Enhancing Professional PracticeIntroduction to the Framework for Teaching

OutcomesAn introduction to the Danielson Framework as a tool for examining and improving teaching practice

• Understand the structure and the language of the Framework for Teaching

• Know the domains and components of the Framework for Teaching

• Identify the essential characteristics of each of the Framework’s levels of performance

• Identify examples of practice that illustrate the domains and components of the framework for teaching

• What is good teaching?• Domain Overview• Levels of Performance• Domain 2: The Classroom Environment• The Nature of Engagement• Domain 3: Instruction• Domain 1: Planning and Preparation• Domain 4: Professional Responsibilities• Reflection

Agenda

Norms

Equity of voice

Attentive listening

Safety to share different perspectives

Commitment to the work

“I know it seems crazy when everyone else in the world wants to be a film director, but for me, teaching is one of the few heroic jobs left. All the biggest miracles take place in classrooms. Nothing happens without teachers.”

Stephen Frears,Film Director

“Teaching is perhaps the most complex, most challenging, and most demanding, subtle, nuanced, and frightening activity that our species has ever invented… The only time a physician could possibly encounter a situation of comparable complexity would be in the emergency room of a hospital during a natural disaster.”

Lee Shulman, Educational Psychologist

The Wisdom of Practice

If you were to walk into a classroom, what might you see or hear there

(from the students as well as the teacher) that would cause you to think that you were

in the presence of an expert?

What would you see and hear that would make you think: “Oh, this is good; if I had a child this age,

I would want my child in this class.”

Using one post-it per idea, jot down 4-6 things you might see or hear in the classroom of a highly effective teacher.

Domain 3Instruction

Domain 2Classroom Environment

Domain 3Instruction

3a Communicating with Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility & Responsiveness

Domain 3Instruction

3a Communicating with Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility & Responsiveness

Domain 2Classroom Environment

2a Creating an Environment of Respect & Rapport2b Creating a Culture of Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Managing Physical Space

Domain 2Classroom Environment

2a Creating an Environment of Respect & Rapport2b Creating a Culture of Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Managing Physical Space

Domain 4Professional Responsibilities

Domain 1Planning and Preparation

Domain 4Professional Responsibilities

4a Reflecting on Teaching4b Maintaining Accurate Records4c Communicating with Families4d Participating in a Professional Community4e Growing and Developing Professionally4f Showing Professionalism

Domain 1Planning and Preparation

1a Demonstrating Knowledge of Content & Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student Assessment

The Danielson Framework for Teaching

DOMAIN =COMPONENT =

ELEMENT =

3. Instructionc. Engaging Students in Learning • Grouping of Students

The Framework for Teaching

4Domains

22 Components76 Elements

Handout pages 14-15

4 Domains Theme Search

Domain 3Instruction

Domain 2The Classroom Environment

Domain 4Professional Responsibilities

Domain 1Planning and Preparation

Handout page 2-3

Checking for Understanding: The Domain Quiz

DOMAIN 1Planning and Preparation

DOMAIN 2The Classroom Environment

DOMAIN 3Instruction

DOMAIN 4Professional Responsibilities

The desks in Mr. T’s 2nd grade classroom are arranged in groups of

four. A couch and beanbag chairs are provided for students in the reading

corner.

Ms. A was unable to locate her list of which students had returned their permission slips for the field trip.

Ms. K asks students to create a concept map illustrating the

connection among the different ideas in the history unit.

Mr. J. Stands by the classroom door, greeting the students as they enter the

classroom, conversing with each of them briefly.

Mr. E, like all the teachers on his 5th grade team, meets with the other

teachers in his grade level on a regular basis.

For one of her flexible grouping assignments, Ms. R plans to create cooperative groups that will each

include two English language learners.

Ms. C has her class watch a clip on Martin Luther King Jr.’s “I Have a

Dream” speech, using a video guide containing questions that are factual, interpretive, and analytic in nature. After the film clip, students work in pairs to respond to the questions.

After his 1st hour geography class, Mr. M concluded that the lesson was

successful because everyone received an A on the quiz.

Mr. B has designed a rubric for student presentation. It identifies key

elements of a good presentation and three levels of performance for each of

the elements.

When students enter the classroom, they begin work on a brief assignment that is written on the board while Ms.

L takes attendence.

Levels of Performance

• Read through the domain rubrics (pgs. 41 and 42).

• Identify and highlight key words and phrases that capture the essence of each level of performance and record key words (Handout page 11).

• Find someone from another table and compare notes.

Handout pg 10

Handout pp. 4-11

Levels of Performance

UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Lack ofUnsafe

HarmfulUnclear

UnawarePoor

Unsuitable

InconsistentPartial

GeneralAttempts

AwarenessModerateMinimal

Whole class

ConsistentFrequent

SuccessfulAppropriate

ClearPositiveSmoothGroup

SolidSeamless

SubtleSkillful

PreventativeLeadershipStudentsIndividual

TEACHER DIRECTED SUCCESS

STUDENT DIRECTED SUCCESS

There is a strong relationship between observation ratings and VAM (CCSR)

Results:

• Ratings explained a significant portion of variation in VAM in reading and math

• Relationship stronger in reading than in math

• Teachers with high observation ratings had high VAMs (and vice-versa)

Consider your life as a student. Recall an occasion (or pattern of occasions) involving a teacher that you still remember (positive or negative). What makes this so memorable?

Sidney Poitier in“To Sir, With Love”

The Framework for Teaching Charlotte Danielson

School Memories

+ -Domain 2

Domain 3

Other

Maya Angelou,author

“People will forget what you said. People will forget what you did.

But they will never forget how you made them feel.”

Give One, Get One1. Using the grid, jot down 3 ideas that were intriguing

from the morning’s session.

2. Get up and find someone from another table group.

3. GIVE ONE idea from your list to your partner.

4. GET ONE idea for your list from your partner.

5. Move to a new colleague and repeat the process. If your list and your partner’s list are identical, brainstorm together an idea that can be added to both your lists. NOTE: Exchange no more than one idea with any given partner.

6. Return to your table and share themes with your group.

Domain 3Instruction

Domain 2Classroom Environment

Domain 3Instruction

3a Communicating with Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility & Responsiveness

Domain 3Instruction

3a Communicating with Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility & Responsiveness

Domain 2Classroom Environment

2a Creating an Environment of Respect & Rapport2b Creating a Culture of Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Managing Physical Space

Domain 2Classroom Environment

2a Creating an Environment of Respect & Rapport2b Creating a Culture of Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Managing Physical Space

Domain 4Professional Responsibilities

Domain 1Planning and Preparation

Domain 4Professional Responsibilities

4a Reflecting on Teaching4b Maintaining Accurate Records4c Communicating with Families4d Participating in a Professional Community4e Growing and Developing Professionally4f Showing Professionalism

Domain 1Planning and Preparation

1a Demonstrating Knowledge of Content & Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student Assessment

The Danielson Framework for Teaching

The Classroom Environment

Handout page 15

Individually read the rubric for your assigned component. With your table group, focused on one component, write a brief summary, on the top half of your chart paper, of the key ideas of your component. Generate specific examples of what would this component look like at the proficient level? How would this be different at the distinguished level?

Watch the video, and identify examples of your component in the classroom; write these on the bottom half of the chart paper.

Participate in a gallery walk, and review the work of the other groups.

Domain 3Instruction

Domain 2Classroom Environment

Domain 3Instruction

3a Communicating with Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility & Responsiveness

Domain 3Instruction

3a Communicating with Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility & Responsiveness

Domain 2Classroom Environment

2a Creating an Environment of Respect & Rapport2b Creating a Culture of Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Managing Physical Space

Domain 2Classroom Environment

2a Creating an Environment of Respect & Rapport2b Creating a Culture of Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Managing Physical Space

Domain 4Professional Responsibilities

Domain 1Planning and Preparation

Domain 4Professional Responsibilities

4a Reflecting on Teaching4b Maintaining Accurate Records4c Communicating with Families4d Participating in a Professional Community4e Growing and Developing Professionally4f Showing Professionalism

Domain 1Planning and Preparation

1a Demonstrating Knowledge of Content & Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student Assessment

The Danielson Framework for Teaching

The Nature of Engagement

Enhancing Professional Development: A Framework for Teaching1’s read handout page 162’s read handout page 17

1. Share highlights from your reading and jointly create a definition of engagement

2. Discuss and identify specific strategies that would result in engagement

3. Display your thinking on a poster and be prepared to share

Handout page 16-17

The Framework for Teaching Charlotte Danielson

Engaging Activities and Assignments• Students are answering a question or solving a

problem

• Permit student choice and initiative

• Encourage depth rather than breadth

• Require student thinking

• Offer multiple levels of challenge

• Designed to be relevant and authentic

Connecting Design with Engagement

• Learning Activities

•Instructional materials and resources

• Instructional groups

• Lesson and unit structure

•Activities and assignments

•Instructional materials and resources

• Grouping of students

• Structure and pacing

COMPONENT 1eDesigning Coherent Instruction

COMPONENT 3cEngaging Students in Learning

39

Domain 3Instruction

Domain 2Classroom Environment

Domain 3Instruction

3a Communicating with Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility & Responsiveness

Domain 3Instruction

3a Communicating with Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility & Responsiveness

Domain 2Classroom Environment

2a Creating an Environment of Respect & Rapport2b Creating a Culture of Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Managing Physical Space

Domain 2Classroom Environment

2a Creating an Environment of Respect & Rapport2b Creating a Culture of Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Managing Physical Space

Domain 4Professional Responsibilities

Domain 1Planning and Preparation

Domain 4Professional Responsibilities

4a Reflecting on Teaching4b Maintaining Accurate Records4c Communicating with Families4d Participating in a Professional Community4e Growing and Developing Professionally4f Showing Professionalism

Domain 1Planning and Preparation

1a Demonstrating Knowledge of Content & Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student Assessment

The Danielson Framework for Teaching

Domain 3: Instruction

Handout page 18

• With your table partners, review the remaining components and elements of Domain 3.

• 3a Communicating with Students

• 3b Using Questioning and Discussion Techniques:

• 3d Using Assessment in Instruction:

• 3e Demonstrating Flexibility and Responsiveness

• Create a concept map that indicates the relationship of each component to the “heart of the framework” (3c: Engaging Students in Learning).

1aContent & Pedagogy

1bStudents

1d Resources

Knowing

1c Instructional Outcomes

1fDesigning Assessments

1e Designing Instruction

Doing

Domain 1 (Planning and Preparation) – Evidence

Handout page 19

• Review the Domain 1 rubric in the

• Discuss as a table, what are some evidence that might reflect proficient for each component in Domain 1?

Connecting Design with Engagement

• Learning Activities

•Instructional materials and resources

• Instructional groups

• Lesson and unit structure

•Activities and assignments

•Instructional materials and resources

• Grouping of students

• Structure and pacing

COMPONENT 1eDesigning Coherent Instruction

COMPONENT 3cEngaging Students in Learning

Domain 4: Professional Responsibilities

Handout pages 20

With your group, skim the components in Domain 4.

Independently, identify ways in which you already exhibit the components reflected in Domain 4?

As a group, share strategies that may help a new or beginning teacher.

REFLECTION

Handout pages 21-22

Considering your role as a teacher, specialist, administrator, or evaluator, reflect on strengths and opportunities for increasing professional

expertise in each of the Framework’s Domains. Note one or two next steps you might take to improve your practice.