The Framework for Teaching Charlotte Danielson 2c: Managing Classroom Procedures 1.
Introduction Framework for Teaching by Charlotte Danielson
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Transcript of 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
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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
Domain 1: Planning and Preparation
1a: Demonstrating Knowledge of Content and Pedagogy
1b: Demonstrating Knowledge of Students
1d: Demonstrating Knowledge of Resources
Domain 1: Planning and Preparation
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.
Performance Levels: Key Words
Unsatisfactory Basic Proficient Distinguished
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None
Performance Levels: Key Words
Unsatisfactory Basic Proficient Distinguished
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None
Partial
Generally
Inconsistently
Attempts
Awareness
Moderate
Minimal
Some
24Levels of cognition and constructivist learning increase
Performance Levels: Key Words
Unsatisfactory Basic Proficient Distinguished
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
Performance Levels: Key Words
Unsatisfactory Basic Proficient Distinguished
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
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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!