Cinnaminson Township Public Cinnaminson Township Public SchoolsSchools

November 6, 2012November 6, 2012

INTRODUCTION TO THE INTRODUCTION TO THE DANIELSON DANIELSON

FRAMEWORK OF FRAMEWORK OF PROFESSIONAL PROFESSIONAL PRACTICE FOR PRACTICE FOR

TEACHERSTEACHERS

THE COMPLEXITY OF TEACHINGTHE COMPLEXITY OF TEACHING

““After 30 years of doing such work, I After 30 years of doing such work, I have concluded that classroom have concluded that classroom teaching…is perhaps the most complex, teaching…is perhaps the most complex, most challenging, and most demanding, most challenging, and most demanding, subtle, and frightening activity that our subtle, and frightening activity that our species has ever invented. ..The only species has ever invented. ..The only time a physician could possibly encounter time a physician could possibly encounter a situation of comparable complexity a situation of comparable complexity would be in the emergency room of a would be in the emergency room of a hospital during or after a natural hospital during or after a natural disaster.”disaster.”

Lee Shulman, The Wisdom of PracticeLee Shulman, The Wisdom of Practice

Because teaching is Because teaching is

complex, it is helpful complex, it is helpful

to have a road map through theto have a road map through the

territory, structured around a territory, structured around a

shared understanding of teaching.shared understanding of teaching.

Charlotte DanielsonCharlotte Danielson

A ROAD MAP…A ROAD MAP…

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

Charlotte DanielsonCharlotte Danielson

DEFINING EFFECTIVE PRACTICEDEFINING EFFECTIVE PRACTICE

October 31, 2012October 31, 2012: : School boards must School boards must create a District Evaluation Advisory Committee.create a District Evaluation Advisory Committee.

December 31, 2012December 31, 2012:: Districts must submit Districts must submit new rubric to NJDOE.new rubric to NJDOE.

January 31, 2013January 31, 2013: : School boards must School boards must adopt education evaluation rubrics for teachers, adopt education evaluation rubrics for teachers, various levels of principals, and other categories various levels of principals, and other categories of teaching staff members.of teaching staff members.

(continued)(continued)

February 1, 2013February 1, 2013: : School boards must School boards must establish School Improvement Panels (SIP) in establish School Improvement Panels (SIP) in each school to ensure the effectiveness of the each school to ensure the effectiveness of the school’s teachers.school’s teachers.

July 1, 2013July 1, 2013: : School boards must complete School boards must complete training for all teaching staff so that staff has a training for all teaching staff so that staff has a good understanding of the new evaluation good understanding of the new evaluation system before its implementation in the 2013-14 system before its implementation in the 2013-14 school year.school year.

August 31, 2013August 31, 2013: : Training for the personnel Training for the personnel who will be observing teaching practices should who will be observing teaching practices should be completed.be completed.

TIMELINETIMELINE

Must evaluate all teachers with a state approved system using state approved rating categories: Ineffective, partially effective, effective, highly effective.  Notice the four category system required; there is no satisfactory and effective is aligned with our previous category of good

There will be an Overall rating for the year on the summative evaluation

Other categories of employees (nurses, guidance, CST, library) will have their own frameworks created by Danielson which will be available for distribution soon

Principals and supervisors will have their own framework: investigating those

Teacher effectiveness only partially based on observation, partially on student achievement.  Exactly how that information will be calculated is not yet clear

Number of evaluations still not clear but they will be multiple

There will be short visits as part of the process; we are experimenting with that part

School Improvement Panels are required which include principal, assistant principal and one teacher.  They will work with mentoring, professional development, teacher effectiveness

Tenure: employed (start working) after 8/6/12 it takes 4 consecutive years, mentorship, rating of effective or highly in 2/3 evals after mentoring year

Overall summative ratings of ineffective and/or partially effective over a two year period may result in tenure charges for inefficiency.  May receive some ineffective or partially effective ratings during an observation with no consequence to tenure as long as the overall rating for the year is not ineffective or partially effective.

There will be a process for Corrective Action Plans for teachers rated ineffective or partially effective

Why was Danielson picked Why was Danielson picked over other models?over other models?

- Provides a detailed rubric - Provides a detailed rubric using evidence and using evidence and artifacts.artifacts.

Evidence: JUST THE Evidence: JUST THE FACTS!FACTS!

Evidence is a Evidence is a factualfactual reporting reporting of events. It may include of events. It may include

teacher and student teacher and student actions actions and behaviorsand behaviors. It may also . It may also

include include artifactsartifacts prepared by prepared by the teacher or students. It is the teacher or students. It is not clouded with personal not clouded with personal

opinion or bias. opinion or bias.

Types of Observation EvidenceTypes of Observation Evidence

Verbatim scripting of teacher or student Verbatim scripting of teacher or student comments:comments:“Could one person from each table collect materials?”“Could one person from each table collect materials?”

Non-evaluative statements of teacher or Non-evaluative statements of teacher or student actions:student actions:The teacher stands by the door, greeting students as The teacher stands by the door, greeting students as they enter.they enter.

Numeric information about time, student Numeric information about time, student participation, resource use, etc.:participation, resource use, etc.:“Four students of the eighteen respond to teacher’s “Four students of the eighteen respond to teacher’s questions during the discussion.questions during the discussion.

An observed aspect of the environment:An observed aspect of the environment:Student work is displayed on the wall. Student work is displayed on the wall.

Evidence or Opinion?Evidence or Opinion?

Students are seated in rows.Students are seated in rows. The teacher manages transitions The teacher manages transitions

effectively.effectively. The students enjoyed the lesson.The students enjoyed the lesson. Two students volunteered to hand out Two students volunteered to hand out

materials.materials. The classroom is very disorganized.The classroom is very disorganized. Students were confused about directions.Students were confused about directions. Students are on task. Students are on task.

Evidence Beyond the Evidence Beyond the ClassroomClassroom

Planning documentsPlanning documents Professional portfolioProfessional portfolio

Student work samples, student Student work samples, student reflectionsreflections

Teacher created materialsTeacher created materials Professional development logProfessional development log Family contact logFamily contact log

Teacher’s reflection and self assessmentTeacher’s reflection and self assessment Artifacts from supervisor, parents, Artifacts from supervisor, parents,

students, colleaguesstudents, colleagues

A Framework for Teaching:A Framework for Teaching:Components of Professional PracticeComponents of Professional Practice

Domain 4: Professional Domain 4: Professional ResponsibilitiesResponsibilities

a. Reflecting on teachingb. Maintaining accurate recordsc. Communicating with familiesd. Participating in a professional

Communitye. Growing and developing professionallyf. Demonstrating professionalism

Domain 3: InstructionDomain 3: Instructiona.Communicating with studentsb.Using questioning and discussion

techniquesc.Engaging students in learningd.Using assessment in instructione.Demonstrating flexibility and

responsiveness

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

and pedagogy b. Demonstrating knowledge of studentsc. Setting instructional outcomesd. Demonstrating knowledge of resourcese. Designing coherent instructionf. Designing student assessments

Domain 2: The Classroom EnvironmentDomain 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

A Framework for Teaching:A Framework for Teaching:Components of Professional PracticeComponents 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 Preparationa. Demonstrating knowledge of content

and pedagogy b. Demonstrating knowledge of studentsc. 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 learningc.Managing classroom proceduresd.Managing student behaviore.Organizing physical space

©2009 McKay Consulting, LLC

15

TURN AND TALKTURN AND TALK

TURN AND TALKTURN AND TALK

ComponentComponent Critical AttributesCritical Attributes Possible ExamplesPossible Examples

Ineffective Partially Effective

Effective

(= GOOD+)(= GOOD+)

Highly Effective

Unsafe

Lack of

Unaware

Harmful

Unclear

Poor

Unsuitable

None

Partial

Generally

Inconsistently

Attempts

Awareness

Moderate

Minimal

Some

Consistent

Frequent

Successful

Appropriate

Clear

Positive

Smooth

Most

Seamless

Solid

Subtle

Skillful

Preventative

Leadership

STUDENTS

Always

20 Teacher-directed success!

Student-directed success!

Discuss the critical attributes and Discuss the critical attributes and differences for each of the ratings.differences for each of the ratings.

1e1e

2a2a

3b3b

What is the essential difference What is the essential difference between partially effective and between partially effective and effective?effective?

What is the essential difference What is the essential difference between effective and highly between effective and highly effective?effective?

GROUPS OF 4-GROUPS OF 4-55

Biggest question: “But I thought Biggest question: “But I thought observations were supposed to be observations were supposed to be unannounced”?unannounced”?

Interview protocol for pre-conferences for Interview protocol for pre-conferences for observations that ARE scheduled.observations that ARE scheduled.

These are things to keep in mind when These are things to keep in mind when

doing your lesson plans.doing your lesson plans.

Reflection Questions: Reflection Questions: Pre ConferencePre Conference

1.1.To which part of your curriculum does To which part of your curriculum does your lesson relate?your lesson relate?

2.2.How does this learning fit in the How does this learning fit in the sequence of learning for this class?sequence of learning for this class?

3.3.Briefly describe the students in this Briefly describe the students in this class, including those with special class, including those with special needs.needs.

4.4.What are your learning outcomes for What are your learning outcomes for this lesson? What do you want the this lesson? What do you want the students to understand?students to understand?

5. How will you engage the students in the 5. How will you engage the students in the learning? What will you do? What will the learning? What will you do? What will the students do? Will the students work in groups, students do? Will the students work in groups, or individually, or as a large group? Provide or individually, or as a large group? Provide any worksheets or other materials the any worksheets or other materials the students will be using.students will be using.

6. How will you differentiate instruction for 6. How will you differentiate instruction for different individuals or groups of students in different individuals or groups of students in the class?the class?

7. How and when will you know whether the 7. How and when will you know whether the students have learned what you intend?students have learned what you intend?

Reflection Questions: Reflection Questions: Post-ConferencePost-Conference

1.1. In general, how successful was the lesson? In general, how successful was the lesson? Did the students learn what you intended Did the students learn what you intended for them to learn? How do you know?for them to learn? How do you know?

2.2. If you were able to bring samples of student If you were able to bring samples of student work, what do those samples reveal about work, what do those samples reveal about those students’ levels of engagement and those students’ levels of engagement and understanding?understanding?

3.3. Comment on your classroom procedures, Comment on your classroom procedures, student conduct, and your use of physical student conduct, and your use of physical space. To what extent did these contribute space. To what extent did these contribute to student learning?to student learning?

4. Did you adjust your plan based on the needs 4. Did you adjust your plan based on the needs of your students?of your students?

5. Comment on different aspects of your 5. Comment on different aspects of your instructional delivery (e.g., activities, grouping instructional delivery (e.g., activities, grouping of students, materials and resources). To what of students, materials and resources). To what extent were they effective?extent were they effective?

6. If you had an opportunity to teach this lesson 6. If you had an opportunity to teach this lesson again to the same group of students, what again to the same group of students, what would you do differently?would you do differently?

TrainingTraining InserviceInservice On-lineOn-line Department/Building meetingsDepartment/Building meetings District website for documentsDistrict website for documents

Practicing with the rubricPracticing with the rubric Understanding first: technology Understanding first: technology

secondsecond

Complete Danielson frameworkComplete Danielson framework Introductory Powerpoint Introductory Powerpoint