Slide 1
Teacher Orientation to the Framework for Teaching and Framework
for Teaching Proficiency SystemWisconsin the Practice Side of
Educator Effectiveness for TeachersPrepared by the CESA 7 Educator
Effectiveness TeamJudy Sargent, Claire Wick, Fran Renn-Malcheski,
Yvonne Harness and Chris Rogers
The EE System Practice Side (50% of Evaluation)2
DanielsonFramework for Teaching31. Video: Introduction to the
Framework for Teaching and Proficiency System
32. Activity: Self-Reflection and Discussion 4 Reflection and
DiscussionStrongly DisagreeDisagreeAgreeStrongly AgreeAs a teacher,
I have had mostly positive experiences with classroom
observation.There are multiple definitions of good teaching.Most
colleagues in my school have shared values and assumptions about
what good teaching looks like.
It is important to observe all teachersno matter what subject or
grade levelagainst the same definition of good teaching.
Reflect, Turn and Talk53. Video: Framework for
Teaching-Observing Classrooms
56
Levels of Performance on the Framework7
The Framework for TeachingHow do you think this Framework can
help you grow professionally?
8
Example A look at Domain 2a:RESPECT AND RAPPORTFirst, look at
the critical attributes of a Proficient Level [level 3] of respect
and rapport in the classroom.Talk between teacher and students and
among students is uniformly respectful.The teacher successfully
responds to disrespectful behavior among students.Students
participate willingly, but may be somewhat hesitant to offer their
ideas in front of classmates.The teacher makes general connections
with individual students.Students exhibit respect for the teacher.
9 Respect and RapportWhat is your professional opinion of these
attributes of a PROFICIENT level of respect and rapport in the
classroom?
Now --- lets look at Respect and Rapport more closely, by
examining all four levels of proficiency.10
4. Activity: Understanding the Levels of Performance Underline
or highlight key words for each level.11Classroom 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.Level4Teacher-student interactions are
friendly and demonstrate general caring and respect. Such
interactions are appropriate to the ages of the students. Students
exhibit respectfor 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.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.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.Level3Level2Level1Classroom
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.4. Activity: Understanding the Levels of
Performance View key words differentiating
levels.12Level4Level3Level2Level1Teacher-student interactions are
friendly and demonstrate general caring and respect. Such
interactions are appropriate to the ages of the students. Students
exhibit respectfor 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.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.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.Classroom Video Observe
Respect and RapportShow Teachscape Focus Training Video (ELA 1st
grade 1A)Teachscape Login
What level did you observe?13
Teacher Evaluation using the FrameworkVideo Clip
http://www.youtube.com/watch?v=jR1Kr8BfwB8 14
Principals must be Trained and Certified Rigorous online
training of all principal/evaluatorsTraining involves watching
videos of teachers teaching and observing for certain elements from
the FrameworkPassing online assessments is required for
certification15How does principal certification help the evaluation
process?
Turn and Talk
165. Video: The Proficiency System with Trained Observers
The EE System Practice Side (50% of Evaluation)17
DanielsonFramework for Teaching8. Activity: Session
Reflection18An insight I had as a result of todays session is
Concepts from this session that are most applicable to my
teaching practice are
A question I have related to todays session is