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Welcome to. . .

Welcome to. Introduction to A Framework for Teaching. 1. Collaborative Code. Silence electronics Observe timeframes and signals Limit sidebars Keep materials organized Parking Lot for Policy Questions. 2. Learning Intentions, Day 1: Participants will learn.

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  1. Welcome to. . . Introduction to A Framework for Teaching pbevan 1

  2. Collaborative Code Silence electronics Observe timeframes and signals Limit sidebars Keep materials organized Parking Lot for Policy Questions pbevan 2

  3. Learning Intentions, Day 1: Participants will learn. . . Requirements for pilot schools How their thinking about good teaching compares to the research about good teaching That the Framework represents good common sense, and much that we already know, about teaching The form and content of Domains 1, 2, 3 and 4 pbevan 3

  4. Pilot Requirements Teacher completes documentation of evidence related to Domain 1 Teacher and evaluator collaborate in a pre-evaluation conference Evaluator(s) observe the lesson and gather the evidence

  5. Pilot Requirements Evidence is shared with teacher and teacher adds to the evidence Teacher uses all evidence to self-assess using the Pennsylvania rubric Teacher and evaluator collaborate in post-observation conference and establish focus for walk-through

  6. Pilot Requirements Conduct a walk-through and gather evidence around area of focus Evidence shared with teacher and teacher adds to the evidence All documents submitted to mathimaica

  7. Worksheet #1 Wisdom of Practice: Collecting our thinking about good teaching pbevan 7

  8. Directions for Worksheet 1 Independently, on the left side of your paper, please respond to the following question: What are the qualities of teaching most tightly tied to student learning? At the cue, Pair-Share your list with an elbow partner Debrief

  9. The Domains Planning and Preparation The Classroom Environment Instruction Professional Responsibilities pbevan 9

  10. Return to Worksheet 1 Match the “Qualities of Good Teaching” from your list with the appropriate Domain. Place the number of the domain in the column on the right. Debrief

  11. Directions for Worksheet 2 Read each statement Review the Domains and Components to determine alignment Place the number of the Domain and letter of the Component before each statement Debrief

  12. Interacting with the Framework for Teaching:Components of Professional Practice Domain 1: Planning and Preparation a. Demonstrating Knowledge of Content and Pedagogy b. Demonstrating Knowledge of Students c. Setting Instructional Outcomes d. Demonstrating Knowledge of Resources e. Designing Coherent Instruction f. Designing Student Assessments Domain 2: The Classroom Environment a. Creating an Environment of Respect and Rapport b. Establishing a Culture for Learning c. Managing Classroom Procedures d. Managing Student Behavior e. Organizing Physical Space Domain 4: Professional Responsibilities a. Reflecting on Teaching b. Maintaining Accurate Records c. Communicating with Families d. Participating in a Professional Community e. Growing and Developing Professionally f. Showing Professionalism Domain 3: Instruction a. Communicating with Students b. Using Questioning and Discussion Techniques c. Engaging Students in Learning d. Using Assessment in Instruction e. Demonstrating Flexibility and Responsiveness 11/2/2014 pbevan 12

  13. Elements of the Framework Look at the Framework The overarching ideas are four Domains The Components further clarify the Domains The Elements further specify the Components

  14. Directions for Activity 3 Each table will be assigned one Domain Review the Domains and Components Read each strip containing the Elements Discuss and Identify to which Component it belongs Discuss the key features within your domain At the cue we will do a Jig-saw activity Share the key ideas from your domain with your team

  15. Ms. C. has organized the new unit of study on the water cycle around the science content standards and the scope and sequence outlined in the pacing guide. Scenario #1…

  16. Domain 1: Planning and Preparation 1e: Designing Coherent Instruction Element: Lesson and Unit Structure Scenario #1…

  17. Following a series of lessons on the Bill of Rights, Mr. L. distributes a quiz to his grade 8 social studies class. The worksheet contains 25 multiple choice questions about the topic. The students are given 10 minutes to complete the quiz and then correct their own papers. In groups, students discuss the reasons for correct answers; Mr. L. circulates to offer assistance. Scenario #2…

  18. Domain 3: Instruction 3d: Using Assessment in Instruction Element: Student Self-Assessment and Monitoring of Instruction Scenario #2…

  19. After his first hour geography class, Mr. M. concluded that the lesson was successful because everyone received an “A” on the quiz. Scenario #3…

  20. Domain 4: Professional Responsibilities 4a: Reflecting on Teaching Element: Accuracy Scenario #3…

  21. The desks in Mr. T.’s second grade classroom are arranged in groups of four. A couch and beanbag chair are provided for students in the reading corner. Scenario #4…

  22. Domain 2: Classroom Environment 2e: Organizing Physical Space Element: Arrangement of Furniture and Use of Physical Space Scenario #4…

  23. Teachers and administrators rely on evidence, not opinion, to anchor the process. Best Practice…

  24. is a factual reporting of events may include teacher and student actions and behaviors may also include artifacts prepared by the teacher, students or others is selected using professional judgment by the observer and/or the teacher is NOT clouded with personal opinion or biases Evidence…

  25. Verbatim scripting of teacher or student comments: “Could one person from each table collect materials?” Descriptions of observed teacher or student behavior: The teacher stands by the door, greeting students as they enter. Numeric information about time, student participation, resource use, etc.: Three students of the eighteen offer nearly all of the comments during discussion. An observed aspect of the environment: The assignment is on the board for students to do while roll is taken. Types of Evidence Gathered During Observation

  26. Evidence or Opinion? The teacher has a warm relationship with the students. The teacher said that the South should have won the Civil War. The table groups were arranged in 2 x 2 pods. The materials and supplies were organized well. Wait time was insufficient for student thinking. The teacher stated that students have learned to add 2-digit numbers in preparation for today’s lesson. 6 students, questioned randomly, did not know the day’s learning goals.

  27. Worksheet 3: Statements of Evaluation…

  28. When conducting evaluation conferences with teachers, who does the majority of the thinking? Therefore, who does the learning and growing? Overarching Question

  29. Off-Stage Behavior Domains 1 & 4 reflect off-stage behavior

  30. 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 11/2/2014 pbevan 31

  31. Evidence related to Component 1a: Demo. Knowledge of Content/Pedagogy Teacher wrote a scholarly article Lesson plans/structure/content/relevance Teacher explanation of probable Ss misconceptions Teacher’s answers to student questions during class Teacher presented a workshop to faculty Teacher explains the structure of discipline prior to lesson Teacher tells observer how this lesson fits into the larger unit Teacher adjusts the lesson midstream based on Ss misconceptions Teacher poses different levels of content questions during the lesson Teacher states how this lesson connects to content standards 11/2/2014 pbevan 32

  32. Introduction to the PA Forms Review the Pennsylvania Form for Domain 1 The teacher will be asked to complete this form before the pre-observation conference What evidence will the teacher be providing for the pre-observation conference? Reflect on what clarifying and probing questions you might ask At the cue, Pair-Share 11/2/2014 pbevan 33

  33. 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

  34. Introduction to the PA Forms Review the Pennsylvania Form for Domain 4 The teacher will be asked to complete this form before the pre-observation conference What evidence will the teacher be providing for the pre-observation conference? Reflect on what clarifying and probing questions you might ask At the cue, Pair-Share 11/2/2014 pbevan 35

  35. Off Stage BehaviorGathering Evidence for Domains 1 & 4 View pre-observation conference keeping in mind the Pennsylvania Form As you watch the conference, write on the form the evidence related to Domains 1 & 4 At the cue, independently continue to document evidence of what you saw and heard related to Domains 1 & 4 On the form, write probing and clarifying questions that you would have asked this teacher At the cue, share evidence and questions with a partner

  36. On-Stage Behavior Domains 2 & 3 reflect on-stage behavior

  37. Domain 2:The Classroom Environment 2a:Creating an Environment of Respect and Rapport 2b: Establishing a Culture for Learning 2c: Managing Classroom Procedures 2d: Managing Student Behavior 2e: Organizing the Physical Space 11/2/2014 pbevan 38

  38. Introduction to the PA Forms Review the Pennsylvania Form for Domain 2 What evidence will you be collecting during the observation? At the cue, Pair-Share 11/2/2014 pbevan 39

  39. Components of Domain 3: Engagement 3a: Communicating with Student 3b: Using Questioning and Discussion Techniques 3c: Engaging Students in Learning 3d: Using Assessment in Instruction 3e: Demonstrating Flexibility and Responsiveness 11/2/2014 pbevan 40

  40. Introduction to the PA Forms Review the Pennsylvania Form for Domain 3 What evidence will you be collecting during the observation? At the cue, Pair-Share 11/2/2014 pbevan 41

  41. Gathering Evidence View Elementary Language Arts Lesson Write on the form the evidence related to Domains 2 & 3 At the cue, continue to independently document what you saw and heard On the form, write clarifying or probing questions that you would like to ask the teacher At the cue, share evidence and questions with a partner Debrief

  42. For Next Time Handouts: Evidence Statements – Quick Review PA Forms (D1, D2, D3, D4) PA Rubric Question Stems

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