ST FfT module overview jf fall2015257ae08b-77fa-4efe-9927... · !Use for planning 5 OFFICE OF EDUCATOR PREPARATION COLLEGE OF EDUCATION TEXAS STATE UNIVERSITY 13 DOMAIN 1: PLANNING

Office of Educator Prepara5on, College of Educa5on, Texas State University 1

TEXAS STA

TE UNIVERSITY

STUDYING TH

E

DANIELSON FRAMEWORK FOR TE

ACHING

Office of E

ducator P

reparation

College

of Educa

tion

Updated October, 2

015

STUDY MODULES

q  Overview of the Danielson Framework q  Domain I: Planning and Preparation q  Domain II: Classroom Environment q  Domain III: Instruction q  Domain IV: Professional Responsibilities q  Observations, Evaluation, and Next Steps

October 2

015 OFFICE OF EDUCATOR PREPARATION

COLLEGE OF EDUCATION TEXAS STATE UNIVERSITY 2

STUDY RESOURCES

q  Study Modules http://www.education.txstate.edu/oep/Resources/student-teaching.html

q  The Instructional Model for Education Students: Danielson Framework for Teaching (FfT)

http://www.education.txstate.edu/oep/Resources/student-teaching.html

q  The Framework for Teaching, 2013 Edition http://www.danielsongroup.org/framework/

October 2




LEARNING EXPECTATIONS Participants will: q  Develop a working knowledge base of The

Danielson Framework for Teaching (FfT) q  Use the structure of the FfT to strengthen

understanding q  Describe high-quality teaching within the FfT q  Identify and use support resources for

successful implementation of FfT

October 2



WHY THE DANIELSON FRAMEWORK FOR TEACHING?

Programmatic needs: •  Consistent practices/documentation of ST

observations•  Consistent mentoring practices among

university supervisors•  Increased alignment among observations,

evaluations, reflections, and processes

October 2



VALUE OF THE FRAMEWORK

The Framework for Teaching provides: •  A comprehensive picture of teaching

•  Road maps for planning

•  Support for individualized improvement

October 2




A SOLID FOUNDATION FOR YOUR CAREER IN TEACHING

DANIELSON FRAMEWORK FOR TEACHING

T-TESS (TX TEACHER EVALUATION AND SUPPORT SYSTEM)

DOMAINS

• Planning and Preparation • Classroom Environment • Instruction • Professional Responsibilities

• Planning • Learning Environment • Instruction• Professional Practices and Responsibilities

RUBRIC

4 Performance Levels • Distinguished (4) • Competent (3) • Basic (2) •  Unsatisfactory (1)

5 Performance Levels • Distinguished (5) • Accomplished (4) • Proficient (3) • Developing (2) • Improvement Needed (1)

October 2



THE FRAMEWORK STRUCTURE = 4 DOMAINS

Ongoing

1-Planning and Preparation

4-Professional Responsibilities

Observable

2-Classroom Environment

3-Instruction

October 2



SUPPORTING LAYERS

Domain

Elements and Indicators

October 2




CHECKING FOR UNDERSTANDING

q  In what ways might the Framework for Teaching help you during your student teaching experience?

October 2




q  In what ways is it beneficial for you and your university supervisor to have the same expectations for high-quality teaching and learning?

October 2




q  Which portions of the Framework for Teaching structure do you think will be most helpful to you in your student teaching experience?

October 2



�

Office of Educator Prepara5on, College of Educaon,� Texas State University 1�

Domain 1: Planning and Preparation

October 2



FRAMEWORK FOR TEACHING 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

Domain 3: Instruction

Domain 4: Professional Responsibilities

October 2



DOMAIN 1: PLANNING AND PREPARATION

1a: Knowledge of Content and Pedagogy

• Knowledge of the content and structure of the discipline

• Knowledge of prerequisite relationships

• Knowledge of content-related pedagogy

October 2



�



October 2




1b: Knowledge of Students

§ Knowledge of child/adolescent development

§ Knowledge of the learning process

§ Knowledge of students’ skills, knowledge, language proficiency

§ Knowledge of students’ interests and cultural heritage

§ Knowledge of student’s special needs

October 2




October 2



�



1c: Setting Instructional Outcomes

• Value, sequence, and alignment

• Clarity

• Balance

• Suitability

October 2




October 2




1d: Demonstrating Knowledge of Resources

§ Resources for classroom use

§ Resources to extend content knowledge and pedagogy

§ Resources for the students

October 2



�



October 2




1e: Designing Coherent Instruction

• Learning activities

•  Instructional materials and resources

•  Instructional groups

October 2




October 2



�



1f: Designing Incorporating Student Assessments

§Congruence with instructional outcomes

§Criteria and standards

§Design Use of formative assessments

§ Use for planning

October 2




October 2



DOMAIN 1: APPLICATION TO LESSON PLANNING

§ Texas State Lesson Plan Formats for Student Teaching§ Plan for Learning (elementary only) § Madeline Hunter Model § 5E Model

§ Link to Texas State Student Teaching Resources www.education.txstate.edu/oep/Resources/student-teaching.html

October 2




!!!!!!!!!!!!!!!!!!!!Texas!State!University!Student!Teaching!Program!!!!!!!!!!!!!!!!!!!!!Madeline!Hunter!Lesson!Plan!

(Correlated to the Danielson Framework for Teaching) (Refer to the Student Teacher Standard Experiences for lesson plan format specifics.)

!!!!!Student!Teacher!__________________________________________!Date!___________________!Gr.!Level/Subject!____________________________!

!

!!

Domain!1:!Planning! Other!Domains! !

Lesson!Component!1c:!Inst.!Outcomes!

!1b:!

Knowledge!of!Sts!!

2b:!Culture!for!Learning!

!3a:!Communi9

cating!!!

Objective(s)!(what!sts!will!learn;!a!measurable!action;!not!the!lesson!activity!or!task):!!!!Importance!of!Objective/Content!(value/importance!to!sts;!reason!for!learning):!!!

1a:!Content/!Pedagogy!

!1c:!Inst.!Outcomes!

! TEKS!and!ELPS!(written!out):!!

1e:!Coherent!Inst.!!


!1b:!

Knowledge!of!Sts!

!


!2c:!Classroom!Procedures!

!2e:!Physical!

Space!!

3a:!Communi9cating!!

3b:!Questioning/!Discussion!!

!3c:!Engaging!Sts!

in!Lng!

Anticipatory!Set!(capturing!sts’!interest;!connecting!to!prior!learning):!!!!Procedures/Activities/Explanations!(actions!of!T!and!sts:!explanations,!scaffolding,!modeling,!questions,!grouping!structures,!management,!etc.):!!!

1f:!!Assess.!!

1b:!!Knowledge!of!Sts!

3b:!!Questioning/!Discussion!!

!3d:!!Assess.!

!3e:!Flexibility/!Responsiveness!

Assessment!(checking/monitoring!for!st!understanding!of!the!objective;!aligned!with!objective!and!inst.;!questions!to!ask;!criteria):!!

1e:!Coherent!Inst.!!


!1b:!

Knowledge!of!Sts!!


!3a:!Communi9

cating!!!

3b:!Questioning/!Discussion!!

!3c:!Engaging!Sts!in!Learning!

!3e:!Flexibility/!Responsiveness!

Closure!(summing!up;!including!sts!in!closure;!questions;!sts!reflecting!on!learning;!more!than!“administrative!closure”):!!!!!Modifications!(methods!to!accommodate!special!needs):!!

1d:!!Resources!

1b:!!

Knowledge!of!Sts!!

2c:!Classroom!Procedures!

!3c:!Engaging!Sts!in!Learning!

Resources!(needed!by!sts!and!T;!management):!

Legend!T!=!Teacher!st!–!student!sts!=!students!w/!=!with!!

October 2



DOMAIN 1: CHECKING FOR UNDERSTANDING

1.   When a teacher reviews student results of a previous reading assessment to select resources for a reading lesson, what component is she demonstrating?

2.   What one component determines the instructional activities, the resources used, and guides the development of assessment?

3.   Of the five components in Domain 1, which is considered the “heart of planning?”

October 2





October 2

015


COLLEGE OF EDUCATION TEXAS STATE UNIVERSITY

FRAMEWORK FOR TEACHING

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




October 2

015



DOMAIN 2: CLASSROOM ENVIRONMENT

2a: Creating an Environment of Respect and Rapport

§ Teacher interactions with students, including both words and actions

§ Student interactions with other students, including both words and actions

October 2

015





October 2

015




2b: Establishing a Culture for Learning

§ Importance of the content and of learning

§ Expectations for learning and achievement

§ Student pride in work

October 2

015




October 2

015




2c: Managing Classroom Procedures

§ Management of instructional groups

§ Management of transitions

§ Managing materials and supplies

§ Management of non-instructional duties

October 2

015




October 2

015




2d: Managing Student Behavior

§ Expectations

§ Monitoring of student behavior

§ Response to student misbehavior

October 2

015





October 2

015




2e: Organizing Physical Space

§ Safety and accessibility

§ Furniture arrangement and use of physical resources

October 2

015




October 2

015






1. True or False: The following is an example of 2d, Managing Student Behavior. “The teacher moves a student closer to the front of the room so the student can more easily see the board.”

2. What component describes the various systems a teacher creates in order to have an efficiently running classroom?

3. Read the following quote by Dr. Haim Ginott. “I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized.”

What Domain 2 components are evidenced in this quote?

October 2

015



�

1�


October 2



1


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




October 2



2

DOMAIN 3: INSTRUCTION

3a: Communicating with Students § Expectations for learning § Directions and procedures § Explanations of content § Use of oral and written language

October 2



3

�

2�


October 2



4


3b: Using Questioning/Prompts and Discussion Techniques

§ The quality of questions and prompts § Discussion techniques § Student participation

October 2



5


October 2



6

�

3�

3c: Engaging Students in Learning

§ Activities and assignments § Grouping of students § Instructional materials and resources § Structure and pacing


October 2



7


October 2



8

3d: Using Assessment in Instruction § Assessment criteria § Monitoring of student learning § Feedback to students § Student self-assessment, monitoring of progress § Lesson Adjustment


October 2



9

�

4�


October 2



10

3e: Demonstrating Flexibility and Responsiveness

§ Lesson Adjustment § Response to Students § Persistence


October 2



11


October 2



12

�

5�


1. True or False: Both verbal communication and visuals that appear during a lesson should error free.

2. What component(s) include the need to make adjustments based on the level of student understanding?

3. What three areas must a teacher effectively address in Component 3b?

4. The following is an example of what component? Each student in Ms. Sample’s classroom must correctly call out a displayed sight word as they leave the room to go to lunch.

October 2



13

1


October 2



1


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




October 2



2

DOMAIN 4: PROFESSIONAL RESPONSIBILITIES

4a: Reflecting on Teaching

• Accuracy

• Use in further teaching

October 2



3

2


4b: Maintaining Accurate Records

4c: Communicating with Families

October 2



4


4d. Participating in a Professional Community • Relationships with university/campus colleagues •  Involvement in a culture of professional inquiry • Service to the school • Participation in school and district projects • Participation in university/campus events/meetings/training

October 2



5


4e: Growing and Developing Professionally § Enhancement of content knowledge and

pedagogical skill § Service to the profession § Receptivity and responsiveness to feedback § Improvement/growth in performance

October 2



6

3


4f: Showing Professionalism § Integrity and ethical conduct § Advocacy § Equitable service to all students § Sound judgment and decision-making § Compliance with university/campus/district regulations

October 2



7


October 2



8

PRIORITIES OF THE FRAMEWORK

October 2



9

“Children are both problem solvers and problem generators: children attempt to solve problems presented to them, and they also seek novel challenges. They refine and improve their problem-solving strategies not only in the face of failure, but also by building on prior success. They persist because success and understanding are motivating in their own right” (p. 112).

Committee on Developments in the Science of Learning. (2001). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.

4

PRIORITIES OF THE FRAMEWORK

•  Cognitive Engagement •  Constructivist Learning

Problem-‐based learning Student choice and initiative Student thinking Relevant and authentic activities

October 2



10

DOMAIN 4 CHECKING FOR UNDERSTANDING

1. When should a teacher reflect on his or her performance? a.  when asked to submit goals to the principal at the end of the year b. once each grading periodc.  once a week when writing lesson plans d.  after each instructional lesson

2. Joining and becoming active in a professional teaching organization would be an example of what component?

3. Student teachers will not be held accountable for what two Domain 4 components?

October 2



11

1

Observations, Evaluations, and Next Steps

October 2

015



RESOURCES NEEDED FOR THIS SECTION

PowerPoint Handout for the Danielson Framework Study for Student Teachers Access to the 2013 Danielson Framework Observation Form Post-Observation Protocol Questions Student Teacher Final Evaluation Form

Link to OEP Student Teaching Resources Webpage: http://www.education.txstate.edu/oep/Resources/student-teaching.html

October 2



2

OBSERVATIONS

q Observations by University Supervisor Based on Danielson Framework for Teaching (FfT) Lesson observation of Domains 2 and 3 Documentation, as appropriate, of Domains 1 and 4 Acknowledgement in ePortfoliohttp://eportfolio.its.txstate.edu/studentsupport.html

q Post-Observation Conference

q Observations by Cooperating Teacher

October 2



3

2

THE FRAMEWORK FOR TEACHING RUBRIC -- DEFINING TEACHING EXCELLENCE

Level 1

Unsatisfactory

Level 2

Basic

Level 3

Proficient

Level 4

Distinguished

October 2



4

GETTING FAMILIAR WITH THE RUBRIC

Level 1 Unsatisfactory

Level 2 Basic

Level 3 Proficient

Level 4 Distinguished

2b: Establishing a Culture for Learning FfT Rubric Key Words/Phrases

October 2



5

STUDENT TEACHER FINAL EVALUATION PERFORMANCE LEVELS

Level 1 DNMS*

Level 2 Acceptable

Level 3 Effective

Level 4 Advanced

Little Understanding

Limited/no; Frequent Errors; Lack of

Judgment

Continual Guidance/Support

Need for Significant Improvement

High Dependence at FfT Level 1

Lack of Full Understanding

Inconsistent/partial

Moderate Guidance/Support

Need for Growth; Making Improvement

Moderate Dependence at

FfT Level 2

Solid Understanding

Generally consistent/effective

Some Guidance/Support

Progress/Growth

Growing Independence at

FfT Level 2/3

Strong Understanding

Highly Effective

No Need for Guidance/Support

Growth Often Self-generated

Independent at FfT Level 3

*DNMS = Does Not Meet Standard

October 2



6

3

q  Observe the Cooperating Teacher

q  Get the most out of student teacher seminars

q  Record lessons

q  Regularly reflect on your own performance

q  Ask for others to observe you

TAKE OWNERSHIP OF YOUR OWN LEARNING!

October 2



7

YOU’RE NOT IN THIS ALONE!

q Support and mentoring from your university supervisor

q Seminar dialogue with colleagues during the semester

q Experienced Cooperating Teacher

October 2



8

RESOURCES FOR APPLYING THE DANIELSON FRAMEWORK

q OEP Student Teaching Resources Webpage

q Lesson Plan Formats

q Reflections

q Observation Process

q Final Evaluation Instrument

q 2013 Charlotte Danielson FfT

October 2



9

4

STUDENT TEACHING EXPECTATIONS

q Classroom visit prior to first day

q Observations of the cooperating teacher

q Regular reflections

q Supervisor’s seminars

q Observations and post-observation conferences

q Lesson plans

q Resume and Job Fair

q Statement of Professional Responsibility

q Other assignments per Student Teacher Standard Experiences

October 2



10

NEXT STEPS

q Participate in continual dialogues with colleagues during meetings and seminars

q Secure and review Danielson resources OEP Student Teaching Resources Webpage 2013 Charlotte Danielson Framework for Teaching, Evaluation Instrument: http://danielsongroup.org/framework/

q Ask questions and be open to feedback!

October 2



11

DOMAIN 3 CHECKING FOR UNDERSTANDING

q  How many times will you be observed by your supervisor and what will be the focus of the observation process?

q  What is one of the most significant distinctions between the Danielson level 4 and the other performance levels in the FfT rubric?

q  What is the major difference between how you are observed during the semester and how you are evaluated at the end of the semester?

October 2



12

Documents

ST FfT module overview jf fall2015257ae08b-77fa-4efe-9927... · !Use for planning 5 OFFICE OF EDUCATOR PREPARATION COLLEGE OF EDUCATION TEXAS STATE UNIVERSITY 13 DOMAIN 1: PLANNING