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

Teacher Orientation to the Framework for Teaching and Framework for Teaching Proficiency System. Draw a picture of your principal on the provided page in your packet. Score your partner’s drawing.

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

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

  2. Draw a picture of your principal on the provided page in your packet. Score your partner’s drawing. (This activity shows how not everyone will score the same since we do not have a rubric. Correlates to why we should have rubrics and how the TfT uses a rubric to evaluate performance.)

  3. Agenda • Sign in and make sure you have a PowerPoint for the participant journal and PGES Framework for Teaching. Highlighters and post-it notes should be available at your tables. • The purpose of this session is to think about and discuss the improvements to classroom observation that will result from implementing: • Charlotte Danielson's Framework for Teaching as our observation framework • The Framework for Teaching Proficiency System • By the end of this training, you will be able to answer… • -Why have a framework for evaluating teaching? • Video clip, activity, discussion • -How was the PGES Framework developed? • Video clip, activity, discussion • -How will the PGES Framework be administered? • Video clip, activity, discussion • -Reflection and Your Thoughts….

  4. 1. Video: Introduction to the Framework for Teaching and Proficiency System http://teachscape.vo.llnwd.net/o36/u/production/dps/FFTPS_TeacherOrientation_Introduction.mov NOTES:

  5. 2. Activity: Self-Reflection Classroom observation can be positive experiences for teachers. If done well, they can help teachers reflect and improve their practice. Reflect on the following statements. Respond to each of these statements based on your personal experiences. Mark a T by a statement if you believe it to be true, and an F by a statement if you believe it to be false. There are no WRONG answers. 1. As a teacher, I have had mostly positive experiences with classroom observation. 2. There are multiple definitions of “good teaching.” 3. Most colleagues in my school have shared values and assumptions about what good teaching looks like. 4. It is important to observe all teachers—no matter what subject or grade level—against the same definition of good teaching.

  6. Use a blue post-it for TRUE and a yellow post-it for FALSE to mark the same statements hanging on the wall.

  7. 3. Video: Framework for Teaching http://teachscape.vo.llnwd.net/o36/u/production/dps/FFTPS_TeacherOrientation_FrameworkForTeaching.mov NOTES:

  8. A Closer Look at the Framework…page 2

  9. Activity: Understanding Levels of Performance • Directions: Read about component 2a in Framework for Proficiency page 16. Read the description for each • level and highlight the words or phrases that differentiate each performance level. • Elements: • Teacher interactions with students, including both words and actions. • A teacher’s interactions with students set the tone for the classroom. Through their interactions, teachers • Convey that they care about their students. • Student interactions with other students, including both words and actions. • How students treat each other is as important as how teachers treat students-and for students, even • more important. At its worst, poor treatment results in bullying, which can poison the environment of an entire • school. At its best, positive interactions among students are mutually supportive and create an emotionally • healthy school environment. It’s the teacher’s responsibility both to model and teach students how to engage • in respectful interactions with one another. • Indicators: • Respectful talk and turn-taking • Attention to student background and lives outside of the classroom • Teacher and student body language • Physical proximity • Warmth and caring • Encouragement

  10. 4. Activity: Understanding the Levels of Performance 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

  11. 4. Activity: Understanding the Levels of Performance 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. 5. Video: The Proficiency System • NOTES:

  13. Evidence vs. Interpretation • Evidence is what an observer observes in a classroom and is not contaminated by biases, preferences, or judgment; evidence is what is seen or heard, not a judgment of what is seen or heard. (Think, pair, share: what are some biases, preferences, or judgments an observer may have?) • Examples of solid evidence include: the number of students who are raising their hand to answer questions; exact statements that students make to one another. • It is challenging to differentiate between evidence and interpretation, but learning to do so is a critical component of the observation process.

  14. 6. Activity: Sorting Evidence and InterpretationRead the observation notes below. Circle all statements that you believe are evidence. Clear expectations of student conduct are displayed around the room and are referenced by the teacher at various points during the lesson. The teacher was friendly and very eager to get to the afternoon lesson. The teacher continues instruction while a student enters the room, walks to his seat, and begins work promptly without interrupting the teacher or other students. The students were engaged in the small-group activity. The teacher asks a student about how her audition for a play went and asks another student how his mother is feeling. During small-group work, one student says to another, “Let her talk.” Everyone seemed happy to be in the room and eager to learn.

  15. 6. Activity: Sorting Evidence and InterpretationWhich statement was most difficult to classify as evidence or interpretation and why? Clear expectations of student conduct are displayed around the room and are referenced by the teacher at various points during the lesson. The teacher was friendly and very eager to get to the afternoon lesson. The teacher continues instruction while a student enters the room, walks to his seat, and begins work promptly without interrupting the teacher or other students. The students were engaged in the small-group activity. The teacher asks a student about how her audition for a play went and asks another student how his mother is feeling. During small-group work, one student says to another, “Let her talk.” Everyone seemed happy to be in the room and eager to learn.

  16. 7. Activity: Determining the ComponentUse your framework to review 2a-2d page 16-22. Match the statement to the correct component number. Write the component number in front of the statement. Clear expectations of student conduct are displayed around the room and are referenced by the teacher at various points during the lesson. The teacher continues instruction while a student enters the room, walks to his seat, and begins work promptly without interrupting the teacher or other students. The teacher asks a student about how her audition for a play went and asks another student how his mother is feeling. During small-group work, one student says to another, “Let her talk.” 2a: Creating an Environment of Respect and Rapport 2b: Establishing a Culture for Learning 2c: Managing Classroom Procedures 2d: Managing Student Behavior

  17. 7. Activity: Determining the Component 2a: Creating an Environment of Respect and Rapport The teacher asks a student about how her audition for a play went and asks another student how his mother is feeling. 2b: Establishing a Culture for Learning During small-group work, one student says to another, “Let her talk.” 2c: Managing Classroom Procedures The teacher continues instruction while a student enters the room, walks to his seat, and begins work promptly without interrupting the teacher or other students. 2d: Managing Student Behavior Clear expectations of student conduct are displayed around the room and are referenced by the teacher at various points during the lesson.

  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…

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