Pat HubertESA2
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INTRODUCTION FRAMEWORK FOR
TEACHINGBY CHARLOTTE DANIELSON
Welcome!
DEFINING AND SUPPORTING
GOOD TEACHING: THE FRAMEWORK FOR
TEACHING
Welcome, Goals, agendaEnvisioning Quality PracticeOverview of the FrameworkExploring Domain 3Exploring Domain 2Exploring Domains 4Exploring Domain 1
AGENDA
OUTCOMESUnderstand the use of the
Framework for Teaching in your classroom/building/district
Communicate the structure of the framework for Teaching
Site examples of what evidence for components from the Framework for Teaching looks like in a classroom
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www.adaptiveschools.com
EXPECTATIONS…..
Ask questions!Participate in group and partner activities
Adult learners – take care of your needs
Cell phones
OUTCOMES
At the end of this session you will know and be able to :
Understand the use of the Framework for Teaching in your setting
Communicate the structure of the Framework for Teaching
Be familiar with Domains 1 & 2
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“Because
teaching is so complex, it is helpful to have a road map Through the territory, structured around a shared understanding of teaching.”~ Charlotte Danielson
www.adaptiveschools.com
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What are some of the characteristics of exemplary
teaching? Consider settings both in and beyond the classroom.
Write one idea per post-it note.
A SPEED DATE WITH CHARLOTTE
THE NATURE OF PROFESSIONAL LEARNING
TrustSelf-assessment and self-directed inquiryReflection on practiceCollaboration and conversationA community of learners
THE DOMAINS
Domain 1: Planning and
Preparation
Domain 2: The Classroom
Environment
Domain 3: Instruction
Domain 4: Professional
Responsibilities
FRAMEWORK…
What a teacher knows and does in preparation for engaging students in learning.
Domain 1 – Planning and Preparation
What a teacher does to establish and maintain a culture for learning that supports cognitive engagement.
Domain 2 – The Classroom Environment
Domain 4 – Professional Responsibilities
Domain 3 – Instruction
What a teacher does to cognitively engage students in the content.
Professional responsibilities and behavior in and out of the classroom.
VOCABULARY
76 Elements
22 Components
4 Domains
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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
Figure 6.7
Components/Elements
DOMAIN JIGSAW In groups, (groups of 4) divide the
Domains and read your sectionPg 26-31 in the book
Each participant will then, share their Domain summary with the group.
Be prepared to share!Get ready with your post-it notes!
What a teacher knows and does in preparation for engaging students in learning.
Domain 1 – Planning and Preparation
What a teacher does to establish and maintain a culture for learning that supports cognitive engagement.
Domain 2 – The Classroom Environment
Domain 4 – Professional Responsibilities
Domain 3 – Instruction
What a teacher does to cognitively engage students in the content.
Professional responsibilities and behavior in and out of the classroom.
Framework for Effective Teaching Handout
Independently fill it out!
ACTIVITY!
THE FRAMEWORKS FOR NON-CLASSROOM SPECIALIST
POSITIONSDomain 1 – Planning and Preparation
Domain 2 – The Classroom Environment
Domain 4 – Professional Responsibilities
Domain 3 – Delivery of Service
COMMON THEMES THROUGH THE WHOLE FRAMEWORK
Equity
Cultural sensitivity
High expectations
Developmental appropriateness
Accommodating individual needs
Appropriate use of technology
Student Assumption of responsibility
FEATURES OF THE FRAMEWORK FOR
TEACHINGComprehensiveGrounded in researchPublicGenericCoherent in structureIndependent of any particular teaching
methodology
“After 30 years of doing such work, I have concluded that classroom teaching … is perhaps the most complex, most challenging, and most demanding, subtle, nuanced, and frightening activity that our species has ever invented. ..The only time a physician could possibly encounter a situation of comparable complexity would be in the emergency room of a hospital during or after a natural disaster”
Lee Shulman, The Wisdom of Practice
SUMMARY OF THE FRAMEWORK FOR
TEACHINGA research-based definition of good teaching
A roadmap to, and for navigating through, the territory
A framework for novice-level practitioners, through accomplished teaching
USES OF THE FRAMEWORK FOR
TEACHINGTeacher preparation
Supervising student teachers
Teacher recruitment and hiring
Mentoring beginning teachers
Structuring PD
Evaluating teacher
performance
BENEFITS OF ANY FRAMEWORK FOR
TEACHINGCommon language
Development of shared understandings
Self-assessment and reflection on
practice
Structured professional
conversation
SupervisionOf StudentTeachers
MentoringRecruitmentAnd Hiring
ProfessionalDevelopment
LicenseRenewal
TeacherEvaluation
GOOD TEACHING(The Framework for Teaching)
DEFINING EFFECTIVE PRACTICE
In order to create the conditions for improved teaching, one must first define it. Without such
a definition of good practice, educators are, in effect, wandering in a swamp.
Charlotte Danielson
www.adaptiveschools.com
A Framework for Teaching:Components of Professional Practice
Domain 4: Professional Responsibilities
a.Reflecting on teachingb.Maintaining accurate recordsc.Communicating with familiesd.Participating in a professional
Communitye.Growing and developing
professionallyf. Demonstrating professionalism
Domain 3: Instructiona. Communicating with studentsb. Using questioning and discussion
techniquesc. Engaging students in learningd. Using assessment in instructione. Demonstrating flexibility and
responsiveness
Danielson 2007
Domain 1: Planning and Preparation
a.Demonstrating knowledge of content and pedagogy
b.Demonstrating knowledge of students
c.Setting instructional outcomesd.Demonstrating knowledge of
resourcese.Designing coherent instructionf. Designing student assessments
Domain 2: The Classroom Environment
a. Creating an environment of respect and rapport
b. Establishing a culture for learning
c. Managing classroom procedures
d. Managing student behaviore. Organizing physical space
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PLAN
TEACH
REFLECT
APPLY
CONSTRUCTIVIST LEARNING &
COGNITIVE ENGAGEMENT
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COGNITIVE ENGAGEMENT AND CONSTRUCTIVIST LEARNING
The Framework for Teaching is Based on Cognitive Engagement and Constructivist Learning.
Develop a definition at your table of Cognitive Engagement?How would you know students are cognitively
engagedWhat is evidence of thinking?
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ARTICLE READ – GROUPS OF 3TEXT TAGGING STRATEGY
As you read “tag” portions of the text to guide your thinking:
Main points to underline/highlight
An idea I want to remember
I have a question or need further clarification
Key words or phrases
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?
SILENT READ
Read pages 15-17 in Enhancing Professional Practice: A Framework for Teaching.
What else do you want to add to your definition of Cognitive Engagement and Constructivist Learning?
CHARACTERISTICS OF ENGAGEMENT
Multiple Answers/PathwaysProblem SolvingStudent ChoiceReal Thinking/Bloom’sDeep, Not BroadRelevant/Authentic
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Cognitive Engagement“Proficient” = students must be engaged cognitively
“Distinguished” = cognition, meta-cognition, and student ownership of their learning
Constructivist Learning Proficient practice must have evidence of learning experiences designed to facilitate students construction of knowledge.
PRIORITIES OF THE FFT
SIGNERS OF THE DECLARATION
As a table group…Write questions that can be
answered using only the information on page 12 in the first column.
Write questions that you are curious about in the second column and in the 3rd column write where you might find the answers to your questions
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CHARACTERISTICS OF COGNITIVE ENGAGEMENT
Using your handout…Develop characteristics of the activity, the students, the teacher in regards to the Signers of the Declaration of Independence activity
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DOMAIN 3DIGGING DEEPER
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REMINDER! TEXT TAGGING STRATEGY
As you read “tag” portions of the text to guide your thinking:
Main points to underline/highlight
An idea I want to remember
? I have a question or need further clarification
Key words or phrases
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DOMAIN 3: INSTRUCTION- ACTIVITY
Page 77 in the bookNumber off to 5 (Groups of 5)Jigsaw the Domain by componentComplete handout in the following manner
(p.9): Summarize the Component and Elements and
discuss how it supports cognitive engagement Determine what students would be doing related
to this Component that demonstrates evidence of cognitive engagement
Regroup and share your response with the whole group
ENGAGEMENT IN ACTION WATCH THE VIDEO
Video – Note what students are doing that shows evidence from your domain.
SORTING BY COMPONENT
In your group, share the evidence from your notes with your group.
Jot down notes from your group members.
REFLECTION……
As you consider the what we have talked about so far regarding the framework…..
How might you imagine making use of the framework in your practice?
How might you imagine the framework being used in your school?
What dangers might you foresee using the framework?
LUNCH!
DIGGING DEEPERDOMAIN 2
People will forget what you said.
They will forget what you did.
But they will never forget how you made them feel."Maya Angelou
Domain 2: Classroom Environment
MEMORABLE MOMENT
Think of a memorable time in your past that you had with a teacher. This memory can be positive or negative.
Be ready to share with someone else.
Domain 2: Classroom Environment
DOMAIN 2: THE CLASSROOM ENVIRONMENT
Identify what effective teachers do in the first weeks of school that contributes to and supports the success of their students for the rest of the year?
Think………. Write………. Share..........
2a: Creating an Environment of Respect and Rapport
2b: Establishing a Culture for Learning
2c: Managing Classroom Procedures 2d: Managing Student Behavior
2e: Organizing Physical Space
Domain 2: The Classroom Environment
Which components do your brainstormed ideas “fit”?
2a, 2b, 2c, 2d, 2e?
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DOMAIN 2: THE CLASSROOM ENVIRONMENT
REMINDER! TEXT TAGGING STRATEGY
As you read “tag” portions of the text to guide your thinking:
Main points to underline/highlight
An idea I want to remember
? I have a question or need further clarification
Key words or phrases
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Jigsaw Activity• Read and discuss the Domain 2 component
assigned to you. • Summarize the key points of the component• Site several examples of what might be
documented as evidence of this component.
Understanding Domain 2Pg. 64-76
Jigsaw Activity
• Each person will take 2-3 minutes to teach their component to the group in order.
• Explain the essence of your component and share your examples
• Group should take notes on each other ’s presentation
UNDERSTANDING DOMAIN 2
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CLASSROOM VIDEO: DOMAIN 2:THE CLASSROOM ENVIRONMENT
Watch the video and take notes on what the teacher and students do related to Domain Two: The Classroom Environment.
Note teacher and student interactions, student behavior, processes and procedures in place, focus on learning, classroom arrangement, and so forth.
SORTING BY COMPONENT
In your group, identify the evidence from your notes that matches with your assigned component in Domain Two.
3-2-13 things you’re recalling as important from today
2 ah-ha’s you’ve had today
1 question that is still running around in your head.
DIGGING DEEPERDOMAIN 1
DOMAIN 1 PLANNING & PREPARATION
1a Demonstrating Knowledge of Content and Pedagogy
1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student Assessment
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DOMAIN 1: PLANNING AND PREPARATION
Knowledge Components1a: Demonstrating
Knowledge of Content and Pedagogy
1b: Demonstrating Knowledge of Students
1d: Demonstrating Knowledge of Resources
Action Components1c: Setting Instructional
Outcomes
1e: Designing Coherent Instruction
1f: Designing Student Assessments
P. 44 1a:Demonstrating knowledge of content and pedagogy
P. 46 1b:Demonstrating knowledge of students
P. 51 1c:Selecting instructional goals P. 53 1d:Demonstrating knowledge of
resources P. 55 1e:Designing coherent instruction P. 59 1f:Assessing student learning
6 MAN JIGSAW
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DOMAIN 1 PROCESS QUESTION
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?
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GALLERY WALK
Prepare a chart to share What it looks likeHow could/should it be documented
When finished walk around and look at the work of the other groups
EXAMPLE
1a Knowledge of Content and pedagogy
1b Knowledge of Students
1f Assessing Student Learning
How might this be done?
How might this be documented in a professional portfolio?
REFLECT….DOMAIN 1
WHEN WE MEET AGAIN…
DOMAIN 4PERFORMANCE
MEASURESCOLLECTING
EVIDENCE
DIGGING DEEPERDOMAIN 4
DOMAIN 4: PROFESSIONAL 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
CAROUSELIn your group, read about your
componentDiscuss 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?
Write one idea per column; move when directed.
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 DEBRIEF
What 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.
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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.
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PERFORMANCE LEVELS: KEY WORDS
Unsatisfactory Basic Proficient Distinguished
UnsafeLack of
UnawareHarmfulUnclear
PoorUnsuitable
None
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PERFORMANCE LEVELS: KEY WORDS
Unsatisfactory Basic Proficient Distinguished
UnsafeLack of
UnawareHarmfulUnclear
PoorUnsuitable
None
PartialGenerally
InconsistentlyAttempts
AwarenessModerateMinimalSome
79Levels of cognition and constructivist learning increase
PERFORMANCE LEVELS: KEY WORDS
Unsatisfactory Basic Proficient Distinguished
UnsafeLack of
UnawareHarmfulUnclear
PoorUnsuitable
None
PartialGenerally
InconsistentlyAttempts
AwarenessModerateMinimalSome
ConsistentFrequent
SuccessfulAppropriate
ClearPositiveSmooth
Most
80Levels of cognition and constructivist learning increase
PERFORMANCE LEVELS: KEY WORDS
Unsatisfactory Basic Proficient Distinguished
UnsafeLack of
UnawareHarmfulUnclear
PoorUnsuitable
None
PartialGenerally
InconsistentlyAttempts
AwarenessModerateMinimalSome
ConsistentFrequent
SuccessfulAppropriate
ClearPositiveSmooth
Most
SeamlessSolid
SubtleSkillful
PreventativeLeadershipSTUDENTS
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
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We can apply what we know about
student learning – what causes learning
and what motivates learners
to adult learning.
DEVELOPING EXCELLENCE IN TEACHING
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To develop and sustain high quality teaching, a school system
must be willing to change the way teachers have traditionally been supervised and evaluated.
REFLECTION……
As you consider the what we have talked about today regarding the framework…..
How might you imagine making use of the levels of performance in your practice?
How might you imagine the level of performance being used in your school?
What dangers might you foresee using the levels of performance?