South Dakota Framework for Teaching January 6 th & 13 th, 2012 MaryLou McGirr Lacey Hoogland Education Technology Specialists TIE

South Dakota Framework for Teaching

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January 6th & 13th, 2012MaryLou McGirrLacey HooglandEducation Technology SpecialistsTIE

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The Framework for Teaching Charlotte Danielson

The Complexity of Teaching After 30 years of doing such work, I have

concluded that classroom 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 or after a natural disaster.”

Lee Shulman, The Wisdom of Practice.

"This is so much better!" commented Carla, a 4th grade teacher, following an evaluation conference with her supervisor:

• Before, I had no idea what my principal was looking for—I had to be a mind reader! So I just played it safe, taught a familiar lesson, one I knew would go well—but did the process improve my teaching? Not at all! In my old school, the principal just came in with a checklist, but we never really talked. But this time, we had a great conversation about how to help my students want to write. It really made me think. As a result, I've got a new approach: I'm going to engage some students around the things they're passionate about and have them try to convince their classmates about the value of such interests.

Pilot District Plan

Learn about the FfT this school year and implement in 2012-13.

·Days 1 and 2 – Delve and dialogue. ·Think about the components specific to

the needs of your district.

·Day 3 – Crosswalk and create.·Determine what you wish to keep and

add.

·Days 4 and 5 – Collect and calibrate.·Learn what evidence is, how to collect it

and connect it to the levels of performance.


Outcomes

At the end of this training you will...

·Develop a working knowledge of the Framework for Teaching as a tool for improving teaching practice.

·Site examples of what evidence for components from the Framework for Teaching looks like in a classroom.

·Communicate the structure of the Framework for Teaching .


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AGENDA

·Welcome/Introductions

·Examining Outcomes/Agenda

·Introduction to the Framework for Teaching

·Cognitive Engagement – Domain 3

·Domain 2

·Closure


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Working Agreement

·Be present: minds and hands-on all day

·Respect time boundaries…breaks, lunch

·Recognize the need for quiet while working

·Use electronics respectfully

·Bring attention to large group when

signaled….


Stirring Up Your Knowledge Base

A.How can a principal promote high quality teaching in every classroom every day with every student?

B.Other than classroom observations, what are some sources of information about teacher quality?

C.How might we set up teacher assessment so that it leads to

improved instruction?

D.What are some strategies for promoting a culture for adult learning in a school?

E.What could a school leader do to promote collaboration among teachers?

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The Wisdom of Practice

Independently…..

1. Think: 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 make you think: “Oh, this is good; if I had a child this age, this is the class I would hope for.”

2. Record your thoughts on 4-5 post-it notes, one thought per post-it.

3. Put aside for later work.

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Introduction

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The Domains Jigsaw

Domain 1: Planning and Preparation

Domain 2: The Classroom Environment

Domain 3: Instruction

Domain 4: Professional Responsibilities

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The Domains Jigsaw, Instructions

1. Read your assignment only in B., pages 1 and 2.

2. Facilitate a dialogue with your group about your understanding and then their understanding about your domain.

3. Continue in round robin fashion.

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Framework Focus


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Domain 1

Planning and Preparation

What a teacher knows and does in preparation for engaging students in learning.

Domain 2The Classroom Environment

What a teacher does to establish and maintain a culture for learning that supports cognitive engagement.

Domain 4Professional

Responsibilities

Domain 3Instruction

Framework Focus


Domain 1






Responsibilities

Domain 3Instruction

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Framework Focus

Domain 1






Responsibilities

Domain 3Instruction

What a teacher does to cognitively engage students in the content.

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Framework Focus

Domain 1






Responsibilities

Professional responsibilities and behavior in and out of the classroom.

Domain 3Instruction


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Framework Focus

Domain 1






Responsibilities

Professional responsibilities and behavior in and out of the classroom.

Domain 3Instruction


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Framework Vocabulary

4 Domains

22 Components

76 Elements

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Prove your understanding

1. Return to your original table2. Draw 4 quadrants on the chart paper and

label the Domains.3. Sort your sticky notes into the correct

Domains.4. Hang your posters.5. Debrief: What do you see as you look at

the information?

Prove your understandingIdentify the Domains, B. page 5

•Read each statement and indicate the domain to which it primarily applies, by writing in the blank the number 1-4 corresponding to the four domains of the framework.

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The Framework for Teaching Second Edition

Domain 1: Planning and Preparation •Demonstrating Knowledge of Content and Pedagogy •Demonstrating Knowledge of Students•Setting Instructional Outcomes •Demonstrating Knowledge of Resources •Designing Coherent Instruction •Designing Student Assessments

Domain 2: The Classroom Environment •Creating an Environment of Respect and Rapport •Establishing a Culture for Learning•Managing Classroom Procedures•Managing Student Behavior •Organizing Physical Space

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Domain 4: Professional Responsibilities•Reflecting on Teaching •Maintaining Accurate Records •Communicating with Families •Participating in a Professional Community •Growing and Developing Professionally Showing Professionalism

Domain 3: Instruction •Communicating With Students •Using Questioning and Discussion Techniques •Engaging Students in Learning •Using Assessment in Instruction •Demonstrating Flexibility and Responsiveness


Priorities of the FFT

·Cognitive Engagement •“Proficient” = students must be engaged

cognitively

•“Distinguished” = cognition, meta-cognition, and student ownership of their learning

·Constructivist Learning

•Proficient practice must have evidence of learning experiences designed to facilitate students construction of knowledge. The learner does the learning.

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Cognitive Engagement and Constructivist Learning

·The Framework for Teaching is Based on Cognitive Engagement and Constructivist Learning.

·Develop a definition at your table of Cognitive Engagement?


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Say Something, T. pages 15-17


1. Find a partner2. I’ll chunk the reading3. Each read the chunk silently4. A: Turn to your partner and say something, re: key ideas, I don’t understand…..

5. Read the next chunk6. B: Turn to your partner and say something re: key ideas, I don’t understand…..7. Continue with the other chunk8. What else might you add to your definition of Cognitive Engagement?

To gain a deeper understanding of cognitive engagement

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Say Something, T. pages 15-17


1. Form a quartet.

2. Share your definitions and have a dialogue.

3. Return to your chairs.

4. What else might you add to your definition of Cognitive Engagement?

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Signers of the Declaration of Independence , B. pages 6 and 7·Look at the list of the signers of the Declaration of Independence. Brainstorm questions that come to mind with your group. Someone record on page 5.

·Select one question that can be answered by the information on the chart.

·Create a method of investigation (activity).

·Complete the “Look-For’s” for Student Engagement, page 7.

·Share your work with the Large Group.

·Think creatively! The Framework for Teaching Charlotte Danielson

Engaging Learning Tasks/Assignments

·Pose an interesting problem or question

·Invite student choice and initiative

·Encourage depth rather than breadth

·Permit collaborative work

·Require higher-level thinking: e.g. collecting and analyzing information, making predictions

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Evidence: A Reporting of the Facts

• Evidence may include statements, actions, or behaviors.

• Evidence may also include artifacts prepared by the teacher, students, or others.

• Evidence is not personal opinion or bias. It is selected through the observer’s and/or teacher’s use of professional judgment.

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Collecting Evidence/Component 3c

·Watch the video.·Record evidence.·Share your evidence with a partner.

·Calibrate the evidence: ·Turn to page 85 (3c).·Circle the words, phrases or sentences in your data

collection that give evidence of teaching performance.

·What did you see the students doing that showed the effectiveness of cognitive engagement?

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A Memorable Teacher

Remember when you were a student. What word(s) come to mind when you think about a memorable teacher? The memory can be either positive or negative.

Chart your words.

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Domain 1: Planning and Preparation

Domain 2: The Classroom Environment

Domain 3: Instruction

Domain 4: Professional Responsibilities

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The Domains

“People will forget what you said. People will forget what you did. But they will never forget how you made them feel.”

Commencement Address, 2002

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A Quote from Maya Angelou


What is it that effective teachers do in the first month of school that contributes or detracts from their success the rest of the year?

Landmark activity

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Effective Teachers


2a: Respect and rapport p. 64

2b: Culture for learning p. 67

2c: Classroom procedures p. 68

2d: Student behavior p. 71

2e: Physical space p. 73

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Domain 2

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Figure 4.2b DOMAIN 2: THE CLASSROOM ENVIRONMENT

COMPONENT 2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT

Elements: Teacher interaction with students Student interaction with one another

Domain 2: The Classroom Environment 2a: Creating an Environment of Respect and Rapport Page 66


L E V E L O F P E R F O R M A N C E

ELEMENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Teacher Interaction with Students

Teacher interaction with at least some students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the students. Students exhibit disrespect for the teacher.

Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the age and cultures of the students. Students exhibit respect for the teacher.

Teacher-student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students’ cultures. Students exhibit only minimal respect for the teacher.

Teacher’s interactions with students reflect genuine respect and caring, for individuals as well as groups of students. Students appear to trust the teacher with sensitive information.

Student Interactions with one another

Student interactions are characterized by conflict, sarcasm, or put-downs.

Students do not demonstrate disrespect for one another.

Student interactions are generally polite and respectful.

Students demonstrate genuine caring for one another and monitor one another’s treatment of peers, correcting classmates respectfully when needed.

Collecting Evidence/Component 2a

·Watch the video.·Record evidence.·Share your evidence with a partner.

·Calibrate the evidence: ·Turn to page 66 (2a).·Circle the words, phrases or sentences in your

data collection that give evidence of teaching performance.

·What did you see/hear or not that demonstrated respect and rapport?

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•Unsatisfactory

•Basic

•Proficient

•Distinguished

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Levels of Performance

Reflection on the Levels of Performance, B. page 19

·How can you use the levels of performance in your own work?

·What reservations do you have regarding the levels of performance?

·What question(s) do you have about the levels of performance?

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The Framework for Teaching Second Edition

Domain 1: Planning and Preparation •Demonstrating Knowledge of Content and Pedagogy •Demonstrating Knowledge of Students•Setting Instructional Outcomes •Demonstrating Knowledge of Resources •Designing Coherent Instruction •Designing Student Assessments

Domain 2: The Classroom Environment •Creating an Environment of Respect and Rapport •Establishing a Culture for Learning•Managing Classroom Procedures•Managing Student Behavior •Organizing Physical Space

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Domain 4: Professional Responsibilities•Reflecting on Teaching •Maintaining Accurate Records •Communicating with Families •Participating in a Professional Community •Growing and Developing Professionally Showing Professionalism

Domain 3: Instruction •Communicating With Students •Using Questioning and Discussion Techniques •Engaging Students in Learning •Using Assessment in Instruction •Demonstrating Flexibility and Responsiveness


3 – 2 – 1 Note Cards

·Write down 3 things you learned.

·Write down 2 things you are pondering.

·Write down 1 question you have.

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South Dakota Framework for Teaching

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January 6th & 13th, 2012MaryLou McGirrLacey HooglandEducation Technology SpecialistsTIE

Review-Paired Verbal Fluencey

•Directions

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Review and Wrap up of Day 1

1.Answer questions

2.Hear what Charlotte has to say about the lesson.


Outcomes

At the end of this training you will...

·Develop a working knowledge of the Framework for Teaching as a tool for improving teaching practice.

·Site examples of what evidence for components from the Framework for Teaching looks like in a classroom.

·Communicate the structure of the Framework for Teaching .


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AGENDA

·Welcome

·Examining Outcomes/Agenda/Review

·About the FfT:

Benefits, Common Themes

·Introduction to Domain 1

·About the FfT:

Uses, Features

·Introduction to Domain 4

·Bias

·Next work

·ClosureThe Framework for Teaching Charlotte Danielson

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Benefits of Any Framework for Teaching

·Common language

·Development of shared understandings

·Self-assessment and reflection on practice

·Structured professional conversation


•The Framework for Teaching Charlotte Danielson

Common Themes

·Equity

·Cultural sensitivity

·High expectations

·Developmental appropriateness

·Accommodating individual needs

·Appropriate use of technology

·Student Assumption of responsibility

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Domain 1 Components

1a: Demonstrating Knowledge of Content and Pedagogy p. 44

1b: Demonstrating Knowledge of Students p. 46

1c: Setting Instructional Outcomes p. 51

1d: Demonstrating Knowledge of Resources p. 53

1e: Designing Coherent Instruction p. 55

1f: Designing Student Assessments p. 59


·Delve and Dialogue in trios:

Seek understanding through words, not come up with a product or decision – simply understanding.

·Read pages T., 51-53 silently and make connections to your own work.

·Individually, complete B., page 20.

·Check with your partners.

·Check with large group.

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1c: Setting instructional outcomes

·For the component you have been assigned, read the text, determine how teacher skills advance from one level to the next. Information found on pages 44-59.

·Consider how teachers achieve the higher levels. For example, for component 1b (knowledge of students), how do teachers come to know their students? What are all the different methods they can use? Record on top half of chart paper.

·Next, consider how teachers demonstrate their skill in this component. Write these ideas on the bottom half of the chart paper.

·Post your chart paper on the wall.

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Domain 1, T. pages 44-59

·Does your district require lesson plans? Why or why not?

·In what ways is the lesson planning in your district similar or different to what was described in the reading?

·Based on the FfT, your district needs some evidence of planning:

·Formal evaluation:

1. Planning conversation

2. Observation

3. Reflecting conversation***

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Domain 1- Process

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Uses of The Framework for Teaching

·Teacher preparation

·Supervising student teachers

·Teacher recruitment and hiring

·Mentoring beginning teachers

·Structuring professional development

·Evaluating teacher performance


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Features of The Framework for Teaching

·Comprehensive

·Grounded in research

·Public

·Generic

·Coherent in structure

·Independent of any particular teaching methodology


Domain 4 Components

4a. Reflecting on Teaching p. 92 4b. Maintaining Accurate Records p. 94

4c. Communicating with Families p. 96

4d. Participating in a Professional

Community p. 99

4e. Growing and Developing

Professionally p. 102

4f. Showing Professionalism p. 106

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Domain 4 Components, B. page 21

1. 1. Read the quotes and choose one that speaks to you

2. 2. Pick up your books and form same groups

3. 3. Read the pages associated with your component only.

4. 4. Have a conversation about your understanding of this component.

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·In your table group, consider each of the components in Domain 4 in this way:

·Determine the extent to which each component is important in your setting

·Lastly, determine how teachers can demonstrate their skill in the component.

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Domain 4, B., page 22

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Bias

·A research-based definition of good teaching

·A roadmap to, and for navigating through, the complex territory of teaching

·A framework for novice-level practitioners, through accomplished teaching


??Quick Review on all 4 domains•Watch a video and collect evidence for all

4 or go on with Domain 2 and 3 activities.•Which will be most valuable to the

participants?

3a: Communicating with students p. 77

3b: Questioning and discussion p. 79

3c: Student engagement p. 82

3d: Using assessment in instruction p. 86

3e: Flexibility and responsiveness p. 88

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Domain 3

·With your table group, for the component you have been assigned, complete the 3-2-1 worksheet.

·Designate one person as a spokesperson.

·Report to the large group the three “big ideas” about the component, and pose your question.

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3-2-1 Domain 3: Components 3b and 3c

Collecting Evidence/Components 3b and 3c

·Evidence is what you see and hear·from both teacher and students.

·Determine how best to collect evidence.

·Collect as you observe, don’t try to remember.

·Don’t take the rubric with you, calibrate and rank later.

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Summary of The Framework for Teaching

·A research-based definition of good teaching

·A roadmap to, and for navigating through, the complex territory of teaching

·A framework for novice-level practitioners, through accomplished teaching


Overall Reflection 5-3-1

·Write down five words that describe how you feel about your Day 1 and 2 learning.

·With the person on your right, share your words and together choose three.

·With the table group, share your partner words and choose one word per table.

·Questions you still have…..

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Domain 2: The Classroom Environment 2a: Creating an Environment of Respect and Rapport


Figure 4.2b DOMAIN 2: THE CLASSROOM ENVIRONMENT

COMPONENT 2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT

Elements: Teacher interaction with students Student interaction with one another

L E V E L O F P E R F O R M A N C E

ELEMENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED

Teacher Interaction with Students

Teacher interaction with at least some students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the students. Students exhibit disrespect for the teacher.

Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the age and cultures of the students. Students exhibit respect for the teacher.

Teacher-student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students’ cultures. Students exhibit only minimal respect for the teacher.

Teacher’s interactions with students reflect genuine respect and caring, for individuals as well as groups of students. Students appear to trust the teacher with sensitive information.

Student Interactions with one another

Student interactions are characterized by conflict, sarcasm, or put-downs.

Students do not demonstrate disrespect for one another.

Student interactions are generally polite and respectful.

Students demonstrate genuine caring for one another and monitor one another’s treatment of peers, correcting classmates respectfully when needed.

For the component you have been assigned:

•Read the narrative description and make note of the important ideas of the component

•Read the levels of performance; determine the critical differences between the different levels – if possible, highlight key words

•Determine a context for your thinking (for example high school science)

•Create examples of practice for each level of performance, bearing in mind the common themes.

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Domain 2 Activity(Part one)

In your new group:

·Explain the important ideas in the component you investigated

·Describe the examples generated in your previous group.

·If desired, write examples from others on the next worksheet

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Domain 2 Activity(Part tw0)

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Process the work

·3 words·2 words·1word


Documents

South Dakota Framework for Teaching January 6 th & 13 th, 2012 MaryLou McGirr Lacey Hoogland Education Technology Specialists TIE