PowerPoint Presentation
Citywide Expectations for 2011-2012In the summer of 2011: Adopt
Danielsons Framework for Teaching, or leverage an existing
research-based teaching framework that articulates clear
expectations, to serve as the focus for observations and feedback.
Explore ways to free up time for school leaders to engage in
classroom observations and feedback cycles. Finalize plan for
gathering and looking at current student workBegin planning for
engaging teacher teams in selecting/adapting/designing CC-aligned,
curriculum-embedded tasks
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Citywide Expectations for 2011-2012Fall 2011Establish regular
cycles of teacher observation using a frameworkEstablish regular
meeting times for teacher teamsEngage in a protocol to look at
current student workAnalyze the selected Common Core standards to
identify gaps between what students are doing currently, and what
the CCLS asks them to know and be able to doTeacher teams begin to
plan for selection/adaptation/design of CCLS aligned curriculum
with embedded tasksFamiliarize teachers with task bundles available
on the Common Core LibraryPlan for professional learning
opportunities to deepen understanding of Universal Design for
Learning
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Citywide Expectations for 2011-2012Winter/ Early Spring
2012Implement CCLS aligned curriculum with embedded literacy and
math tasksExamine student work resulting from CCLS aligned
tasksReflect on teacher work related to implementation of a
frameworkContinue observation and feedback cyclesIncorporate UDL
into task and curriculum design to ensure accessibility for all
students
33August Summer Institute: Overview4
City Wide Instructional Expectations 2011-2012:These are the
Chancellors 3 ASKS:Strengthening student work by examining and
refining curriculum, assessment and classroom instruction
Strengthening teacher practice by examining and refining the
feedback teachers receive through a framework Curriculum Mapping /
ELA & Math task:Engaging all students in at least one literacy
task and one math task aligned to strategically selected Common
Core Learning Standards
Guiding Questions:
How do Danielsons Domains and Components support those aspects
of a teachers responsibilities that promote improved student
learning?
4Introducing The Danielson FrameworkHere are the 4
Domains.Planning and PreparationThe Classroom
EnvironmentInstructionProfessional Responsibilities55
The 6 Central DOE-selected from Charlotte Danielson Framework
for Teaching Competency Elements Competency1e: Designing Coherent
Instruction 2b: Establishing a Culture for Learning 2d: Managing
Student Behavior 3b: Questioning and Discussion 3c: Engaging
Students in Learning 3d: Using Assessment in Instruction
Elements1e: Learning activities, instructional materials and
resources, instructional groups, lesson and unit structure 2b:
Importance of the content, expectations for learning and
achievement, student pride in work 2d: Expectations, monitoring of
student behavior, response to student misbehavior 3b: Quality of
questions, discussion techniques, student participation3c:
Activities and assignments, grouping of students, instructional
materials and resources, structure and pacing3d: Assessment
criteria, monitoring of student learning, feedback to students,
student self-assessment and monitoring of progress66
Activity 1:Envisioning Good Teaching 7
Guiding Question: When youre in the presence of
greatness/excellence, what would you expect to see/hear from
students and your colleagues?
Classroom intervisitationsPrincipals/APs will chart an insight
of how they would respond to this essential questionSmall group
shareWhole group discussion
7 Unpacking the Danielson Framework8
Big Ideas:To support schools with CCLS implementation and
teacher effectiveness, Central DOE has selected 6 components from
Danielsons Framework for Teaching to help build pedagogical and
observational/feedback skills and capacitySchools must develop a
shared understanding of what highly effective teaching looks like
in order to determine how to adjust teacher practice to support
student development along the continuum of college and career
readiness Guiding Questions:What are the fundamental ideas behind
the 6 Central-DOE selected and supported Danielson components?How
do Danielsons Domains and Components support those aspects of a
teachers responsibilities that promote improved student
learning?What evidences Distinguished performance for each
Component? What are the classroom/pedagogical look fors?What are
the subsequent implications for teacher practice, planning, and
preparation?
Unpacking Danielsons Teaching Framework Components Activity with
a focus on 2B & 2D2B Establishing a Culture for Learning and 2D
Managing Student Behavior
89Activity 2: Taking a Close Look at 1eCompetency1e: Designing
Coherent Instruction
Elements1e: Learning Activities, Instructional Materials and
Resources, Instructional Groups, Lesson and Unit Structure.
Table Facilitators will support the Instructional Leadersas they
uncover the understandings of Domain 1, Competencye and its
Elements
91e Designing Coherent Instruction10
Competency1e Designing Coherent Instruction Elements1e Learning
Activities, Instructional Materials and Resources, Instructional
Groups and Lesson and Unit StructureLook Fors:In Unit Plans at
least three weeks with daily topics and activities that reflect
organization and sequencing, and variety of materials and groupsIn
Lesson Plans description of students, instructional objectives,
assessments, strategies for activating, cognitive demand, and
summarizing, varied instructional materials, and potential
misunderstandings
Unpacking Danielsons Teaching Framework Components Activity with
a focus on 3B & 3C 3B Using Questioning and Discussion
Techniques and 3C Engaging Students in Learning
1011Steps for Reading and Template Completion:
Individually read selected pages that cover assigned
Domain/Component. Participants may wish to jot their findings on
the Unpacking Danielsons Teaching Framework Components template
while reading or may wish to hold off on note-taking until the
triad discussion. This is up to the triad/individual
participants.
After reading the respective pages for the assigned Component,
triads engage in a discussion and come to consensus around the big
ideas of the Component. Once consensus is reached, triad members
record their ideas on the template. Triads may choose to use one
template to capture the ideas of all triad members or capture
triads ideas on individual templates.
Triads are now ready to engage in a discussion around and notate
on the template what would evidence Distinguished level of
performance for that Component. Participants should look closely at
the rubric for the Component and focus on the information in the
Distinguished column in order to generate ideas. The objective is
to not only identify the classroom and pedagogical look fors, but
also to refrain from eduspeak and provide teacher-friendly language
and specific examples/evidence that will support teachers be they
in their first or 20th year of teaching.
Upon completion of the evidence/look fors, triads will share out
their ideas and notes. Facilitator will capture and triangulate
these ideas and notes on large poster paper to serve as the tables
chart for the room share out and suggested gallery walk at
lunch.11Whole Group Share Component 1e12Followed by a 15 minute
breakComponent 1e and supporting evidence of the ElementsActivity
3: 2b Establishing a Culture for Learning13
Competency2b Establishing a Culture for LearningElements2b
Importance of the Content, Expectations for Learning and
Achievement and Student Pride in Work Look Fors:Evidence must be in
the classroom the look of the room, student work displayed (scored
or rated with written feedback); nature of the interactions and
tone of conversations with and among students reflect they are
interested in and value learning and hard work.
Unpacking Danielsons Teaching Framework Components Activity with
a focus on 3B & 3C 3B Using Questioning and Discussion
Techniques and 3C Engaging Students in Learning
13Whole Group Share Component 2b14 Component 2b and supporting
evidence of the ElementsActivity 4: 2d Managing Student
Behavior15
Competency2d Managing Student BehaviorElements2d Expectations,
Monitoring of Student Behavior and Response to Student BehaviorLook
Fors:Age appropriate and culturally consistent standardsRules are
made clear to all and are posted in the classroomRules are clearly
and consistently applied (no favoritism is evident)Teacher
encourages students to monitor their own behavior
Unpacking Danielsons Teaching Framework Components Activity with
a focus on 3B & 3C 3B Using Questioning and Discussion
Techniques and 3C Engaging Students in Learning
15Whole Group Share Component 2d16Component 2d and supporting
evidence of the ElementsFollowed by a 10 minute breakActivity 5-
Using the Danielson Framework to Provide FeedbackPutting Research
into Practice.As you observe the video, please take down specific
notes and use the low inference observation protocol (collection of
evidence) to support the teacher practice you seeWhat is the
evidence?What does the evidence say about teacher practice?As a
participant in this process, what feedback would you provide this
teacher to improve on their practice?
17Video17Activity 5: Video18Activity 6 Aligning the Danielson
Framework to Current Units of Study/Curriculum Maps 1e, 2b &
2dPairs and/or Triadswork to capture ideas and memorialize these
evidence based ideas on the template. Engage in a discussion on the
Look Fors and how this may impact the current unit maps and
instructional focus.1e: Designing Coherent Instruction2b:
Establishing a Culture for Learning2d: Managing Student
Behavior
191920Looking at Components 1e, 2b and 2dCurriculum Mapping
Reflecting on the details and elements of 1e, 2d, 2b think about
how these understandings will help your team make Instructionally
Strategic Moves on your current Units of Study to reflect a closer
alignment to the Danielson Framework?
Review the components of your Curriculum Map and/or Unit Mapand
look for ways to strengthen it to demonstrate a moreeffective and
coherent instructional approach for ALL STUDENTS.
What strategic change or changes did the team make?
20Debrief/FeedbackDebrief of the Day:Valuable take-awaysA-ha
moments
**Please be sure to complete and submit to table facilitator
your feedback form**
We thank you for your participation at todays institute!2121