Module 2b Facilitation Guide -...

Module 2b: Facilitation Guide

Overview The goal of the presentation is to help teachers understand the Framework for Teaching, specifically 2b: Establishing a Culture for Learning. As an observer, you will become intimately familiar with Charlotte Danielson’s Framework for Teaching and the nuances of each of the components; however, your teaching staff will have little to no understanding of how evidence is observed, collected, and leveled. This module presentation serves to bridge this knowledge gap in your school Use this Facilitation Guide to lead an engaging and effective presentation for teachers.

Training Materials

Module 2b: Facilitation Guide

Module 2b: Presentation (PowerPoint)

A Printed Copy of the EXIT CARD slide for each Teacher to complete

Framework at a Glance: Domains 2 and 3 (for each staff member) from previous session

Framework for Teaching from previous session

Back Up of Video Clips

Introduction Opening Talking Points:

A “culture for learning” refers to the atmosphere in the classroom that reflects the importance of the work undertaken by both students and teacher.

It describes the norms that govern the interactions among individuals about the activities and assignments, the look of the classroom, and the general “tone” of the class.

The Framework for Teaching by Charlotte Danielson

Why is this an important component of effective teaching? Opening Talking Points:

In classrooms with a strong culture for learning, everyone, including the teacher, is engaged in pursuits of value.

Rather than an atmosphere of “getting by” or “punching the time clock,” both students and teachers take pride in their work and give it their best effort.

Reinforces the notion that a primary purpose of school is for students to develop conceptual understanding of complex material, the teacher conveys that it is not sufficient for students to be able to go through the motions, to follow a procedure without understanding why.

A “culture for learning” refers to the atmosphere in the classroom that reflects the importance of the work undertaken by both students and teacher. It describes the norms that govern interactions among individuals about the activities and assignments, the look of the classroom, and the general tone of the class. A classroom with a strong culture for learning is characterized by high cognitive energy, by a sense that what is happening there is important, and that it is essential to get it right. There are high expectations for all students, and the classroom is a place where the teacher and students value learning and hard work.

The Elements Opening Talking Points:

This component may be broken down into three distinct and important elements. 1. Importance of the content and of learning. 2. Expectations for learning and achievement. 3. Student pride in work.

This component may be broken down into three distinct and important elements. As you review these elements, think about what they might look like in practice in the classroom.

Importance of the content and of learningIn a classroom with a strong culture for learning, teachers convey the essential importance of what students are learning.

Expectations for learning and achievementIn classrooms with robust cultures for learning, all students receive the message that while the work is challenging, they are capable of achieving if they are prepared to work hard.

Student pride in workWhen students are convinced of their capabilities, they are willing to devote energy to the task at hand, and they take pride in their accomplishments. They may undertake revisions on their own, or show a visitor a recent paper or project they have produced.

Indicators

Opening Talking Points:

Determining a level of performance must be grounded in evidence found during an observation.

Evidence of a culture for learning is found primarily in the classroom itself, where it’s evident from the look of the room (which may display student work), the nature of the interactions, and the tone of the conversations.

The teacher’s instructional outcomes and activities, as described in their planning documents, also demonstrate high expectations of all students for learning.

(Discuss bullet points on slide)

Belief in the value of the work Expectations are high and supported through both

verbal and nonverbal behaviors Quality is expected and recognized Effort and persistence are expected and recognized Confidence in ability is evidenced by the teacher's

and students' language and behaviors Expectation for all students to participate

Activity: Relevant because…

Activity Directions:

1. Having reviewed the indicators for Establishing a Culture for Learning on the previous slide, select whether each piece of evidence is “relevant” or “not relevant” for the component.

(click to show evidence) 2. Have the teachers read the evidence, and assess using a showing of hands if they think that the

evidence is relevant or not. 3. Then click on the slide to get the explanation as to why this is relevant (note that all of these examples

are relevant for this exercise) (read explanation and repeat) 4. Allow for brief discussion.

The teacher says to a student, “Why don’t you try this easier problem?”

This comment to the student demonstrates the teacher’s low expectations for learning and achievement, one of the elements for the component.

A student asks the teacher whether she can redo a piece of work since she now sees how it could be strengthened.

Through this piece of evidence, we see demonstration of student effort and pride in work, one of the elements for the component.

The teacher says, “This idea is really important! It’s central to our understanding of history.”

Through this statement the teacher conveys the value and importance of the learning that is happening in the classroom, one of the elements for the component.

‐11: Activity: Level of Performance


• The Framework for Teaching is a tool that provides clear expectations and standards to both the observer and the teacher.

• The rubrics provide a common set of criteria, a common language of professional practice.

Activity Directions:

1. Have teachers read The Framework for Teaching handout, pages 4‐6 relating to Domain 2b. 2. Review the directions on slide 6 for this activity. 3. Display and Read aloud the descriptions on slides 6‐10, giving 4‐5 minutes on each for teachers to

utilize their Framework to determine the performance levels of each. 4. Display the slide 11. Inquire by showing of hands what level the teachers would have placed each

description. Click on the presentation after each discussing each of the 4 scenarios to reveal the answers.

You will read four classroom observation descriptions. They are numbered so that we can reference them and in no way reflect their performance level. After each of the four description, jot down what performance level you would assign it and why.

1. The classroom culture is a cognitively busy place where learning is valued by all, with high expectations for learning the norm for most students. The teacher conveys that with hard work students can be successful; students understand their role as learners and consistently expend effort to learn. Classroom interactions support learning and hard work.

2. The classroom culture is characterized by a lack of teacher or student commitment to learning and/or little or no investment of student energy in the task at hand. Hard work is not expected or valued. Medium to low expectations for student achievement are the norm, with high expectations for learning reserved for only one or two students.

3. The classroom culture is characterized by little commitment to learning by the teacher or students. The teacher appears to be only “going through the motions,” and students indicate that they are interested in completion of a task rather than quality. The teacher conveys that student success is the result of natural ability rather than hard work; high expectations for learning are reserved for those students thought to have a natural aptitude for the subject.

4. The classroom culture is a cognitively vibrant place, characterized by a shared belief in the importance of learning. The teacher conveys high expectations for learning by all students and insists on hard work; students assume responsibility for high quality by initiating improvements, making revisions, adding detail, and/or helping peers.

Any surprises?

1. Effective (Rubric Level 3)2. Ineffective (Rubric Level 1)3. Partially Effective (Rubric Level 2)4. Highly Effective (Rubric Level 4)

(Discuss Results)

‐13: Level 3 Critical Attributes, Evidence, and Sample Video


The levels of performance described in the rubric correspond to developing expertise with respect to Establishing a Culture for Learning.

We will first examine level of performance 3 in detail. Allow for brief discussion.

The teacher communicates the importance of learning and that with hard work all students can be successful in it.

The teacher demonstrates a high regard for student abilities. The teacher expects student effort and recognizes it. Students put forth good effort to complete work of high quality

Level 3: Evidence The teacher says, “This is important; you’ll need to speak grammatical

English when you apply for a job.” The teacher says, “This idea is really important! It’s central to our

understanding of history.” The teacher says, “Let’s work on this together. It’s hard, but you all will

be able to do it well.” The teacher hands a paper back to a student, saying, “I know you can do

a better job on this.” The student accepts it without complaint. Students get to work when an assignment is given or after entering the

room.





The teacher’s energy for the work is neutral, indicating neither a high level of commitment nor “blowing it off.”

The teacher conveys high expectations for only some students. Students comply with the teacher’s expectations for learning, but

don’t indicate commitment or their own initiative for the work. Many students indicate that they are looking for an easy path to

completing the work.

Level 2: Evidence The teacher says, “Let’s get through this.” The teacher says, “I think most of you will be able to do this.” Students consult with one another to determine how to fill in a

worksheet, without challenging classmates’ thinking. The teacher does not encourage students who are struggling. Some students get to work after an assignment is given or after

entering the room.





The teacher conveys that the reasons for the work are external. The teacher conveys to at least some students that the work is

too challenging for them. The teacher trivializes the learning goals and assignments. Students exhibit little or no pride in their work. Class time is devoted more to socializing than to learning.

Level 1: Evidence The teacher tells students that they're doing a lesson because it's on the

test, in the book, or is district-directed. The teacher says to a student, “Why don’t you try this easier problem?” Students turn in sloppy or incomplete work. Students don’t engage in work, and the teacher ignores it. Students have not completed their homework, and the teacher does not

respond. Almost all of the activities are busy work.





In addition to the characteristics of a level of performance 3, The teacher communicates a genuine passion for the subject. Students indicate that they are not satisfied unless they have complete

understanding. Student questions and comments indicate a desire to understand the content

rather than, for example, simply learning a procedure for getting the correct answer.

Students recognize the efforts of their classmates. Students take initiative in improving the quality of their work.

Level 4: Evidence The teacher says, “It’s really fun to find the patterns for factoring polynomials.” A Student asks a classmate to explain a concept or procedure since he didn't quite

follow the teacher’s explanation. Students question one another on answers. A Student asks the teacher whether she can redo a piece of work since she now

sees how it could be strengthened. Students work even when the teacher isn't working with them or directing their

efforts.

Discussion


Teachscape is a resource in which teachers can log into to see more videos at each level under Module 2b: Levels of Performance, should they desire on their own.

When a culture for learning has been established, other aspects of teaching become easier and more rewarding.

Students enter the classroom ready to get to work; they assume responsibility for their learning; they have confidence in their abilities.

Students come to recognize important academic learning, and the intellectual challenges that accompany it, as fun. And when they master complex material, they enjoy the satisfaction that comes only from demonstrated competence in important work.

After reviewing the Performance Levels for Domain 2b: Creating an Environment of Respect and Rapport, do you think you could distinguish between them?

Did the sample videos of each of the performance levels in this component help to provide clarity in what each of the performance levels looks like?

Reflect on your classroom practices…. What would the performance level of your classroom on a typical day be as it relates to this component?

Our performance goal is to LIVE in 3… and vacation in 4.

Opening Talking Points: It is important that as we move through the modules that teachers understand that the expectations

for our staff is that we are all effective practitioners (Level 3).

Highly effective practices truly reflect students taking much of the responsibility and initiative.

Effective practitioners strive to be highly effective in their practices but due to external and necessary factors and duties of the profession, this cannot always be achieved. (ex. test giving, direct instruction mini‐lessons, flexibility in meeting student needs lead to a more teacher‐centric lesson)

Our performance goal is to LIVE in 3… and vacation in 4.

Session Reflection & Exit Card


A lot of new information was just disseminated and it will take time to digest it all.

Activity Directions: Have teachers complete the EXIT CARD as a reflection of session and submit to the facilitator to collect impressions and feedback.

An insight I had as a result of today’s session is…

Concepts from this session that are most applicable to my teaching practice are…

A question I have related to today’s session is…

Module 2b Facilitation Guide -...

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