Danielson framework overview syracuse new york pptx copy 2.2003 version

Impacting Professional Impacting Professional Practice:Practice:

An Overview ofAn Overview of The Framework for Teaching The Framework for Teaching

Shirley Hall - Facilitator

Syracuse, New YorkNovember 5, 2011

Learning outcomes:Learning outcomes:Participants will know…

◦The structure of the Framework for Teaching

◦How the Framework for Teaching can be used to organize and assess evidence of teaching practice

◦How the Framework for Teaching can foster professional conversations

Teacher EvaluationTeacher EvaluationBeen There…Done That!Been There…Done That!

Been There…Done That!Been There…Done That!http://www.youtube.com/watch?v=sDlaf7-JJ14&feature=related

Flaws in Typical Teacher Flaws in Typical Teacher Evaluation ProcessesEvaluation Processes

Outdated, limited criteria

Few shared assumptions about good teaching

Lack of precision in evaluation

Hierarchical communication

Flaws in Typical Teacher Flaws in Typical Teacher Evaluation ProcessesEvaluation Processes

Same procedures for novices and experienced professionals

Limited supervisor expertise

Limited data

Too Much Time for Too Little Gain

7

In Your SettingIn Your Setting

To what extent does your assessment system represent some of the ideas in the previous slide?

How clear and how widely understood are the evaluative criteria?

How appropriate are the instruments and procedures?

To what extent do assessors make consistent judgments based on evidence?

1.3.4

Extreme Extreme MakeoverMakeover (Classroom Observation (Classroom Observation Edition) Edition)

New York State Teaching Standards

• Standard 1:Knowledge of Students and Student Learning• Standard 2: Knowledge of Content and Instructional

Planning• Standard 3: Instructional Practice• Standard 4: Learning Environment• Standard 5: Assessment for Student Learning• Standard 6: Professional Responsibilities and Collaboration• Standard 7: Professional Growth

Looking for EvidenceLooking for Evidencehttp://www.bing.com/videos/search?q=gorrilla+in+the+room+video&mid=2017A711B1AC2535DE792017A711B1AC2535DE79&view=detail&FORM=VIRE6

11

EvidenceEvidenceEvidence is a factual reporting of

events.It may include teacher and studentactions and behaviors. It may also

includeartifacts prepared by the teacher,students or others. It is not clouded

withpersonal opinion or biases. It is

selectedusing professional judgment by theobserver and/or the teacher.

1.4.1

Evidence vs. OpinionEvidence vs. Opinion1. Students will be grouped by ability (independent group and strong support)

2. The students participated throughout the lesson., answering questions and explaining their thought processes during each activity willingly.

3. Some students became disengaged and unfocused in the group activity.

4. The Discussion Leader questions were answered by the groups. The question was passed two times to the group’s left for two additional groups to respond (first group) and defend or refute (second group).

5. T said, “Remember this circle is going to be on the quiz at the end of class.”

13

Some Key Ideas for Some Key Ideas for Effective Effective Teacher Teacher AssessmentAssessmentComprehensive Definition of

Teaching

Evidence-based

Teacher Learning

Collaborative Process 1.3.3

Learning is done by the Learning is done by the learner!learner!

Charlotte DanielsonCharlotte Danielson

- - The person who does the analyzing and The person who does the analyzing and judging about the lesson is the person who is judging about the lesson is the person who is learning.learning. - What do teachers - What do teachers DODO in the assessment in the assessment process that causes them to learn? process that causes them to learn?

Comprehensive Definition of Comprehensive Definition of TeachingTeaching

The Framework for TeachingThe Framework for Teaching

A vision without a plan is just a A vision without a plan is just a hallucination!hallucination!

Thomas El-SalomeThomas El-Salome

Framework For Framework For TeachingTeaching

Four DomainsFour Domains

Domain 1: Planning and Preparation

Domain 2: The Classroom Environment

Domain 3:Instruction

Domain 4: Professional Responsibilities

Framework For TeachingFramework For Teaching

Framework For TeachingFramework For Teaching

Name that Domain..Name that Domain..1. Planning and Prep 3. Instruction1. Planning and Prep 3. Instruction2. Environment 4. Professional Responsibilities2. Environment 4. Professional Responsibilities

The teacher stood by the door greeting his students by name as they entered the room.

The teacher’s lesson plan stated that the students would be in 3 groups for math.

Mrs. P collaborates with her colleagues at the weekly PLC meetings.

During the lesson, the teacher assigned each student to a work station for 15 minutes.

New York State Teaching Standards

• Standard 1:Knowledge of Students and Student Learning• Standard 2: Knowledge of Content and Instructional

Planning• Standard 3: Instructional Practice• Standard 4: Learning Environment• Standard 5: Assessment for Student Learning• Standard 6: Professional Responsibilities and Collaboration• Standard 7: Professional Growth

Domain 4: Professional Responsibilities•Reflecting on Teaching•Maintaining Accurate Records•Communicating with Families•Participating in a Professional Community•Growing and Developing Professionally•Showing Professionalism

Domain 3: Instruction•Communicating with Students•Using Questioning and Discussion Techniques•Engaging Students in Learning•Using Assessment in Instruction•Demonstrating Flexibility and

Responsiveness

Domain 1: Planning and Preparation•Demonstrating Knowledge of Content and Pedagogy•Demonstrating Knowledge of Students•Selecting Instructional Outcomes•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Designing Student Assessment

Domain 2: The Classroom Environment•Creating an Environment of Respect and Rapport•Establishing a Culture for Learning•Managing Classroom Procedures•Managing Student Behavior•Organizing Physical Space

A Framework for Teaching:A Framework for Teaching:Components of Professional PracticeComponents of Professional Practice

Structure of the Framework Structure of the Framework 20112011Domain

◦ComponentElementRubrics – Levels of Performance

Critical AttributesPossible Teaching Examples

Structure of the Framework Structure of the Framework 20112011

Domain 2 – The Classroom Environment

Component – Establishing a Culture for Learning

Rubrics and Levels of Performance

Rubrics with levels of Rubrics with levels of performance and descriptors performance and descriptors of practice at each levelof practice at each levelUnsatisfactory (Ineffective)Basic (Developing)Proficient (Effective)Distinguished (Highly Effective)

Using Questioning and Using Questioning and Discussion Techniques – Discussion Techniques – Basic (Developing)Basic (Developing)Teachers questions lead students through a single path of inquiry, with answers seemingly determined in advance. Alternately, the teacher attempts to frame some questions designed to promote student thinking and understanding, but only a few students are involved.

Teacher attempts to engage all students in the discussion and to encourage them to respond to one another, with uneven results.

Using Questioning and Using Questioning and Discussion Techniques – Discussion Techniques – Distinguished (Highly Distinguished (Highly Effective)Effective)Teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high level thinking and discourse, and promote meta-cognition. Students formulate many questions, initiate topics and make unsolicited contributions. Students themselves ensure that all voices are heard in the discussion.

Critical Attributes - BasicCritical Attributes - BasicTeacher frames some questions

designed to promote student thinking but only a few students are involved

The teacher invites students to respond directly to one another’s ideas, but few students respond.

Teacher calls on many students, but only a small number actually participate in the discussion.

Possible Examples - BasicPossible Examples - BasicMany questions are of the recitation

type, such as, “How many members of the House of Representatives…

The teacher asks, “ Who has an idea about this?” but the same three students offer comments

The teacher asks: “Michael, can you comment on Mary’s idea but Michael does not respond, or makes a comment directly to the teacher.

Professional Professional ConversationsConversations How might the Framework for Teaching and a focus on evidence of professional practice help guide professional conversations amongst educators?

What are some of the benefits of a comprehensive definition of teaching for the administrator? For the teacher? For the district?

Benefits of the Framework Benefits of the Framework for Teaching for Teaching

Common Language

Professional Conversations

Development of Shared Values and Assumptions

Reflection on Practice

The Common ThemesThe Common Themes Equity Cultural Competence High Expectations Developmental Appropriateness Attention to Individual Students Appropriate Use of Technology Student Assumption of Responsibility

Learning outcomes:Learning outcomes:Participants will know…

◦The structure of the Framework for Teaching

◦How the Framework for Teaching can be used to organize and assess evidence of teaching practice

◦How the Framework for Teaching can foster professional conversations