Welcome to. . . Welcome to. . . Introduction to A Framework for Teaching

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Collaborative CodeCollaborative CodeSilence electronics

Observe timeframes and signals

Limit sidebars

Keep materials organized

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A Framework for Teaching: The A Framework for Teaching: The ResearchResearch

• National Board for Professional Teaching Standards

• Praxis III Teaching Performance Assessments

• State Teaching Standards

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Learning Intentions, Day 1: Learning Intentions, Day 1: Participants will learn. . . Participants will learn. . .

How their thinking about good teaching compares to the research about good teaching

That the Framework represents good common sense, and much that we already know, about teaching

The form and content of Domains 1, 2, 3 and 4

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Worksheet #1Worksheet #1

Wisdom of Practice: Collecting our thinking about good teaching

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Wisdom of PracticeWisdom of Practice

What are the qualities of teaching most tightly tied to

student learning?

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The DomainsThe Domains

1. Planning and Preparation

2. The Classroom Environment

3. Instruction

4. Professional Responsibilities

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A Framework for Teaching:A Framework for Teaching:Components of Professional Components of Professional PracticePractice

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Domain 4: Professional Responsibilities•Reflecting on Teaching•Maintaining Accurate Records•Communicating with Families•Participating in a Professional Community•Growing and Developing Professionally•Showing Professionalism

Domain 3: Instruction•Communicating with Students•Using Questioning and Discussion Techniques•Engaging Students in Learning•Using Assessment in Instruction•Demonstrating Flexibility and

Responsiveness

Domain 1: Planning and Preparation•Demonstrating Knowledge of Content

and Pedagogy•Demonstrating Knowledge of Students•Setting Instructional Outcomes•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Designing Student Assessments

Domain 2: The Classroom Environment•Creating an Environment of Respect

and Rapport•Establishing a Culture for Learning•Managing Classroom Procedures•Managing Student Behavior•Organizing Physical Space

Worksheet #2Worksheet #2

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A Framework for Teaching:A Framework for Teaching:Components of Professional PracticeComponents of Professional Practice

Domain 4: Professional Responsibilitiesa. Reflecting on Teachingb. Maintaining Accurate Recordsc. Communicating with Familiesd. Participating in a Professional Communitye. Growing and Developing Professionallyf. Showing Professionalism

Domain 3: Instructiona. Communicating with Studentsb. Using Questioning and Discussion Techniquesc. Engaging Students in Learningd. Using Assessment in Instructione. Demonstrating Flexibility and

Responsiveness

Domain 1: Planning and Preparationa. Demonstrating Knowledge of Content and Pedagogyb. Demonstrating Knowledge of Studentsc. Setting Instructional Outcomesd. Demonstrating Knowledge of Resourcese. Designing Coherent Instructionf. Designing Student Assessments

Domain 2: The Classroom Environmenta. Creating an Environment of Respect

and Rapportb. Establishing a Culture for Learningc. Managing Classroom Proceduresd. Managing Student Behaviore. Organizing Physical Space

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Features of A Framework Features of A Framework for Teachingfor Teaching

Generic: applies to all grade levels, content areas

Not a checklistNot prescriptive: tells the “what” of

teaching, not “how”Comprehensive: not just what we

can seeInclusive: Novice to Master teacher

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ELEMENT

L E V E L O F P E R F O R M A N C E

UNSATISFACTORY NEEDS IMPROVEMENT OR

PROGRESSING 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

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A Framework for Teaching:A Framework for Teaching:Components of Professional PracticeComponents of Professional Practice

Domain 4: Professional Responsibilities•Reflecting on Teaching•Maintaining Accurate Records•Communicating with Families•Participating in a Professional Community•Growing and Developing Professionally•Showing Professionalism

Domain 3: Instruction•Communicating with Students•Using Questioning and Discussion Techniques•Engaging Students in Learning•Using Assessment in Instruction•Demonstrating Flexibility and

Responsiveness

Domain 1: Planning and Preparation•Demonstrating Knowledge of Content

and Pedagogy•Demonstrating Knowledge of Students•Setting Instructional Outcomes•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Designing Student Assessments

Domain 2: The Classroom Environment•Creating an Environment of Respect

and Rapport•Establishing a Culture for Learning•Managing Classroom Procedures•Managing Student Behavior•Organizing Physical Space

Domain 33a: Communicating with Students

3b: Using Questioning and Discussion Techniques

3c: Engaging Students in Learning

3d: Using Assessment During Instruction

3e: Demonstrating Flexibility and Responsiveness

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Worksheet 3a: Specific Worksheet 3a: Specific Examples of Domain ThreeExamples of Domain Three

Create a specific example of your assigned component: Ms. T says to Joey, “You dummy!”

Do not restate the rubric: Ms. T is rude to a student.

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Worksheet #3b Worksheet #3b

What do all the examples of unsatisfactory have in common?

What do all the basic examples have in common?

Proficient?

Distinguished?

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Domain Three: Levels of Domain Three: Levels of PerformancePerformance

Unsatisfactory:

Basic:

Proficient:

Distinguished:

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Conclusions About the Levels Conclusions About the Levels of Performanceof Performance

Unsatisfactory: Potential for harm

Basic: Inconsistent, novice

Proficient: Consistent, competent

Distinguished: Unusually excellent, no one “lives” here permanently in all components

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Components of Domain 3: Components of Domain 3: EngagementEngagement

3a: Communicating with Student

3b: Using Questioning and Discussion Techniques

3c: Engaging Students in Learning

3d: Using Assessment in Instruction

3e: Demonstrating Flexibility and Responsiveness

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A Framework for Teaching:A Framework for Teaching:Components of Professional Components of Professional PracticePractice

Domain 4: Professional Responsibilities•Reflecting on Teaching•Maintaining Accurate Records•Communicating with Families•Participating in a Professional Community•Growing and Developing Professionally•Showing Professionalism

Domain 3: Instruction•Communicating with Students•Using Questioning and Discussion Techniques•Engaging Students in Learning•Using Assessment in Instruction•Demonstrating Flexibility and

Responsiveness

Domain 1: Planning and Preparation•Demonstrating Knowledge of Content

and Pedagogy•Demonstrating Knowledge of Students•Setting Instructional Outcomes•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Designing Student Assessments

Domain 2: The Classroom Environment•Creating an Environment of Respect

and Rapport•Establishing a Culture for Learning•Managing Classroom Procedures•Managing Student Behavior•Organizing Physical Space

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Domain 1: Planning and Domain 1: Planning and PreparationPreparation

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

Component 1a: Demo. Component 1a: Demo. Knowledge of Knowledge of Content/PedagogyContent/Pedagogy1. Teacher wrote a scholarly article

2. Lesson plans/structure/content/relevance

3. Teacher explanation of probable Ss misconceptions

4. Teacher’s answers to student questions during class

5. Teacher presented a workshop to faculty

6. Teacher explains the structure of discipline prior to lesson

7. Teacher tells observer how this lesson fits into the larger unit

8. Teacher adjusts the lesson midstream based on Ss misconceptions

9. Teacher poses different levels of content questions during the lesson

10. Teacher states how this lesson connects to content standards

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Component 1a: Demo. Component 1a: Demo. Knowledge of Knowledge of Content/PedagogyContent/Pedagogy1. Teacher wrote a scholarly article

2. Lesson plans/structure/content/relevance

3. Teacher explanation of probable Ss misconceptions

4. Teacher’s answers to student questions during class

5. Teacher presented a workshop to faculty

6. Teacher explains the structure of discipline prior to lesson

7. Teacher tells observer how this lesson fits into the larger unit

8. Teacher adjusts the lesson midstream based on Ss misconceptions

9. Teacher poses different levels of content questions during the lesson

10. Teacher states how this lesson connects to content standards

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Worksheet #4Worksheet #4

Read the Domain 1 questions. Why are they important?

PA Teacher Evaluation PA Teacher Evaluation ToolsToolsPage 27

Priority components

Write what is said, not what you think about it.

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A Framework for Teaching:A Framework for Teaching:Components of Professional Components of Professional PracticePractice

Domain 4: Professional Responsibilities•Reflecting on Teaching•Maintaining Accurate Records•Communicating with Families•Participating in a Professional Community•Growing and Developing Professionally•Showing Professionalism

Domain 3: Instruction•Communicating with Students•Using Questioning and Discussion Techniques•Engaging Students in Learning•Using Assessment in Instruction•Demonstrating Flexibility and

Responsiveness

Domain 1: Planning and Preparation•Demonstrating Knowledge of Content

and Pedagogy•Demonstrating Knowledge of Students•Setting Instructional Outcomes•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Designing Student Assessments

Domain 2: The Classroom Environment•Creating an Environment of Respect

and Rapport•Establishing a Culture for Learning•Managing Classroom Procedures•Managing Student Behavior•Organizing Physical Space

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Domain 2:The Classroom Environment

2a: Creating an Environment of Respect and Rapport

2b: Establishing a Culture for Learning

2c: Managing Classroom Procedures

2d: Managing Student Behavior

2e: Organizing the Physical Space

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Concept Map, Worksheet #5a” Concept Map, Worksheet #5a”

Domain 2__:

Big Idea

Component Connection:

Reason:

Component Connection:

Reason:

Component Connection:

Reason:

Create Your OwnCreate Your OwnCreate a graphic organizer based

on your assigned componentMake three tight component

connectionsYou do NOT need to make your

graphic similar to the model

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Focus Questions, Worksheet 5bFocus Questions, Worksheet 5b

Write answers to your own focus question before beginning your concept map.

Write answers to the other focus questions as they are shared.

A Framework for Teaching:A Framework for Teaching:Components of Professional Components of Professional PracticePractice

Domain 4: Professional Responsibilities•Reflecting on Teaching•Maintaining Accurate Records•Communicating with Families•Participating in a Professional Community•Growing and Developing Professionally•Showing Professionalism

Domain 3: Instruction•Communicating with Students•Using Questioning and Discussion Techniques•Engaging Students in Learning•Using Assessment in Instruction•Demonstrating Flexibility and

Responsiveness

Domain 1: Planning and Preparation•Demonstrating Knowledge of Content

and Pedagogy•Demonstrating Knowledge of Students•Setting Instructional Outcomes•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Designing Student Assessments

Domain 2: The Classroom Environment•Creating an Environment of Respect

and Rapport•Establishing a Culture for Learning•Managing Classroom Procedures•Managing Student Behavior•Organizing Physical Space

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

Domain 4 and Student Domain 4 and Student LearningLearning

Skim the rubrics in Domain 4.

Have a table conversation about HOW these

components might impact student learning.

Uses of A Framework for Uses of A Framework for TeachingTeaching

Self-AssessmentReflectionPeer CoachingTeacher EvaluationMentoring and InductionProfessional Growth Plans

The PA FormsThe PA Forms

Examine the documents that our state has designed to reflect the Framework.

We will be learning to use these forms in the subsequent trainings we will receive.

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Benefits of Using a Benefits of Using a Framework for TeachingFramework for Teaching

Common LanguageSimilarity of vision for teaching that

improves teaching: the qualities of the distinguished level

Greater validity and reliability potential for teacher evaluation

Changes in novice thinkingOpportunities for collaboration

Learning Intentions, Day 1: Learning Intentions, Day 1: Participants will learn. . . Participants will learn. . .

How their thinking about good teaching compares to the research about good teaching

That the Framework represents good common sense, and much that we already know, about teaching

The form and content of Domains 1, 2, 3 and 4

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Dr. Paula M. BevanDr. Paula M. Bevan

Bevan Educational Solutionspbevan@penn.com

814-371-1118

The Danielson Groupwww.danielsongroup.org

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