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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