Overview Learning to Charlotte Danielson’s Framework for ...e2alternativeandspecialed.weebly.com/uploads/8/4/6/...Performance Levels: Key Words Ineffective Developing Effective Highly

LearningOverview to Charlotte Danielson’s Framework for Teaching

Theresa Gray, CoordinatorIntegrated Education Services

Erie 2-Chautauqua-Cattaraugus [email protected]

Housekeeping

•Restrooms•Refreshments• Lunch•Breaks• Index Cards•Packets

www.engageNY.orgwww.engageNY.org

Teacher/Principal Evaluation Formula

60“Other Effective Measures”

20 Growth

20 Local

100

www.engageNY.orgwww.engageNY.org

Teacher/Principal Evaluation Formula


20 Growth

20 Local

100

LearningTargets• I can identify the domains/components of the Danielson Framework for Teaching (2011).

• I can distinguish between the levels of performance on the Framework for Teaching.

• I can identify pieces of evidence that may be used for the domains/components on the Framework for Teaching.

• I can make connections between the domains on the Framework for Teaching.


New York State Teaching Standards

1. Knowledge of Students and Student Learning2. Knowledge of Content and Instructional Planning3. Instructional Practice4. Learning Environment5. Assessment for Student Learning6. Professional Responsibilities and Collaboration7. Professional Growth

Consider the factors that affect student learning. Social, economic, family

environment, school environment, the teacher, class size, available materials and resources, technology….the list

goes on and on.

Which factor, according to the research, has the

greatest impact on student learning?7

TheImpactofTeaching Teaching has 6 to 10 times as much impact on achievement as all other factors combined (Mortimore and Sammons, 1987).

The effects of well prepared teachers on student achievement can be stronger than the influences of student background factors, such as poverty, language background, and minority status (Darling‐Hammond, 1999).

The single most influential component affecting individual student success in schools is the classroom teacher (Marzano, 2003).

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ARoadMap….

Because teaching is complex, it is helpful to have a road map through the territory, structured around a shared understanding of teaching.

Charlotte Danielson

Defining Effective Practice

DefiningEffectivePractice

In order to create the conditions for improved teaching, one must first defineit. Without such a definition of good practice, educators are, in effect,

wandering in a swamp.

Charlotte Danielson

DefiningEffectivePractice

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What are some of the characteristics of effective teaching?

What would you expect to see and hear if you were in the presence of an exemplary teacher?

Consider settings both in and beyond the classroom.

*5‐7 Post‐its (One characteristic per post‐it)

A Framework for Teaching:Components 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. 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 2006

Domain 1: Planning and Preparationa. Demonstrating knowledge of content and

pedagogy b. Demonstrating knowledge of studentsc. Selecting instructional outcomesd. Demonstrating knowledge of resourcese. Designing coherent instructionf. Designing student assessment

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

PLAN

TEACH

REFLECT

APPLY

VisualizeYourThinking

• Look at your “sticky note” descriptions of effective teaching.

• Using your “placemat” as a reference, place each post‐it note on the placemat in the appropriate Domain.

• Place the post‐it notes on the large chart paper “placemats” posted around the room.

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What do you notice?

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Anything NOT fit?

The Framework for Teaching does NOT redefine what constitutes good teaching, it simply organizes it into a framework that makes it easier for us to talk about and reflect on teaching.

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Let’sOrganizeyourRubric• Use the post‐it notes to “tab” the four domains• Domain 1 – page 1• Domain 2 – page 18• Domain 3 – page 28• Domain 4 – page 42

HandoutA:IdentifyingtheDomains

1. On your own.2. Check with a partner.3. Share whole group.4. Consensus for all twelve statements?




Danielson 2006




•Danielson Rubric

•Placemat

•Domain

•Component

LetsReviewtheTerminology

Domain2:TheClassroomEnvironment

Components of Domain 2:2a: 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

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Teaching is a performance. Performances are measured using rubrics.

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ExploringLevelsofPerformance

HandoutB:PerformanceLevelsIdentifyingKeyWords(individual)

Each table will be given one domain; each person should take at least one component to review.

Scan the rubric language used to describe your component.

List some key words or phrases that Danielson uses, or that you would use that that make this level different from the rest. Chart that on Handout B.

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HandoutB:PerformanceLevelsIdentifyingKeyWords(table)

As a table, share the rubric language for each component.

List some key words or phrases that Danielson uses, or that you would use that that make this level different from the rest.

Reach consensus as a table and create a group table (bottom of Handout B)

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PerformanceLevels:KeyWordsIneffective Developing Effective Highly Effective

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UnsafeLack of

UnawareHarmfulUnclear

PoorUnsuitable

None

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UnsafeLack of


PoorUnsuitable

None

PartialGenerally

InconsistentlyAttempts

AwarenessModerateMinimalSome

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UnsafeLack of


PoorUnsuitable

None

PartialGenerally



ConsistentFrequent

SuccessfulAppropriate

ClearPositiveSmoothMost

©2010 McKay Consulting, LLC


UnsafeLack of


PoorUnsuitable

None

PartialGenerally



ConsistentFrequent

SuccessfulAppropriate

ClearPositiveSmoothMost

SeamlessSolidHighlySubtleSkillfulPreventativeSophisticatedStudentsAlways


Ineffective Developing Effective Highly Effective

UnsafeLack ofUnawareHarmfulInappropriateUnclearPoorUnsuitableNone

PartialGenerallySomewhatInconsistentlyAttemptsAwarenessModerateMinimalSome

ConsistentFrequentSuccessfulAppropriateIndividualizedClearPositiveSmoothMost

SeamlessSolidHighlySubtleSkillfulPreventativeSophisticatedStudentsAlways


PerformanceLevels:KeyWords Teacher‐directed

success!Student-directed

success!

Levels of cognition and constructivist learning increase

Defining Student Engagement

Much education today is monumentally ineffective. All too often we are giving

young people cut flowers when we should be teaching them to grow their own

plants.John W. Gardner

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3c:EngagingStudentsinLearning(pages34‐35)

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• Activities and assignments

• Grouping of students• Instructional materials and resources

• Structure and pacing

InYourPackets:

TextTaggingStrategy

Main points to underline/highlight

An idea I want to remember

? I have a question or need further clarification

Key words or phrases ©20

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SaveTheLastWordforMe First person* reads a statement they “tagged” from the text. Just read, don’t respond!

All group members have an opportunity to respond to what was shared.

When all group members have responded, the first person has the “last word”, by sharing their own response.

Continue around the table until everyone has shared their “tags”.

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Whatdoesstudentengagementlooklike?

AttributesofEngagement Is not the same as “busy” or “time on task”. Hands on activity is not enough, it must also be “minds on.”

“What is required is intellectual involvement with the content….mental engagement.”

Engagement is simultaneous and continuousthroughout lesson.

“School is not a spectator sport.” ©20

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StudentLearning

We tend, as teachers, to think that our students learn because of what we do. That’s not correct. Our students don’t learn because of what we do;

they learn because of what they do.

Our challenge, then, is to engage them in intrinsically interesting work that will yield the

learning we want. ©20

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You don’t just learn knowledge; you have to create it. Get in the driver’s seat, don’t

just be a passenger. You have to contribute to it or you don’t understand it.

- Dr. W. Edwards Deming ©20

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Connections to Student Engagement




Danielson 2006




GraphicOrganizers

Help learners visualize their thinking

May be used before, during and/or after instruction

Facilitate group discussions

Illustrate relationships between and among ideas

Promote reflection and questions

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ComponentsthatSupportEngagement

In this activity, your group will develop a Concept Map.• The purpose of this activity is to understand how the components of teaching from the four domains impact student engagement.

• Reflect on the components using the Framework Placemat Card. Which components do you believe have the greatest impact on student engagement?

• Using a piece of chart paper, develop a concept map that shows the relationships between 3c and four other components. Indicate how they are related on the connecting lines.

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ConnectedComponents

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3b

1a

2a1b

ComponentsthatSupportEngagement

In this activity, your group will develop a Concept Map.• The purpose of this activity is to understand how the components of teaching from the four domains impact student engagement.

• Reflect on the components using the Framework Placemat Card. Which components do you believe have the greatest impact on student engagement?

• Using a piece of chart paper, develop a concept map that shows the relationships between 3c and four other components. Indicate how they are related on the connecting lines.

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Connectionsto3c:StudentEngagement• Your group will have about 15 minutes to complete a concept map.

• Once completed, please post on the wall.• Take a walk and examine the other maps looking for:

What do they have in common?

Are there certain components of teaching that have greater impact on student engagement than others?

What conclusions can you draw? ©20

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• Using the rubric, brainstorm possible sources of evidence from your classroom practice that would illustrate the components.

• What do you ALREADY DO to demonstrate effectiveness in these areas?

EvidenceofDomains1&4

How will we be “scored” using the rubric?

Each Component is worth 4 points

1 2 3 4

DOMAIN 1• 6 components• Total points possible = 24


DOMAIN 4• 6 components• Total points possible=24


ExampleConversion:TeacherQDOMAIN 1• 6 components• Total points earned = 21

DOMAIN 2• 5 components• Total points earned = 16



ExampleConversion:TeacherQDOMAIN 1• 6 components• Total points earned = 21/6

DOMAIN 2• 5 components• Total points earned = 16/5



ExampleConversion:TeacherQDOMAIN 1• 6 components• Total points earned = 21/6

• Average score = 3.5







ExampleConversion:TeacherQ

•Average score = 13.4•Divide by number of Domains = 4•3.35

ConversionChart

ConversionChart

NOTE: Rounding may not take you out of a HEDI category!!!

LearningTargets• I can identify the domains/components of the Danielson Framework for Teaching (2011).

• I can distinguish between the levels of performance on the Framework for Teaching.

• I can identify pieces of evidence that may be used for the domains/components on the Framework for Teaching.

• I can make connections between the domains on the Framework for Teaching.

Questions?

Documents

Overview Learning to Charlotte Danielson’s Framework for ...e2alternativeandspecialed.weebly.com/uploads/8/4/6/...Performance Levels: Key Words Ineffective Developing Effective Highly