Think, Write, Share

1. Danielson’s Framework for Teaching (FfT): A Tune-UpFacilitated By:Mary Ellen LeonardRegional Induction Specialist Illinois New Teacher Collaborative

2. Think, Write, Share •On an index card, please jot down facts you already know about the Danielson FfT. •Turn to someone sitting near you and share what you have written.

3. OUTCOMES • Review the architecture and language of the framework • Revisit the levels of performance • Explore possible artifacts of Domains 1 and 4

4. Shared Agreements Begin and end on time. Be fully present. Hold “side-bar” conversations in hallway. Use the same technology rules you use for your students.

5. Four Domains

6. Overview of the Framework

7. Domain 2 Classroom Environment 2a Creating an Environment of Respect & Rapport 2b Creating a Culture of Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Managing Physical Space Domain 1 Planning and Preparation 1a Demonstrating Knowledge of Content & Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessment The Danielson Framework for Teaching Domain 3 Instruction 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility & Responsiveness 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 7

8. Anchor Components • 1e Designing Coherent Instruction • 2b Creating a Culture of Learning • 3c Engaging Students in Learning • 4d Reflecting on Teaching

9. Possible Component Mergers • 1d + 1e • 2c + 2d • 4d + 4e

10. Cluster 1Management Cluster • 2C Managing Classroom Procedures • 2D Managing Student Behavior • 2E Organizing Physical Space

11. Cluster 2Communication Cluster • 2A Creating an Environment of Respect and Rapport • 2B Establishing a Culture for Learning • 3A Communication with Students

12. Cluster 3Powerhouse • 3B Using Questioning and Discussion Techniques • 3C Engaging Students in Learning • 3D Using Assessment in Instruction

13. Domain 2 Classroom Environment 2a Creating an Environment of Respect & Rapport 2b Creating a Culture of Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Managing Physical Space Domain 1 Planning and Preparation 1a Demonstrating Knowledge of Content & Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessment PLAN The Danielson Framework for Teaching TEACH APPLY Domain 3 Instruction 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility & Responsiveness 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 REFLECT

14. Framework for Teaching • What is VISIBLE? • What is INVISIBLE? OR • What is ON STAGE • What is OFF STAGE?

15. 4-Legged Stool Analogy to F-f-T

16. Domain/Component/Element Quiz • #1: Mr. A. reviews the project expectations and modifies some goals to be in line with students’ IEP objectives.

17. #2: Mrs. A. notices some speech delays in a few of her young students; she calls in the speech therapist to do a few sessions in her classroom and provide feedback on further steps.

18. #3: In conversation with colleagues, Mr. D. considers different group strategies for improving a lesson.

19. #4: Mr. G. realized his students are not sure how to use a compass, so he plans to practice that before introducing the activity on angle measurement.

20. #5: When asked about their progress in a class, a student proudly shows her data file and can explain how the documents indicate her progress toward learning goals.

21. Performance Levels

22. Illinois Performance Levels • Unsatisfactory • Needs Improvement • Proficient • Excellent (Basic…Danielson) (Distinguished…Danielson)

23. Levels of Performance: Quick Review of Key Words

24. “Swimming Analogy”

25. According to Danielson . . . Related to the Performance Levels… Where might you visit, But may not live? Going forward that may reduce to 5 – 10 per cent, but that isn’t a bad thing. In the past 90 – 95 per cent of teachers have been rated EXCELLENT!

26. Nudge a Neighbor Turn to a neighbor and tell them the most important ideas you have heard so far.

27. Artifacts/Evidence Domains 1 and 4

28. Domain 1: The “Knowing” Components

29. Domain 1: The “Doing” Components

30. Selection Criteria Select items that show you know your students, the curriculum, the content and pedagogy and know how to use it to design how quality instruction and assessments.

31. Examples of Artifacts • Weekly Lesson Plans • Unit Plans • Baseline assessments • Summative and • formative • assessments • Assessment Results • Curriculum maps • Rubrics • Resources • Technology • RtI Notes • Class Profiles • Student Interest Inventories • Questions aligned with Bloom’s Taxonomy • YOUR EXAMPLES

32. Domain 4: Professional Responsibilities

33. Selection Criteria Select items that show you are reflective, you maintain accurate records, you see families as your partners, you serve on professional committees and you never stop growing professionally.

34. Examples of Artifacts • Reflective (post-observation) conference • Teacher reflection form • Attendance records • Field trip records • Phone logs • Letters to parents • Parent surveys • Parent Orientation (“Meet the Teacher”) handouts • Website that provides information about the classroom or homework • Logged phone calls from parents • Logs of professional activities • Professional goals • Professional development logs • Feedback from colleagues • Participation in school committees

35. Alphabet Review • Write the letters of the alphabet vertically down the side on a blank sheet of paper. • Working individually or with a partner summarize your knowledge about the FfT by identifying words that begin with specific letters of the alphabet. • Create a sentence explaining the words connections to the framework.

36. Examples • Architecture—Knowing the architecture of the framework is important in understanding the framework. • Anchor—The anchor component for Domain 4 is 4d, reflecting on teaching.

37. Thank you!! Please complete the evaluation.