Teacher Orientation to the Framework for Teaching and Framework for Teaching Proficiency System

Teacher Orientation to the Framework for Teaching and Framework for Teaching Proficiency System

Draw a picture of your principal on the provided page in your packet.

Score your partner’s drawing.

(This activity shows how not everyone will score the same since we do not have a rubric. Correlates to why we should have rubrics and how the TfT uses a rubric to evaluate performance.)

Agenda

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Sign in and make sure you have a PowerPoint for the participant journal and PGES Framework for Teaching. Highlighters and post-it notes should be available at your tables.

The purpose of this session is to think about and discuss the improvements to classroom observation that will result from implementing:

• Charlotte Danielson's Framework for Teaching as our observation framework• The Framework for Teaching Proficiency System

By the end of this training, you will be able to answer…-Why have a framework for evaluating teaching?

Video clip, activity, discussion-How was the PGES Framework developed?

Video clip, activity, discussion-How will the PGES Framework be administered?

Video clip, activity, discussion-Reflection and Your Thoughts….

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1. Video: Introduction to the Framework for Teaching and Proficiency System

http://teachscape.vo.llnwd.net/o36/u/production/dps/FFTPS_TeacherOrientation_Introduction.mov

NOTES:

2. Activity: Self-Reflection

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Classroom observation can be positive experiences for teachers. If done well, they can help teachers reflect and improve their practice.Reflect on the following statements. Respond to each of these statements based on your personal experiences. Mark a T by a statement if you believe it to be true, and an F by a statement if you believe it to be false. There are no WRONG answers.

1. As a teacher, I have had mostly positive experiences with classroom observation. 2. There are multiple definitions of “good teaching.”3. Most colleagues in my school have shared values and assumptions about what good teaching looks like.4. It is important to observe all teachers—no matter what subject or grade level—against the same definition of good teaching.

Use a blue post-it for TRUE and a yellow post-it for

FALSE to mark the same statements hanging on

the wall.

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3. Video: Framework for Teaching

http://teachscape.vo.llnwd.net/o36/u/production/dps/FFTPS_TeacherOrientation_FrameworkForTeaching.mov

NOTES:

A Closer Look at the Framework…page 2

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COMMON LANGUAGE

1A - Knowledge of Content and Pedagogy Knowledge of

Content and the Structure of the Discipline

Knowledge of Prerequisite Relationships

Knowledge of Content-Related Pedagogy

In order to guide student learning, accomplished teachers have command of the subjects they teach. They must know how the discipline has evolved into the 21st century, incorporating such issues as global awareness and cultural diversity, as appropriate. Accomplished teachers understand the internal relationships within the disciplines they teach, knowing which concepts and skills are prerequisite to the understanding of others. They are also aware of typical student misconceptions in the discipline and work to dispel them. But knowledge of the content is not sufficient; in advancing student understanding, teachers are familiar with the particularly pedagogical approaches best suited to each discipline.

Ineffective Developing Accomplished Exemplary In planning and practice, teacher makes

content errors or does not correct errors made by students.

Teacher’s plans and practice display little understanding of prerequisite relationships important to student’s learning of the content.

Teacher displays little or no understanding of the range of pedagogical approaches suitable to student’s learning of the content.

Teacher is familiar with the important concepts in the discipline but displays lack of awareness of how these concepts relate to one another.

Teacher’s plans and practice indicate some awareness of prerequisite relationships, although such knowledge may be inaccurate or incomplete.

Teacher’s plans and practice reflect a limited range of pedagogical approaches to the discipline or to the students.

Teacher displays solid knowledge of the important concepts in the discipline and the ways they relate to one another.

Teacher’s plans and practice reflect accurate understanding of prerequisite relationships among topics and concepts.

Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches to the discipline.

Teacher displays extensive knowledge of the important concepts in the discipline and the ways they relate both to one another and to other disciplines.

Teacher’s plans and practice reflect understanding of prerequisite relationships among topics and concepts and provide a link to necessary cognitive structures needed by students to ensure understanding.

Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline, anticipating student misconceptions.

Critical Attributes Teacher makes content errors. Teacher does not consider prerequisite

relationships when planning. Teacher’s plans use inappropriate strategies

for the discipline.

Teacher is familiar with the discipline but does not see conceptual relationships.

Teacher’s knowledge of prerequisite relationships is inaccurate or incomplete.

Lesson and unit plans use limited instructional strategies, and some may not be suitable to the content.

The teacher can identify important concepts of the discipline and their relationships to one another.

The teacher consistently provides clear explanations of the content.

The teacher answers student questions accurately and provides feedback that furthers their learning.

The teacher seeks out content-related professional development.

In addition to the characteristics of “accomplished”: Teacher cites intra- and interdisciplinary

content relationships. Teacher is proactive in uncovering student

misconceptions and addressing them before proceeding.

Possible Examples The teacher says “the official language of Brazil is Spanish, just like other South American countries.”

The teacher says, “I don’t understand why the math book has decimals in the same unit as fractions.”

The teacher has students copy dictionary definitions each week to help his students learn to spell difficult words.

The teacher plans lessons on area and perimeter independently of one another, without linking the concepts together.

The teacher plans to forge ahead with a lesson on addition with regrouping, even though some students have not fully grasped place value.

The teacher always plans the same routine to study spelling: pretest on Monday, copy the words 5 times each on Tuesday and Wednesday, test on Friday.

The teacher’s plan for area and perimeter invites students to determine the shape that will yield the largest area for a given perimeter.

The teacher realizes her students are not sure how to use a compass, so she plans to practice that before introducing the activity on angle measurement.

The teacher plans to expand a unit on civics by having students simulate a court trial.

In a unit on 19th century literature, the teacher incorporates information about the history of the same period.

Before beginning a unit on the solar system, the teacher surveys the class on their beliefs about why it is hotter in the summer than in the winter.

Domain 1 Planning & Preparation

Domain 2 Classroom Environment

Domain 3 Instruction

Domain 4 Professional Responsibilities

Domain 5 Student Growth

Domain 1: Planning & Preparation Component

Indicators

Domain

Performance Level

Essential guidance for observers

Illustrates the meaning of framework language

Element(s)

Framework Overview

Activity: Understanding Levels of Performance

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Directions: Read about component 2a in Framework for Proficiency page 16. Read the description for each level and highlight the words or phrases that differentiate each performance level.

Elements:•Teacher interactions with students, including both words and actions. A teacher’s interactions with students set the tone for the classroom. Through their interactions, teachers Convey that they care about their students.•Student interactions with other students, including both words and actions.How students treat each other is as important as how teachers treat students-and for students, evenmore important. At its worst, poor treatment results in bullying, which can poison the environment of an entire school. At its best, positive interactions among students are mutually supportive and create an emotionallyhealthy school environment. It’s the teacher’s responsibility both to model and teach students how to engage in respectful interactions with one another.

Indicators:Respectful talk and turn-takingAttention to student background and lives outside of the classroomTeacher and student body languagePhysical proximityWarmth and caringEncouragement

4. Activity: Understanding the Levels of Performance

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Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students as individuals. Students exhibit respect for the teacher and contribute to high levels of civility among all members of the class. The net result of interactions is that of connections with students as individuals.

Level4

Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages of the students. Students exhibit respectfor the teacher. Interactions among students are generally polite and respectful. The teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite and respectful, but business-like.

Patterns of classroom interactions, both between the teacher and students and among students, are generally appropriate but may reflect occasional inconsistencies, favoritism, and disregard for students’ ages, cultures, and developmental levels. Students rarely demonstrate disrespect for one another. The teacher attempts to respond to disrespectful behavior, with uneven results. The net result of the interactions is neutral: conveying neither warmth nor conflict.

Patterns of classroom interactions, both between the teacher and students and among students, are mostly negative, inappropriate, or insensitive to students’ ages, cultural backgrounds, and developmental levels. Interactions are characterized by sarcasm, put-downs, or conflict. The teacher does not deal with disrespectful behavior.

Level3

Level2

Level1

Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students as individuals. Students exhibit respect for the teacher and contribute to high levels of civility among all members of the class. The net result of interactions is that of connections with students as individuals.

4. Activity: Understanding the Levels of Performance

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Level4

Level3

Level2

Level1

Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages of the students. Students exhibit respectfor the teacher. Interactions among students are generally polite and respectful. The teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite and respectful, but business-like.

Patterns of classroom interactions, both between the teacher and students and among students, are generally appropriate but may reflect occasional inconsistencies, favoritism, and disregard for students’ ages, cultures, and developmental levels. Students rarely demonstrate disrespect for one another. The teacher attempts to respond to disrespectful behavior, with uneven results. The net result of the interactions is neutral: conveying neither warmth nor conflict.

Patterns of classroom interactions, both between the teacher and students and among students, are mostly negative, inappropriate, or insensitive to students’ ages, cultural backgrounds, and developmental levels. Interactions are characterized by sarcasm, put-downs, or conflict. The teacher does not deal with disrespectful behavior.

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5. Video: The Proficiency System

NOTES:

Evidence vs. Interpretation

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Evidence is what an observer observes in a classroom and is not contaminated by biases, preferences, or judgment; evidence is what is seen or heard, not a judgment of what is seen or heard. (Think, pair, share: what are some biases, preferences, or judgments an observer may have?)

Examples of solid evidence include: the number of students who are raising their hand to answer questions; exact statements that students make to one another.

It is challenging to differentiate between evidence and interpretation, but learning to do so is a critical component of the observation process.

6. Activity: Sorting Evidence and Interpretation

Read the observation notes below. Circle all statements that you believe are evidence.

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Clear expectations of student conduct are displayed around the room and are referenced by the teacher at various points during the lesson.

The teacher asks a student about how her audition for a play went and asks another student how his mother is feeling.

The teacher continues instruction while a student enters the room, walks to his seat, and begins work promptly without interrupting the teacher or other students.

During small-group work, one student says to another, “Let her talk.”

The teacher was friendly and very eager to get to the afternoon lesson.

Everyone seemed happy to be in the room and eager to learn.

The students were engaged in the small-group activity.

6. Activity: Sorting Evidence and Interpretation

Which statement was most difficult to classify as evidence or interpretation and why?

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The teacher was friendly and very eager to get to the afternoon lesson.


The students were engaged in the small-group activity.



Everyone seemed happy to be in the room and eager to learn.

7. Activity: Determining the Component

Use your framework to review 2a-2d page 16-22. Match the statement to the correct component number. Write the component number in front of the statement.

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2a: Creating an Environment of Respect and Rapport

2b: Establishing a Culture for Learning

2c: Managing Classroom Procedures

2d: Managing Student Behavior





7. Activity: Determining the Component

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2a: Creating an Environment of Respect and Rapport

2b: Establishing a Culture for Learning

2c: Managing Classroom Procedures

2d: Managing Student Behavior

8. Activity: Session Reflection

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•An insight I had as a result of today’s session is…

•Concepts from this session that are most applicable to my teaching practice are…

•A question I have related to today’s session is…

Documents

Teacher Orientation to the Framework for Teaching and Framework for Teaching Proficiency System