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Introduction Framework for Teaching by Charlotte Danielson

Introduction Framework for Teaching by Charlotte Danielson. Pat Hubert ESA Region 2. Welcome to Day 2!. Let ’ s Review 2 & 3!. Using either Domain 2 or 3 Review the components One person per component Identify and example that might be observed Be ready to share with the large group

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Introduction Framework for Teaching by Charlotte Danielson

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  1. Introduction Framework for Teachingby Charlotte Danielson Pat Hubert ESA Region 2 Welcome to Day 2!

  2. Let’s Review 2 & 3! • Using either Domain 2 or 3 • Review the components • One person per component • Identify and example that might be observed • Be ready to share with the large group Example: 2d: Managing Student Behavior: “As group work is being completed 2 students play catch with paper ‘footballs’. Teacher does not notice and/or correct” (element: monitoring student behavior; UNSATISFACTORY level)

  3. Research and Themes

  4. Research Surrounding the Framework for Teaching • Beginning on page 183… • Count off, 1-4 • Read the research about your Domain and • When you are done, find three others to “teach” you about the research in their Domain • Be ready to share

  5. Features of the Framework for Teaching • Comprehensive • Grounded in research • Public • Generic: not a “checklist” of specific behaviors • Organized according to a coherent structure • Independent of any particular teaching style or methodology

  6. Domain 1: Planning & Preparation

  7. Domain 1 Planning & 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 Assessment

  8. Domain 1: Planning and Preparation

  9. Activities or goals? • On your own using your handout… • Look at each of the statements and decide whether it is a goal or an activity. • Be ready to share with a partner

  10. Looking at Domain 1 In Trios… Delve and Dialogue • Read page 51-53 of text and make connections to your work. • Share some of your connections with your trio. • Read pages 55-59 of text and make connections to your work. • Share those connections

  11. Domain 1 Process Question • Does your district require lesson plans? Why or why not? • In what ways is the lesson planning in your district similar or different to what was described in the reading?

  12. 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

  13. Knowledge Components Action Components Domain 1: Planning and Preparation • 1a: Demonstrating Knowledge of Content and Pedagogy • 1b: Demonstrating Knowledge of Students • 1d: Demonstrating Knowledge of Resources Think “PORTFOLIO” • 1c: Setting Instructional Outcomes • 1e: Designing Coherent Instruction • 1f: Designing Student Assessments

  14. Domain 4Professional Responsibilities

  15. 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

  16. Domain 4: 4a - Reflecting on Teaching

  17. Domain 4 - Carousel • In teams of 6 Jigsaw Domain 4 • Teach your teammates • Discuss your experience related to the element identified. • What have you experienced that supports this element of professionalism and what inhibits or detracts from it in your setting? • 1 idea per chart

  18. Carousel Debrief • Can you identify any trends / patterns among the written responses? • How might the components and elements on the charts relate to Domain 2, 2b, Culture for Learning?

  19. Domain 4 Debrief • What questions do you have relative to Domain 4? • How are the Components in Domain 4 typically addressed in the teacher evaluation process? • Why is Domain 4 important?

  20. WE KNOW… As Educators…

  21. Teaching is a performance. Performances are measured using rubrics.

  22. Performance Levels: Key Words • Choose any component from the Framework for Teaching. Scan the language used to describe each level of performance. • What “key words” would you use to characterize or describe each level? • Synthesize your thinking as a discussion pair and choose two key words that represent each level.

  23. Performance Levels: Key Words

  24. Performance Levels: Key Words Levels of cognition and constructivist learning increase

  25. Performance Levels: Key Words Levels of cognition and constructivist learning increase

  26. Performance Levels: Key Words Teacher-directed success! Student-directed success! Levels of cognition and constructivist learning increase

  27. Using the Levels of Performance for GROWTH What are some ways teachers can use the levels of performance to promote their learning and growth? • Lesson planning • Self assessment • Developing professional learning goals • Reflecting on teaching and learning • Talking about teaching

  28. Teacher Evaluation that Promotes Teacher Learning We can apply what we know about student learning – what causes learning and what motivates learners to adult learning.

  29. Purposes of Supervision and Evaluation • Why do schools spend so much time and energy on supervision and evaluation? • Accountability • Summative Assessments • Professional Growth and Development • Formative Assessment • Self assessment, reflection, ownership • Presumption of competence

  30. A Flawed System • Outdated, limited criteria • Few shared assumptions about good teaching • Lack of precision in evaluation • Same procedures for novices and experienced professionals • Limited supervisor expertise • Limited data • Too Much Time for Too Little Gain

  31. Benefits of Any Framework for Teaching • Common language • Development of shared understandings • Self-assessment and reflection on practice • Structured professional conversation

  32. A Blueprint for Teacher Assessment • Defensible definition of teaching(the “what”) • Instruments and procedures that provide evidence of teaching(the “how”) • A decision-making process • Trained evaluators who make consistent judgments based on evidence

  33. Key Ideas in Teacher Observation • Observation is important, but insufficient • Observations must be fair, reliable, and valid • The criteria, methods, and procedures must be well-thought-out and observers must be trained. • pre and post observation conferences play a critical role

  34. Evaluation Process

  35. Evaluator’s Role

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

  37. Evidence or Opinion? • Read each of the statements on page • Mark each statement • E for Evidence • O for Opinion • Discuss your answers with an elbow partner

  38. Types of Observation Evidence • Verbatim scripting of teacher or student comments: “Bring your white boards, markers and erasers to the carpet and sit on your square.” • Non-evaluative statements of observed teacher or student behavior: Teacher presented the content from the front of room. • Numeric information about time, student participation, resource use, etc.: Two groups started on the assigned project immediately, one group talked for five minutes before starting. • An observed aspect of the environment: Desks were arranged in groups of four with room to walk between each group.

  39. The Evidence Cycle SORT: FFT Domain, Component, Element Interpret: Clarify COLLECTDATA Conclusions (Evidence) Impact on Learning…

  40. The Evidence Cycle SORT: FFT Domain, Component, Element Interpret: Clarify COLLECTDATA Conclusions NO! (Evidence) Impact on Learning…

  41. Formal Observation Process: • Collect Data • Planning conference • Classroom observation • Sort • Determine Domain and Component • Use element for more information • Interpret and Clarify • Reflection conference • Questions for teachers • Conclusions • Determine level of performance and rating if needed • Impact on Learning • Develop Professional Development Plan

  42. With A Partner…. • Complete the next pg in your handout • “Classifying Evidence” • Be prepared to share!

  43. Lets Try It • 3rd grade video • You script • You sort • You talk

  44. You’re an expert! Lets Test it! • Each team will sort the cards based on Domain • Try to identify the component if you can! • Best team score wins!

  45. Ticket Out the Door!

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