *Relevant

Evidence or Opinion? Activity

At your table, sort the statements into two

groups: Evidence and Opinion Move to a new table, check for your agreement

with the previous group’s work. For statements sorted as Opinion, use a large

sticky note to rewrite each as Evidence and stick to the strip…leave the strip in the Opinion group.

Move one more time; check for agreement. Debrief

Observing Teaching for Domains 2 and 3

Observing Teaching: Domains 2 and 3

Use D2/D3 Evidence Collection Form Watch video and record evidence Use scoring rubric to highlight and score

D2 and D3 As a group, reach a consensus Post Conduct carousel Debrief

Preparing for a Full Observation, D1-D4

Vignette Activity

With your table group, determine the cards’ color significance. (Need table groups of 4, be ready to adjust if asked)

Determine each card’s domain and component; write on a sticky note for each card and attach to the card.

Divide the cards by colors with your table group.

All like colors move to one table; read/share answers with color group.

Use answer key to “check” answers.

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Domain 4

Professional

Responsibilities

Domain 3

Instruction

Domain 1

Planning and Preparation

Framework for Teaching Components of Professional Practice

Domain 2

The Classroom Environment

Domains 1-4

This time, a complete observation will take place

Watch each video segment, collecting evidence

After all videos have been viewed, use the rubrics to score D1 to D4

Discuss with your table group Debrief with whole group

Crosswalk of:

FFT, Domains 2 and 3

and

Pathwise, Domains B and C

Exit slip (on post-its)

How do you plan to use what you have learned in these 3 book study sessions with your faculty?

What concerns do you have about

The book study you are conducting or

Plan to conduct with your faculty?

Sources:

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

Secondary Sources:

◦ A Framework for Teaching Teacher Introductory Training, Ginny Huckaba, Arch Ford Education Service Cooperative

◦ Arkansas Department of Education Teacher-Evaluation Resources, http://arkansased.org/educators/index.html