Impacting Professional Impacting Professional Practice:Practice:
An Overview ofAn Overview of The Framework for Teaching The Framework for Teaching
Shirley Hall - Facilitator
Syracuse, New YorkNovember 5, 2011
Learning outcomes:Learning outcomes:Participants will know…
◦The structure of the Framework for Teaching
◦How the Framework for Teaching can be used to organize and assess evidence of teaching practice
◦How the Framework for Teaching can foster professional conversations
Teacher EvaluationTeacher EvaluationBeen There…Done That!Been There…Done That!
Been There…Done That!Been There…Done That!http://www.youtube.com/watch?v=sDlaf7-JJ14&feature=related
Flaws in Typical Teacher Flaws in Typical Teacher Evaluation ProcessesEvaluation Processes
Outdated, limited criteria
Few shared assumptions about good teaching
Lack of precision in evaluation
Hierarchical communication
Flaws in Typical Teacher Flaws in Typical Teacher Evaluation ProcessesEvaluation Processes
Same procedures for novices and experienced professionals
Limited supervisor expertise
Limited data
Too Much Time for Too Little Gain
7
In Your SettingIn Your Setting
To what extent does your assessment system represent some of the ideas in the previous slide?
How clear and how widely understood are the evaluative criteria?
How appropriate are the instruments and procedures?
To what extent do assessors make consistent judgments based on evidence?
1.3.4
Extreme Extreme MakeoverMakeover (Classroom Observation (Classroom Observation Edition) Edition)
New York State Teaching Standards
• Standard 1:Knowledge of Students and Student Learning• Standard 2: Knowledge of Content and Instructional
Planning• Standard 3: Instructional Practice• Standard 4: Learning Environment• Standard 5: Assessment for Student Learning• Standard 6: Professional Responsibilities and Collaboration• Standard 7: Professional Growth
Looking for EvidenceLooking for Evidencehttp://www.bing.com/videos/search?q=gorrilla+in+the+room+video&mid=2017A711B1AC2535DE792017A711B1AC2535DE79&view=detail&FORM=VIRE6
11
EvidenceEvidenceEvidence is a factual reporting of
events.It may include teacher and studentactions and behaviors. It may also
includeartifacts prepared by the teacher,students or others. It is not clouded
withpersonal opinion or biases. It is
selectedusing professional judgment by theobserver and/or the teacher.
1.4.1
Evidence vs. OpinionEvidence vs. Opinion1. Students will be grouped by ability (independent group and strong support)
2. The students participated throughout the lesson., answering questions and explaining their thought processes during each activity willingly.
3. Some students became disengaged and unfocused in the group activity.
4. The Discussion Leader questions were answered by the groups. The question was passed two times to the group’s left for two additional groups to respond (first group) and defend or refute (second group).
5. T said, “Remember this circle is going to be on the quiz at the end of class.”
13
Some Key Ideas for Some Key Ideas for Effective Effective Teacher Teacher AssessmentAssessmentComprehensive Definition of
Teaching
Evidence-based
Teacher Learning
Collaborative Process 1.3.3
Learning is done by the Learning is done by the learner!learner!
Charlotte DanielsonCharlotte Danielson
- - The person who does the analyzing and The person who does the analyzing and judging about the lesson is the person who is judging about the lesson is the person who is learning.learning. - What do teachers - What do teachers DODO in the assessment in the assessment process that causes them to learn? process that causes them to learn?
Comprehensive Definition of Comprehensive Definition of TeachingTeaching
The Framework for TeachingThe Framework for Teaching
A vision without a plan is just a A vision without a plan is just a hallucination!hallucination!
Thomas El-SalomeThomas El-Salome
Framework For Framework For TeachingTeaching
Four DomainsFour Domains
Domain 1: Planning and Preparation
Domain 2: The Classroom Environment
Domain 3:Instruction
Domain 4: Professional Responsibilities
Framework For TeachingFramework For Teaching
Framework For TeachingFramework For Teaching
Name that Domain..Name that Domain..1. Planning and Prep 3. Instruction1. Planning and Prep 3. Instruction2. Environment 4. Professional Responsibilities2. Environment 4. Professional Responsibilities
The teacher stood by the door greeting his students by name as they entered the room.
The teacher’s lesson plan stated that the students would be in 3 groups for math.
Mrs. P collaborates with her colleagues at the weekly PLC meetings.
During the lesson, the teacher assigned each student to a work station for 15 minutes.
New York State Teaching Standards
• Standard 1:Knowledge of Students and Student Learning• Standard 2: Knowledge of Content and Instructional
Planning• Standard 3: Instructional Practice• Standard 4: Learning Environment• Standard 5: Assessment for Student Learning• Standard 6: Professional Responsibilities and Collaboration• Standard 7: Professional Growth
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
Domain 1: Planning and Preparation•Demonstrating Knowledge of Content and Pedagogy•Demonstrating Knowledge of Students•Selecting Instructional Outcomes•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Designing Student Assessment
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
A Framework for Teaching:A Framework for Teaching:Components of Professional PracticeComponents of Professional Practice
Structure of the Framework Structure of the Framework 20112011Domain
◦ComponentElementRubrics – Levels of Performance
Critical AttributesPossible Teaching Examples
Structure of the Framework Structure of the Framework 20112011
Domain 2 – The Classroom Environment
Component – Establishing a Culture for Learning
Rubrics and Levels of Performance
Rubrics with levels of Rubrics with levels of performance and descriptors performance and descriptors of practice at each levelof practice at each levelUnsatisfactory (Ineffective)Basic (Developing)Proficient (Effective)Distinguished (Highly Effective)
Using Questioning and Using Questioning and Discussion Techniques – Discussion Techniques – Basic (Developing)Basic (Developing)Teachers questions lead students through a single path of inquiry, with answers seemingly determined in advance. Alternately, the teacher attempts to frame some questions designed to promote student thinking and understanding, but only a few students are involved.
Teacher attempts to engage all students in the discussion and to encourage them to respond to one another, with uneven results.
Using Questioning and Using Questioning and Discussion Techniques – Discussion Techniques – Distinguished (Highly Distinguished (Highly Effective)Effective)Teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high level thinking and discourse, and promote meta-cognition. Students formulate many questions, initiate topics and make unsolicited contributions. Students themselves ensure that all voices are heard in the discussion.
Critical Attributes - BasicCritical Attributes - BasicTeacher frames some questions
designed to promote student thinking but only a few students are involved
The teacher invites students to respond directly to one another’s ideas, but few students respond.
Teacher calls on many students, but only a small number actually participate in the discussion.
Possible Examples - BasicPossible Examples - BasicMany questions are of the recitation
type, such as, “How many members of the House of Representatives…
The teacher asks, “ Who has an idea about this?” but the same three students offer comments
The teacher asks: “Michael, can you comment on Mary’s idea but Michael does not respond, or makes a comment directly to the teacher.
Professional Professional ConversationsConversations How might the Framework for Teaching and a focus on evidence of professional practice help guide professional conversations amongst educators?
What are some of the benefits of a comprehensive definition of teaching for the administrator? For the teacher? For the district?
Benefits of the Framework Benefits of the Framework for Teaching for Teaching
Common Language
Professional Conversations
Development of Shared Values and Assumptions
Reflection on Practice
The Common ThemesThe Common Themes Equity Cultural Competence High Expectations Developmental Appropriateness Attention to Individual Students Appropriate Use of Technology Student Assumption of Responsibility
Learning outcomes:Learning outcomes:Participants will know…
◦The structure of the Framework for Teaching
◦How the Framework for Teaching can be used to organize and assess evidence of teaching practice
◦How the Framework for Teaching can foster professional conversations