PowerPoint Presentation

Citywide Expectations for 2011-2012In the summer of 2011: Adopt Danielsons Framework for Teaching, or leverage an existing research-based teaching framework that articulates clear expectations, to serve as the focus for observations and feedback. Explore ways to free up time for school leaders to engage in classroom observations and feedback cycles. Finalize plan for gathering and looking at current student workBegin planning for engaging teacher teams in selecting/adapting/designing CC-aligned, curriculum-embedded tasks

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Citywide Expectations for 2011-2012Fall 2011Establish regular cycles of teacher observation using a frameworkEstablish regular meeting times for teacher teamsEngage in a protocol to look at current student workAnalyze the selected Common Core standards to identify gaps between what students are doing currently, and what the CCLS asks them to know and be able to doTeacher teams begin to plan for selection/adaptation/design of CCLS aligned curriculum with embedded tasksFamiliarize teachers with task bundles available on the Common Core LibraryPlan for professional learning opportunities to deepen understanding of Universal Design for Learning

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Citywide Expectations for 2011-2012Winter/ Early Spring 2012Implement CCLS aligned curriculum with embedded literacy and math tasksExamine student work resulting from CCLS aligned tasksReflect on teacher work related to implementation of a frameworkContinue observation and feedback cyclesIncorporate UDL into task and curriculum design to ensure accessibility for all students

33August Summer Institute: Overview4

City Wide Instructional Expectations 2011-2012:These are the Chancellors 3 ASKS:Strengthening student work by examining and refining curriculum, assessment and classroom instruction Strengthening teacher practice by examining and refining the feedback teachers receive through a framework Curriculum Mapping / ELA & Math task:Engaging all students in at least one literacy task and one math task aligned to strategically selected Common Core Learning Standards

Guiding Questions:

How do Danielsons Domains and Components support those aspects of a teachers responsibilities that promote improved student learning?

4Introducing The Danielson FrameworkHere are the 4 Domains.Planning and PreparationThe Classroom EnvironmentInstructionProfessional Responsibilities55

The 6 Central DOE-selected from Charlotte Danielson Framework for Teaching Competency Elements Competency1e: Designing Coherent Instruction 2b: Establishing a Culture for Learning 2d: Managing Student Behavior 3b: Questioning and Discussion 3c: Engaging Students in Learning 3d: Using Assessment in Instruction

Elements1e: Learning activities, instructional materials and resources, instructional groups, lesson and unit structure 2b: Importance of the content, expectations for learning and achievement, student pride in work 2d: Expectations, monitoring of student behavior, response to student misbehavior 3b: Quality of questions, discussion techniques, student participation3c: Activities and assignments, grouping of students, instructional materials and resources, structure and pacing3d: Assessment criteria, monitoring of student learning, feedback to students, student self-assessment and monitoring of progress66

Activity 1:Envisioning Good Teaching 7

Guiding Question: When youre in the presence of greatness/excellence, what would you expect to see/hear from students and your colleagues?

Classroom intervisitationsPrincipals/APs will chart an insight of how they would respond to this essential questionSmall group shareWhole group discussion

7 Unpacking the Danielson Framework8

Big Ideas:To support schools with CCLS implementation and teacher effectiveness, Central DOE has selected 6 components from Danielsons Framework for Teaching to help build pedagogical and observational/feedback skills and capacitySchools must develop a shared understanding of what highly effective teaching looks like in order to determine how to adjust teacher practice to support student development along the continuum of college and career readiness Guiding Questions:What are the fundamental ideas behind the 6 Central-DOE selected and supported Danielson components?How do Danielsons Domains and Components support those aspects of a teachers responsibilities that promote improved student learning?What evidences Distinguished performance for each Component? What are the classroom/pedagogical look fors?What are the subsequent implications for teacher practice, planning, and preparation?

Unpacking Danielsons Teaching Framework Components Activity with a focus on 2B & 2D2B Establishing a Culture for Learning and 2D Managing Student Behavior

89Activity 2: Taking a Close Look at 1eCompetency1e: Designing Coherent Instruction

Elements1e: Learning Activities, Instructional Materials and Resources, Instructional Groups, Lesson and Unit Structure.

Table Facilitators will support the Instructional Leadersas they uncover the understandings of Domain 1, Competencye and its Elements

91e Designing Coherent Instruction10

Competency1e Designing Coherent Instruction Elements1e Learning Activities, Instructional Materials and Resources, Instructional Groups and Lesson and Unit StructureLook Fors:In Unit Plans at least three weeks with daily topics and activities that reflect organization and sequencing, and variety of materials and groupsIn Lesson Plans description of students, instructional objectives, assessments, strategies for activating, cognitive demand, and summarizing, varied instructional materials, and potential misunderstandings

Unpacking Danielsons Teaching Framework Components Activity with a focus on 3B & 3C 3B Using Questioning and Discussion Techniques and 3C Engaging Students in Learning

1011Steps for Reading and Template Completion:

Individually read selected pages that cover assigned Domain/Component. Participants may wish to jot their findings on the Unpacking Danielsons Teaching Framework Components template while reading or may wish to hold off on note-taking until the triad discussion. This is up to the triad/individual participants.

After reading the respective pages for the assigned Component, triads engage in a discussion and come to consensus around the big ideas of the Component. Once consensus is reached, triad members record their ideas on the template. Triads may choose to use one template to capture the ideas of all triad members or capture triads ideas on individual templates.

Triads are now ready to engage in a discussion around and notate on the template what would evidence Distinguished level of performance for that Component. Participants should look closely at the rubric for the Component and focus on the information in the Distinguished column in order to generate ideas. The objective is to not only identify the classroom and pedagogical look fors, but also to refrain from eduspeak and provide teacher-friendly language and specific examples/evidence that will support teachers be they in their first or 20th year of teaching.

Upon completion of the evidence/look fors, triads will share out their ideas and notes. Facilitator will capture and triangulate these ideas and notes on large poster paper to serve as the tables chart for the room share out and suggested gallery walk at lunch.11Whole Group Share Component 1e12Followed by a 15 minute breakComponent 1e and supporting evidence of the ElementsActivity 3: 2b Establishing a Culture for Learning13

Competency2b Establishing a Culture for LearningElements2b Importance of the Content, Expectations for Learning and Achievement and Student Pride in Work Look Fors:Evidence must be in the classroom the look of the room, student work displayed (scored or rated with written feedback); nature of the interactions and tone of conversations with and among students reflect they are interested in and value learning and hard work.

Unpacking Danielsons Teaching Framework Components Activity with a focus on 3B & 3C 3B Using Questioning and Discussion Techniques and 3C Engaging Students in Learning

13Whole Group Share Component 2b14 Component 2b and supporting evidence of the ElementsActivity 4: 2d Managing Student Behavior15

Competency2d Managing Student BehaviorElements2d Expectations, Monitoring of Student Behavior and Response to Student BehaviorLook Fors:Age appropriate and culturally consistent standardsRules are made clear to all and are posted in the classroomRules are clearly and consistently applied (no favoritism is evident)Teacher encourages students to monitor their own behavior

Unpacking Danielsons Teaching Framework Components Activity with a focus on 3B & 3C 3B Using Questioning and Discussion Techniques and 3C Engaging Students in Learning

15Whole Group Share Component 2d16Component 2d and supporting evidence of the ElementsFollowed by a 10 minute breakActivity 5- Using the Danielson Framework to Provide FeedbackPutting Research into Practice.As you observe the video, please take down specific notes and use the low inference observation protocol (collection of evidence) to support the teacher practice you seeWhat is the evidence?What does the evidence say about teacher practice?As a participant in this process, what feedback would you provide this teacher to improve on their practice?

17Video17Activity 5: Video18Activity 6 Aligning the Danielson Framework to Current Units of Study/Curriculum Maps 1e, 2b & 2dPairs and/or Triadswork to capture ideas and memorialize these evidence based ideas on the template. Engage in a discussion on the Look Fors and how this may impact the current unit maps and instructional focus.1e: Designing Coherent Instruction2b: Establishing a Culture for Learning2d: Managing Student Behavior

191920Looking at Components 1e, 2b and 2dCurriculum Mapping

Reflecting on the details and elements of 1e, 2d, 2b think about how these understandings will help your team make Instructionally Strategic Moves on your current Units of Study to reflect a closer alignment to the Danielson Framework?

Review the components of your Curriculum Map and/or Unit Mapand look for ways to strengthen it to demonstrate a moreeffective and coherent instructional approach for ALL STUDENTS.

What strategic change or changes did the team make?

20Debrief/FeedbackDebrief of the Day:Valuable take-awaysA-ha moments

**Please be sure to complete and submit to table facilitator your feedback form**

We thank you for your participation at todays institute!2121