Agenda Present overview of the structure and purpose of the Framework for Teaching. Identify characteristics and behaviors of excellent teachers and align.

Agenda• Present overview of the structure and purpose of the

Framework for Teaching.

• Identify characteristics and behaviors of excellent teachers and align them with the Framework for Teaching.

• Match teaching vignettes with domains and components of the Framework for Teaching.

• Distinguish between evidence and opinion.

• Observe teaching and collect evidence.

• Use evidence-based coaching skills for professional growth conversations.

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Learning Outcomes

Participants will• Become familiar with the purpose

and structure of the Framework for Teaching (FFT).

• Build familiarity with the FFT and its uses for classroom observation, teacher reflection, and professional growth.

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What Does “a Framework for Teaching” Mean?

• A description of the teacher responsibilities that promote improved student learning.

• A definition of what teachers should know and be able to do in the exercise of their profession, based on research and best practice.

• A common language that allows opportunities for educators to discuss good teaching.

• A structure designed to address the complexities of teaching applicable to all practitioner levels from novice through accomplished.

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The “Wow” Factor

If you were to observe an excellent teacher, either in the classroom or another professional setting, what might you see or hear that would cause you to think that you were in the presence of an expert?

What would make you think, “Wow, this is good! If I had a child this age, this is the class I would want to choose.”

Write one idea per sticky note.

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A Framework for Teaching: The Domains

1: Planning and Preparation

2: The Classroom Environment

3: Instruction

4: Professional Responsibilities

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A Framework for Teaching: Domains and Components of Professional Practice

Domain 1: Planning and Preparation• Demonstrating knowledge of content

and pedagogy• Demonstrating knowledge of students• Setting instructional outcomes• Demonstrating knowledge of resources• Designing coherent instruction• Designing student assessments

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

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

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Considering the Best Fit

Using Handout 2, determine the best fit of domain and component for each vignette.

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Evidence and Best Fit Evidence Domain and Component

The desks in Mr. T’s 2nd grade classroom are arranged in groups of four. A couch and beanbag chair are provided for students in the reading corner. 2e

Ms. A was unable to locate her list of which students had returned their permission slips for the field trip.

4b

Ms. C has her class watch a clip of Martin Luther King Jr.’s “I Have a Dream” speech using a video guide containing questions that are factual, interpretive, and analytic in nature. After the film clip, students work in pairs to respond to the questions.

3b

After his 1st hour geography class, Mr. M concluded that the lesson was successful because everyone received an A on the quiz.

4a

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Mr. B has designed a rubric for student presentations. It identifies key elements of a good presentation and three levels of performance for each of the elements. 1f

When students enter the classroom, they begin work on a brief assignment that is written on the board while Ms. L takes attendance.

2c

Students in Mr. H’s math class are looking puzzled after he provides an explanation of “slope” in algebra. Instead of assigning a worksheet as he had planned, he tries a different approach to clarifying the concept.

3e

Ms. E plans to give the students a Web site to explore as an extended learning activity on understanding the judicial system.

1d

For one of her flexible grouping assignments, Ms. R plans to create cooperative groups that will each include two English language learners.

1b

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Evidence and Best Fit Evidence Domain and Component

Evidence: A Reporting of the Facts

• Evidence may include statements, actions, or behaviors.

• Evidence may also include artifacts prepared by the teacher, students, or others.

• Evidence is not personal opinion or bias. It is selected through the observer’s and/or teacher’s use of professional judgment.

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Evidence or Opinion?1. Bulletin boards could be more informative.

2. Student: “I can’t do it!” Teacher: “Yes, you can. Let’s talk about it.”

3. As the journal review ended, students knew exactly what to do next (ready themselves so that the journal could receive a stamp, and then clear off their desks).

4. Classroom is neat.

5. The teacher said, “Boys should not take family and consumer science.”

6. Near the end of the period (about 10:40), students began to lose their focus.

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Evidence vs. Opinion

• Is observable.

• Is not influenced by observer’s perspective.

• Is free of evaluative words.

• Does not draw conclusions.

• Makes inferences.

• Depends on observer’s perspective.

• Includes evaluative words.

• Draws conclusions.

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Observing Professional Practice (Part I)

As you watch the brief video clip, write down evidence that you note as it applies to the components of

– Domain 2 – Classroom Environment

– Domain 3 – Instruction

Use Handout 3, Classroom Observation Record.

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Observing Professional Practice

(Part II)

• Share your evidence with colleagues at your table.

• Be prepared to share with the whole group.

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Mediational QuestionsMediational questions help the colleague• Hypothesize what might happen.• Analyze what worked or didn’t.• Imagine possibilities.• Compare and contrast what was planned with what

ensued.• Extrapolate from one situation to another.• Evaluate impact.

Some mediational question stems include the following:• What’s another way you might . . . ?• What would it look like if . . . ?• What do you think would happen if . . . ?• How was . . . different from (like) . . . ?• What sort of impact do you think . . . ?• What criteria do you use to . . . ?• How did you decide . . . (come to that conclusion)?• When have you done something like . . . before?

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Conversations That Promote Teacher Thinking and GrowthUsing evidence collected from the teaching clip, role-play with a partner a reflecting conversation (observer and teacher). The observer should– Share the evidence.– Invite the teacher to comment.– Ask mediational questions.

Switch roles and repeat the role-play.

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Debrief

Questions about today’s learning?

Reflection (please respond to at least one):– In what way(s) can the Framework for

Teaching benefit you as a professional?– How might the Framework for Teaching

promote a professional learning community in your school?

– What aspect of today’s learning resonates with you? Why?

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Thank You!

© 2009 by the Association for Supervision and Curriculum Development (ASCD), 1703 North Beauregard Street, Alexandria, Virginia 22311-1714. All rights reserved.

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