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Enhancing Professional Practice
Orientation to the Framework for TeachingHoward County, MarylandOctober 23 and 25, 2012
Session Goals
Understand the structure and language of the Framework for Teaching
Deepen understanding of the domains and components of the Framework for Teaching
Identify the essential characteristics of each of the Framework’s levels of performance
Agenda – Day Two• Today will be success if…
Meeting principles Wisdom of practice Framework for Teaching: Domain overview Framework for Teaching Action Quiz Levels of performance: A deep dive Memorable learning moments Observable vs. “off stage” domains
Meeting Principles
Equity of voice
Attentive listening
Safety to share different perspectives
Honoring one another
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Today will be successful for me if…
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“I know it seems crazy when everyone else in the world wants to be a film director, but for me, teaching is one of the few heroic jobs left. All the biggest miracles take place in classrooms. Nothing happens without teachers.”
Stephen Frears,Director
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“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 a natural disaster.”
Lee Shulman, Educational Psychologist
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The Wisdom of Practice
If you were to walk into a classroom, what might you see or hear there
(from the students as well as the teacher) that would cause you to think that you were
in the presence of an expert?
What would you see and hear that would make you think: “Oh, this is good; if I had a child this age,
I would want my child in this class.”
Using one index card per idea, jot down 4 things you might see or hear in the classroom of a highly effective teacher.
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Don’t Know Know
Can’tDo
Can Do
MysteriousUnknown
TheoreticalUnable to
demonstrate
MagicalUnexplained
IntentionalDeliberate practice
Ability to explain own teaching practice
Ab
ility
to
te
ac
h
Source: Dunne, Kathy and Villani, Susan. (2007). Mentoring New Teachers Through Collaborative Coaching: Linking Teacher and Student Learning. San Francisco: WestEd.
A Window into Teacher Thinking
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With Teachers in Mind
Think about the strongest teacher with whom you work and identify the “Window of Teacher Thinking” that is most typical for her/him.
Think about the teacher with whom you work who needs the most instructional support and identify the “Window Into Teacher Thinking” that is most typical for her/him.
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Structure of the Framework:Key Vocabulary
• Domains (4)
• Components (22)
• Elements (76)
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Domain 3Instruction
Domain 2Classroom Environment
Domain 3Instruction
3a Communicating with Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility & Responsiveness
Domain 3Instruction
3a Communicating with Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility & Responsiveness
Domain 2Classroom Environment
2a Creating an Environment of Respect & Rapport2b Creating a Culture of Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Managing Physical Space
Domain 2Classroom Environment
2a Creating an Environment of Respect & Rapport2b Creating a Culture of Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Managing Physical Space
Domain 4Professional Responsibilities
Domain 1Planning and Preparation
Domain 4Professional Responsibilities
4a Reflecting on Teaching4b Maintaining Accurate Records4c Communicating with Families4d Participating in a Professional Community4e Growing and Developing Professionally4f Showing Professionalism
Domain 1Planning and Preparation
1a Demonstrating Knowledge of Content & Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student Assessment
The Danielson Framework for Teaching
4 Domains Jigsaw
Domain 3Instruction
Pgs. 29-30 and 187-189
Domain 2The Classroom Environment
Pgs. 28-29 and 186-187
Domain 4Professional Responsibilities
Pgs. 30-31 and 189-192
Domain 1Planning and Preparation
Pgs. 26-28 and 184-186
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REFLECTION
Think back to the “wisdom of practice” activity.
How does your review of the domains of the Framework for Teaching affirm or challenge your thinking about what
expert teaching looks like?
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Connecting to the Framework
DOMAIN 1Planning and Preparation
DOMAIN 2The Classroom Environment
DOMAIN 3Instruction
DOMAIN 4Professional Responsibilities
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Connecting to the Framework
• Refer to your “Smart Card” and, with a partner, read each question on the Framework for Teaching (FFT) in Action Quiz and identify the domain and component that the statement best represents.
• Write your response on the FFT in Action Quiz sheet.
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Levels of Performance: A Deep Dive
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A Deep Dive into the Levels of Performance
Read down the rubrics at your assigned Level of Performance (L.O.P.) through all of the Framework for Teaching rubrics in all four domains. (Pages 4-11 of the participant packet.)
Identify and highlight key words and phrases that capture the essence of the level of performance for each component and record key words (in the participant handout).
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A Deep Dive into the Levels of Performance
When you are finished, proceed to the section of the room designated for your L.O.P., form groups of 3 or 4 and spend 5 minutes identifying a list of words and/or phrases that are descriptive of your assigned L.O.P.
Ask one person in your L.O.P. group to chart the words and phrases identified on the chart paper provided.
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Levels of Performance
UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED
Lack ofUnsafe
HarmfulUnclear
UnawarePoor
Unsuitable
InconsistentPartial
GeneralAttempts
AwarenessModerateMinimal
ConsistentFrequent
SuccessfulAppropriate
ClearPositiveSmooth
SolidSeamless
SubtleSkillful
PreventativeLeadershipStudents
TEACHER DIRECTED SUCCESS
STUDENT DIRECTED SUCCESS
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REFLECTION
What are your key “take aways” from our discussion about Levels of Performance?
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Consider your life as a student within your K-12 learning experience. Recall an occasion (or pattern
of occasions) involving a teacher that you still remember (positively or negatively).
What makes this so memorable?
Sidney Poitier in“To Sir, With Love”
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Memorable Learning Experience
1. Jot down your experience and what makes it memorable for you.
2. With an elbow partner, share your experience.
3. If your experience was positive, jot down a brief description on a 3” x 3” yellow post-it. If your experience was negative use a different color 3” x 3” post-it.
4. Identify which domain most closely relates to your experience and jot down in the lower right hand corner of the post-it.
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Maya Angelou,author
“People will forget what you said. People will forget what you did.
But they will never forget how you made them feel.”
Domain 3Instruction
Domain 2Classroom Environment
Domain 3Instruction
3a Communicating with Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility & Responsiveness
Domain 3Instruction
3a Communicating with Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility & Responsiveness
Domain 2Classroom Environment
2a Creating an Environment of Respect & Rapport2b Creating a Culture of Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Managing Physical Space
Domain 2Classroom Environment
2a Creating an Environment of Respect & Rapport2b Creating a Culture of Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Managing Physical Space
Domain 4Professional Responsibilities
Domain 1Planning and Preparation
Domain 4Professional Responsibilities
4a Reflecting on Teaching4b Maintaining Accurate Records4c Communicating with Families4d Participating in a Professional Community4e Growing and Developing Professionally4f Showing Professionalism
Domain 1Planning and Preparation
1a Demonstrating Knowledge of Content & Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student Assessment
The Danielson Framework for Teaching
Thank you for your participation!
Please complete the written evaluation and leave face down in a pile on your tables.
