DANIELSON FRAMEWORK FOR TEACHING:

Introduction

and a “Jump Start”

M.Steger

Session Objective

1. Develop an understanding of the format of the Danielson Framework for Teaching and why it is important (FfT)

2. Define Enduring Skill and its application to a Student Learning Objective

3. Leave with a plan to determine students’ Baseline

Teaching is complex . . .

“Teaching is a profession more complex than medicine.”

Lee Shulman, “The Wisdom of Practice”

What is good teaching?

Once upon a time, there was teacher who believed in “butts up learning.”

Framework for Teaching: the Domains

What if I am a Non-EE Teacher?

Does this even concern me?

Framework for Teaching: ThemesEquity

Cultural Competence

High Expectations

Developmental Appropriateness

Accommodating Individual Needs

Effective Technology Integration

Student Assumption of Responsibility

Framework for Teaching: Themes

Equity

Cultural Competence

High Expectations

Developmental Appropriateness

Accommodating Individual Needs

Effective Technology Integration

Student Assumption of Responsibility

RUSD: Core Values

Equity

Diversity

High Expectations

Unity

Respect

Strong Relationships

Student-Centered Decisions

North Star Vision

Academic Achievement

Workplace Skills

Global Citizenship

Life Skills

STEP 1

I understand the format of the

Danielson Framework for Teaching and

why it’s important.

Where Do I Start?

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✓ Guide teachers to identify the enduring skills in their content area

in order to

✓ Support a meaningful student learning objective (SLO)

Take a moment to reflect. What matters most for

your content area?

Where in your standards do you find the big rocks, big concepts, underlying practices & processes that support competency?

Before we move on, let’s define enduring.

Defining ENDURINGLearning that • ENDURES beyond a single test date,• is of value in other disciplines, • is relevant beyond the classroom (applying

learning to new and unique situations)• is worthy of embedded, course-long focus,• may be necessary for the next level of

instruction.• Requires critical thinking (analyzing, creating

and evaluating)

ENDURING is NOT: • A sub skill• Vague content knowledge• An activity• A skill with limited application• A strategy for learning

© 2013, KDE and KASA. All rights reserved.

Establish

Baseline

Target students’

priority need

Identify the sources of evidence that will need to be in place to

measure student’s level of proficiency in the Enduring Learning

Identify what proficiency looks like for the Enduring Learning

Identify the Enduring Learning in the content area standards

Know the expectation of content area standardsFound

ations

for i

dentif

ying

con

tent

Connecting C

ontent

to Student Needs

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Student Growth Process

Step 1:

Determine needs

Step 2:

Create specific learning

goals based on

pre-assessment

Step 3:

Create and implement teaching

and learning

strategies

Step 4:

Monitor student

progress through ongoing

formative assessment

Step 5:

Determine whether students achieved the goals

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NEXT STEP: Baseline and Goal Setting

19

20

Handout

Start with your data…

Handout

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Putting It All Together!

Information found on your Enduring Skills

Initial List

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Baseline or pre-assessment

Take a moment to read Page 5, Using Baseline Data and Information to Set SLO Targets

Be ready to discuss at your table the following question:

Baseline Data – Is it the same as a pre-assessment?

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Handout

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Handout

Student Growth Process

Step 1:

Determine needs

Step 2:

Create specific learning

goals based on

data

Step 3:

Create and implement teaching

and learning

strategies

Step 4:

Monitor student

progress through ongoing

formative assessment

Step 5:

Determine whether students achieved the goals

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• Training in MLP- My Learning Plan

• Writing an SLO goal statement.• Distinguishing between and determining multiple

components aligned to a/one high leverage artifact

• Writing an Evidence Statement• Levels of Performance• Domain & Component “breakdowns”• Everyday Artifacts & Collecting Data• Data Analysis

A Look Ahead:

Before we meet again...

Today’s STEP 1:

I need to identify the “big rocks” or

enduring skills in my content area.

Today’s STEP 2

I need to determine which assessment(s)

will best measure the growth of my

students and set a baseline.

Today’s STEP 3

I will explore the Framework & Become

familiar with the language