Teacher Orientation to the Framework for Teaching and Framework for Teaching Proficiency System

1. Teacher Orientation to the Framework for Teaching and Framework for Teaching Proficiency System Wisconsin – the Practice Side of Educator Effectiveness for Teachers Prepared by the CESA 7 Educator Effectiveness Team Judy Sargent, Claire Wick, Fran Renn-Malcheski, Yvonne Harness and Chris Rogers

2. The EE System – Practice Side (50% of Evaluation) DanielsonFramework for Teaching

3. 1. Video: Introduction to the Framework for Teaching and Proficiency System

4. 2. Activity: Self-Reflection and Discussion • Reflect, Turn and Talk

5. 3. Video: Framework for Teaching-Observing Classrooms

7. Levels of Performance on the Framework

8. The Framework for Teaching • How do you think this Framework can help you grow professionally?

9. Example – A look at Domain 2a:RESPECT AND RAPPORT • First, look at the critical attributes of a “Proficient Level” [level 3] of respect and rapport in the classroom. • Talk between teacher and students and among students is uniformly respectful. • The teacher successfully responds to disrespectful behavior among students. • Students participate willingly, but may be somewhat hesitant to offer their ideas in front of classmates. • The teacher makes general connections with individual students. • Students exhibit respect for the teacher.

10. Respect and Rapport • What is your professional opinion of these attributes of a PROFICIENT level of respect and rapport in the classroom?Now --- let’s look at Respect and Rapport more closely, by examining all four levels of proficiency.

11. 4. Activity: Understanding the Levels of PerformanceUnderline or highlight key words for each level. Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students as individuals. Students exhibit respect for the teacher and contribute to high levels of civility among all members of the class. The net result of interactions is that of connections with students as individuals. Level 4 Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages of the students. Students exhibit respect for the teacher. Interactions among students are generally polite and respectful. The teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite and respectful, but business-like. Level 3 Patterns of classroom interactions, both between the teacher and students and among students, are generally appropriate but may reflect occasional inconsistencies, favoritism, and disregard for students’ ages, cultures, and developmental levels. Students rarely demonstrate disrespect for one another. The teacher attempts to respond to disrespectful behavior, with uneven results. The net result of the interactions is neutral: conveying neither warmth nor conflict. Level 2 Patterns of classroom interactions, both between the teacher and students and among students, are mostly negative, inappropriate, or insensitive to students’ ages, cultural backgrounds, and developmental levels. Interactions are characterized by sarcasm, put-downs, or conflict. The teacher does not deal with disrespectful behavior. Level 1

12. 4. Activity: Understanding the Levels of PerformanceView key words differentiating levels. Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students as individuals. Students exhibit respect for the teacher and contribute to high levels of civility among all members of the class. The net result of interactions is that of connections with students as individuals. Level 4 Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages of the students. Students exhibit respect for the teacher. Interactions among students are generally polite and respectful. The teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite and respectful, but business-like. Level 3 Patterns of classroom interactions, both between the teacher and students and among students, are generally appropriate but may reflect occasional inconsistencies, favoritism, and disregard for students’ ages, cultures, and developmental levels. Students rarely demonstrate disrespect for one another. The teacher attempts to respond to disrespectful behavior, with uneven results. The net result of the interactions is neutral: conveying neither warmth nor conflict. Level 2 Patterns of classroom interactions, both between the teacher and students and among students, are mostly negative, inappropriate, or insensitive to students’ ages, cultural backgrounds, and developmental levels. Interactions are characterized by sarcasm, put-downs, or conflict. The teacher does not deal with disrespectful behavior. Level 1

13. Classroom Video – Observe Respect and Rapport • Show Teachscape Focus Training Video (ELA 1st grade 1A) • Teachscape LoginWhat level did you observe?

14. Teacher Evaluation using the Framework • Video Clip http://www.youtube.com/watch?v=jR1Kr8BfwB8

15. Principals must be Trained and Certified • Rigorous online training of all principal/evaluators • Training involves watching videos of teachers teaching and observing for certain elements from the Framework • Passing online assessments is required for certification • How does principal certification help the evaluation process? • Turn and Talk

16. 5. Video: The Proficiency System with Trained Observers

17. The EE System – Practice Side (50% of Evaluation) DanielsonFramework for Teaching

18. 8. Activity: Session Reflection • An insight I had as a result of today’s session is… • Concepts from this session that are most applicable to my teaching practice are… • A question I have related to today’s session is…