Pat Hubert ESA2 1 INTRODUCTION FRAMEWORK FOR TEACHING BY CHARLOTTE DANIELSON Welcome!

Pat HubertESA2

1

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

OUTCOMES

Understand 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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9

“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


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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

Trust

Self-assessment and self-directed inquiry

Reflection on practice

Collaboration and conversation

A 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.


What a teacher does to establish and maintain a culture for learning that supports cognitive engagement.



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

POSITIONS




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

TEACHINGComprehensive

Grounded in research

Public

Generic

Coherent in structure

Independent 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


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




? I have a question or need further clarification


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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




? I have a question or need further

clarification


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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.

3-2-1

3 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.


DOMAIN 1 PLANNING & PREPARATION

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 Assessment

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DOMAIN 1: PLANNING AND PREPARATION

Knowledge Components1a: Demonstrati ng

Knowledge of Content and Pedagogy

1b: Demonstrati ng Knowledge of Students

1d: Demonstrati ng Knowledge of Resources

Action Components1c: Setti ng Instructi onal

Outcomes

1e: Designing Coherent Instructi on

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


DOMAIN 4: PROFESSIONAL RESPONSIBILITIES

4a - Refl ecti ng on Teaching

4b - Maintaining Accurate Records

4c - Communicati ng with Families

4d - Parti cipati ng 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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Unsatisfactory Basic Proficient Distinguished

UnsafeLack of

UnawareHarmfulUnclear

PoorUnsuitable

None

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UnsafeLack of


PoorUnsuitable

None

PartialGenerally

InconsistentlyAttempts

AwarenessModerateMinimalSome

79Levels of cognition and constructivist learning increase



UnsafeLack of


PoorUnsuitable

None

PartialGenerally



ConsistentFrequent

SuccessfulAppropriate

ClearPositiveSmoothMost

80Levels of cognition and constructivist learning increase



UnsafeLack of


PoorUnsuitable

None

PartialGenerally



ConsistentFrequent

SuccessfulAppropriate

ClearPositiveSmoothMost

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

84

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?

Documents

Pat Hubert ESA2 1 INTRODUCTION FRAMEWORK FOR TEACHING BY CHARLOTTE DANIELSON Welcome!