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The Framework for Teaching: Digging Deeper August 27, 2012 Bernie Cleland & Duffy Miller www.teachinglearningsolutions.com

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Objectives Develop a deeper understanding of the Framework for Teaching [FFT] as a tool to improve practice Understand the relationship between Domains 1 and 3 Self-assess practice using the FFT

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Agenda Warm-Up: The Finer Points of the FFT Exploring the Levels of Performance Connecting Planning with Student Cognitive Engagement Self-Assessment of Practice Setting Goals Closure

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Warm-Up With a partner, answer the questions on the hand-out, Finer Points of the Framework Be prepared to share your responses

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Levels of Performance What are the characteristics of each level of performance? Why are the descriptors of each level important for us to understand?

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Significance of the Levels of Performance Ineffective Teaching shows evidence of not understanding the concepts underlying the indicator - may represent practice that is harmful - requires intervention Developing Teaching shows evidence of knowledge and skills related to teaching but performance is inconsistent

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Significance of the Levels of Performance Effective - Teaching shows evidence of thorough knowledge of all aspects of the profession. Students are engaged in learning. This is successful, accomplished, professional, and effective teaching. Highly Effective Classroom functions as a community of learners with student assumption of responsibility for learning.

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Planning and Cognitive Engagement With a partner Review the components and elements of Domain 1 Discuss the following: What are the expectations for lesson planning? How do the components and elements inform one another?

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Planning and Cognitive Engagement With a partner Review the components and elements of Domain 3 Discuss the following: What are the expectations for Instruction? How do the components and elements in Domain 1 inform the components and elements in Domain 3?

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Engagement text study Read the section assigned to your table from Chapter 3 of Danielsons Talk About Teaching Section The Description of Content, pp 5-8 Section How are Students Motivated? pp 8-11 Section What is Intelligence? pp 11-15 Report to your colleagues Main ideas and concepts of the section How this section helps further define cognitive engagement

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Planning for Cognitive Engagement Individually or with a colleague Plan [or revise] a lesson that ensures your students will be cognitively engaged. Be prepared to share your lesson/adjustments

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Self-Assessment of Practice Use the FFT rubrics to self assess your practice Consider the evidence you have to support your self- assessment If you were to discuss your self-assessment with a peer or an administrator, how would you support your determination of a level of performance? Once you have self-assessed, review your areas of strength Do you notice any trends or patterns [e.g. you are stronger in one domain than another]?

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Goal Setting Use your self-assessment as a guide, select one or two areas in which you would like to improve your practice What steps will you take to move your practice to the next level of performance?

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Learning Log Questions? Please complete the learning log prior to leaving Thank you for your participation. Have a wonderful school year!