Introduction framework for teaching by charlotte danielson
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Introduction Framework for Teaching by Charlotte Danielson. Pat Hubert ESA Region 2. Welcome to Day 2!. Let ’ s Review 2 & 3!. Using either Domain 2 or 3 Review the components One person per component Identify and example that might be observed Be ready to share with the large group

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Introduction Framework for Teaching by Charlotte Danielson

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Introduction framework for teaching by charlotte danielson

Introduction Framework for Teachingby Charlotte Danielson

Pat Hubert

ESA Region 2

Welcome to Day 2!


Let s review 2 3

Let’s Review 2 & 3!

  • Using either Domain 2 or 3

  • Review the components

  • One person per component

  • Identify and example that might be observed

  • Be ready to share with the large group

    Example:

    2d: Managing Student Behavior:

    “As group work is being completed 2 students play catch with paper ‘footballs’. Teacher does not notice and/or correct”

    (element: monitoring student behavior; UNSATISFACTORY level)


Research and themes

Research and Themes


Research surrounding the framework for teaching

Research Surrounding the Framework for Teaching

  • Beginning on page 183…

    • Count off, 1-4

    • Read the research about your Domain and

    • When you are done, find three others to “teach” you about the research in their Domain

    • Be ready to share


Features of the framework for teaching

Features of the Framework for Teaching

  • Comprehensive

  • Grounded in research

  • Public

  • Generic: not a “checklist” of specific behaviors

  • Organized according to a coherent structure

  • Independent of any particular teaching style or methodology


Domain 1 planning preparation

Domain 1: Planning & Preparation


Domain 1 planning preparation1

Domain 1 Planning & Preparation

1a Demonstrating Knowledge of Content and Pedagogy

1b Demonstrating Knowledge of Students

1c Setting Instructional Outcomes

1d Demonstrating Knowledge of Resources

1e Designing Coherent Instruction

1f Designing Student Assessment


Domain 1 planning and preparation

Domain 1: Planning and Preparation


Activities or goals

Activities or goals?

  • On your own using your handout…

    • Look at each of the statements and decide whether it is a goal or an activity.

    • Be ready to share with a partner


Looking at domain 1

Looking at Domain 1

In Trios…

Delve and Dialogue

  • Read page 51-53 of text and make connections to your work.

  • Share some of your connections with your trio.

  • Read pages 55-59 of text and make connections to your work.

  • Share those connections


Domain 1 process question

Domain 1 Process Question

  • 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?


Domain 1 planning and preparation1

Domain 1: Planning and Preparation

  • 1a: Demonstrating Knowledge of Content and Pedagogy

  • 1b: Demonstrating Knowledge of Students

  • 1c: Setting Instructional Outcomes

  • 1d: Demonstrating Knowledge of Resources

  • 1e: Designing Coherent Instruction

  • 1f: Designing Student Assessments


Domain 1 planning and preparation2

Knowledge Components

Action Components

Domain 1: Planning and Preparation

  • 1a: Demonstrating Knowledge of Content and Pedagogy

  • 1b: Demonstrating Knowledge of Students

  • 1d: Demonstrating Knowledge of Resources

Think “PORTFOLIO”

  • 1c: Setting Instructional Outcomes

  • 1e: Designing Coherent Instruction

  • 1f: Designing Student Assessments


Domain 4 professional responsibilities

Domain 4Professional Responsibilities


Domain 4 professional responsibilities1

Domain 4: Professional Responsibilities

4a - Reflecting on Teaching

4b - Maintaining Accurate Records

4c - Communicating with Families

4d - Participating in a Professional Community

4e - Growing and Developing Professionally

4f - Showing Professionalism


Domain 4 4a reflecting on teaching

Domain 4: 4a - Reflecting on Teaching


Domain 4 carousel

Domain 4 - Carousel

  • In teams of 6 Jigsaw Domain 4

  • Teach your teammates

  • Discuss your experience related to the element identified.

    • What have you experienced that supports this element of professionalism and what inhibits or detracts from it in your setting?

  • 1 idea per chart


Carousel debrief

Carousel Debrief

  • Can you identify any trends / patterns among the written responses?

  • How might the components and elements on the charts relate to Domain 2, 2b, Culture for Learning?


Domain 4 debrief

Domain 4 Debrief

  • What questions do you have relative to Domain 4?

  • How are the Components in Domain 4 typically addressed in the teacher evaluation process?

  • Why is Domain 4 important?


We know

WE KNOW…

As Educators…


Introduction framework for teaching by charlotte danielson

Teaching is a performance. Performances are measured using rubrics.


Performance levels key words

Performance Levels: Key Words

  • Choose any component from the Framework for Teaching. Scan the language used to describe each level of performance.

  • What “key words” would you use to characterize or describe each level?

  • Synthesize your thinking as a discussion pair and choose two key words that represent each level.


Performance levels key words1

Performance Levels: Key Words


Performance levels key words2

Performance Levels: Key Words

Levels of cognition and constructivist learning increase


Performance levels key words3

Performance Levels: Key Words

Levels of cognition and constructivist learning increase


Performance levels key words4

Performance Levels: Key Words

Teacher-directed success!

Student-directed success!

Levels of cognition and constructivist learning increase


Using the levels of performance for growth

Using the Levels of Performance for GROWTH

What are some ways teachers can use the levels of performance to promote their learning and growth?

  • Lesson planning

  • Self assessment

  • Developing professional learning goals

  • Reflecting on teaching and learning

  • Talking about teaching


Teacher evaluation that promotes teacher learning

Teacher Evaluation that Promotes Teacher Learning

We can apply what we know about student learning – what causes learning and what motivates learners to adult learning.


Purposes of supervision and evaluation

Purposes of Supervision and Evaluation

  • Why do schools spend so much time and energy on supervision and evaluation?

  • Accountability

    • Summative Assessments

  • Professional Growth and Development

    • Formative Assessment

    • Self assessment, reflection, ownership

    • Presumption of competence


A flawed system

A Flawed System

  • Outdated, limited criteria

  • Few shared assumptions about good teaching

  • Lack of precision in evaluation

  • Same procedures for novices and experienced professionals

  • Limited supervisor expertise

  • Limited data

  • Too Much Time for Too Little Gain


Benefits of any framework for teaching

Benefits of Any Framework for Teaching

  • Common language

  • Development of shared understandings

  • Self-assessment and reflection on practice

  • Structured professional conversation


A blueprint for teacher assessment

A Blueprint for Teacher Assessment

  • Defensible definition of teaching(the “what”)

  • Instruments and procedures that provide evidence of teaching(the “how”)

  • A decision-making process

  • Trained evaluators who make consistent judgments based on evidence


Key ideas in teacher observation

Key Ideas in Teacher Observation

  • Observation is important, but insufficient

  • Observations must be fair, reliable, and valid

  • The criteria, methods, and procedures must be well-thought-out and observers must be trained.

  • pre and post observation conferences play a critical role


Evaluation process

Evaluation Process


Evaluator s role

Evaluator’s Role


Introduction framework for teaching by charlotte danielson

Evidence

Evidence is a factual reporting of events.

  • It may include teacher and student actions and/or behaviors.

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

  • It is not clouded with personal opinion or biases.

  • It is selected using professional judgment by the observer and / or the teacher.


Evidence or opinion

Evidence or Opinion?

  • Read each of the statements on page

  • Mark each statement

    • E for Evidence

    • O for Opinion

  • Discuss your answers with an elbow partner


Types of observation evidence

Types of Observation Evidence

  • Verbatim scripting of teacher or student comments:

    “Bring your white boards, markers and erasers to the carpet and sit on your square.”

  • Non-evaluative statements of observed teacher or student behavior:

    Teacher presented the content from the front of room.

  • Numeric information about time, student participation, resource use, etc.:

    Two groups started on the assigned project immediately, one group talked for five minutes before starting.

  • An observed aspect of the environment:

    Desks were arranged in groups of four with room to walk between each group.


The evidence cycle

The Evidence Cycle

SORT:

FFT Domain,

Component,

Element

Interpret:

Clarify

COLLECTDATA

Conclusions

(Evidence)

Impact on Learning…


The evidence cycle1

The Evidence Cycle

SORT:

FFT Domain,

Component,

Element

Interpret:

Clarify

COLLECTDATA

Conclusions

NO!

(Evidence)

Impact on Learning…


Formal observation process

Formal Observation Process:

  • Collect Data

    • Planning conference

    • Classroom observation

  • Sort

    • Determine Domain and Component

    • Use element for more information

  • Interpret and Clarify

    • Reflection conference

    • Questions for teachers

  • Conclusions

    • Determine level of performance and rating if needed

  • Impact on Learning

    • Develop Professional Development Plan


With a partner

With A Partner….

  • Complete the next pg in your handout

  • “Classifying Evidence”

  • Be prepared to share!


Lets try it

Lets Try It

  • 3rd grade video

  • You script

  • You sort

  • You talk


You re an expert lets test it

You’re an expert! Lets Test it!

  • Each team will sort the cards based on Domain

  • Try to identify the component if you can!

  • Best team score wins!


Ticket out the door

Ticket Out the Door!


  • Login