Enhancing Professional Practice

1. Enhancing Professional Practice Introduction to the Framework for Teaching

2. Outcomes • An introduction to the Danielson Framework as a tool for examining and improving teaching practice • Understand the structure and the language of the Framework for Teaching • Know the domains and components of the Framework for Teaching • Identify the essential characteristics of each of the Framework’s levels of performance • Identify examples of practice that illustrate the domains and components of the framework for teaching

3. Agenda • What is good teaching? • Domain Overview • Levels of Performance • Domain 2: The Classroom Environment • The Nature of Engagement • Domain 3: Instruction • Domain 1: Planning and Preparation • Domain 4: Professional Responsibilities • Reflection

4. Norms Equity of voice Attentive listening Safety to share different perspectives Commitment to the work

5. Stephen Frears,Film Director “I know it seems crazy when everyone else in the world wants to be a film director, but for me, teaching is one of the few heroic jobs left. All the biggest miracles take place in classrooms. Nothing happens without teachers.”

6. Lee Shulman, Educational Psychologist “Teaching is perhaps the most complex, most challenging, and most demanding, subtle, nuanced, and frightening activity that our species has ever invented… The only time a physician could possibly encounter a situation of comparable complexity would be in the emergency room of a hospital during a natural disaster.”

7. The Wisdom of Practice If you were to walk into a classroom, what might you see or hear there (from the students as well as the teacher) that would cause you to think that you were in the presence of an expert? What would you see and hear that would make you think: “Oh, this is good; if I had a child this age, I would want my child in this class.” Using one post-it per idea, jot down 4-6 things you might see or hear in the classroom of a highly effective teacher.

9. Domain 1 Planning and Preparation Domain 2 Classroom Environment Domain 2 Classroom Environment 2a Creating an Environment of Respect & Rapport 2b Creating a Culture of Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Managing Physical Space Domain 1 Planning and Preparation 1a Demonstrating Knowledge of Content & Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessment Domain 2 Classroom Environment 2a Creating an Environment of Respect & Rapport 2b Creating a Culture of Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Managing Physical Space The Danielson Framework for Teaching Domain 3 Instruction 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility & Responsiveness Domain 3 Instruction 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility & Responsiveness Domain 4 Professional Responsibilities 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 Domain 3 Instruction

10. The Framework for Teaching 4 Domains 22 Components 76 Elements DOMAIN = 3. Instruction • c. Engaging Students in Learning COMPONENT = ELEMENT = • Grouping of Students

11. Handout pages 14-15

12. 4 Domains Theme Search Domain 1 Planning and Preparation Domain 2 The Classroom Environment Domain 4 Professional Responsibilities Domain 3 Instruction Handout page 2-3

13. Checking for Understanding: The Domain Quiz DOMAIN 1 Planning and Preparation DOMAIN 2 The Classroom Environment DOMAIN 3 Instruction DOMAIN 4 Professional Responsibilities

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

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

16. Ms. K asks students to create a concept map illustrating the connection among the different ideas in the history unit.

17. Mr. J. Stands by the classroom door, greeting the students as they enter the classroom, conversing with each of them briefly.

18. Mr. E, like all the teachers on his 5th grade team, meets with the other teachers in his grade level on a regular basis.

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

20. Ms. C has her class watch a clip on 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.

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

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

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

25. Levels of Performance • Read through the domain rubrics (pgs. 41 and 42). • Identify and highlight key words and phrases that capture the essence of each level of performance and record key words (Handout page 11). • Find someone from another table and compare notes. Handout pg 10

26. Handout pp. 4-11

27. Levels of Performance UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Lack ofUnsafeHarmfulUnclearUnawarePoorUnsuitable InconsistentPartialGeneralAttemptsAwarenessModerateMinimal Whole class ConsistentFrequentSuccessfulAppropriateClearPositiveSmooth Group SolidSeamlessSubtleSkillfulPreventativeLeadershipStudents Individual TEACHER DIRECTED SUCCESS STUDENT DIRECTED SUCCESS

28. There is a strong relationship between observation ratings and VAM (CCSR) • Results: • Ratings explained a significant portion of variation in VAM in reading and math • Relationship stronger in reading than in math • Teachers with high observation ratings had high VAMs (and vice-versa)

29. Sidney Poitier in“To Sir, With Love” Consider your life as a student. Recall an occasion (or pattern of occasions) involving a teacher that you still remember (positive or negative). What makes this so memorable?

30. School Memories The Framework for Teaching Charlotte Danielson

31. Maya Angelou, author “People will forget what you said. People will forget what you did. But they will never forget how you made them feel.”

32. Give One, Get One Using the grid, jot down 3 ideas that were intriguing from the morning’s session. Get up and find someone from another table group. GIVE ONE idea from your list to your partner. GET ONE idea for your list from your partner. Move to a new colleague and repeat the process. If your list and your partner’s list are identical, brainstorm together an idea that can be added to both your lists. NOTE: Exchange no more than one idea with any given partner. Return to your table and share themes with your group.

33. Domain 1 Planning and Preparation Domain 2 Classroom Environment Domain 2 Classroom Environment 2a Creating an Environment of Respect & Rapport 2b Creating a Culture of Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Managing Physical Space Domain 1 Planning and Preparation 1a Demonstrating Knowledge of Content & Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessment Domain 2 Classroom Environment 2a Creating an Environment of Respect & Rapport 2b Creating a Culture of Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Managing Physical Space The Danielson Framework for Teaching Domain 3 Instruction 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility & Responsiveness Domain 3 Instruction 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility & Responsiveness Domain 4 Professional Responsibilities 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 Domain 3 Instruction

34. The Classroom Environment Individually read the rubric for your assigned component. With your table group, focused on one component, write a brief summary, on the top half of your chart paper, of the key ideas of your component. Generate specific examples of what would this component look like at the proficient level? How would this be different at the distinguished level? Watch the video, and identify examples of your component in the classroom; write these on the bottom half of the chart paper. Participate in a gallery walk, and review the work of the other groups. Handout page 15

35. Domain 1 Planning and Preparation Domain 2 Classroom Environment Domain 2 Classroom Environment 2a Creating an Environment of Respect & Rapport 2b Creating a Culture of Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Managing Physical Space Domain 1 Planning and Preparation 1a Demonstrating Knowledge of Content & Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessment Domain 2 Classroom Environment 2a Creating an Environment of Respect & Rapport 2b Creating a Culture of Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Managing Physical Space The Danielson Framework for Teaching Domain 3 Instruction 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility & Responsiveness Domain 3 Instruction 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility & Responsiveness Domain 4 Professional Responsibilities 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 Domain 3 Instruction

36. The Nature of Engagement • Enhancing Professional Development: A Framework for Teaching • 1’s read handout page 16 • 2’s read handout page 17 • Share highlights from your reading and jointly create a definition of engagement • Discuss and identify specific strategies that would result in engagement • Display your thinking on a poster and be prepared to share Handout page 16-17

37. Engaging Activities and Assignments • Students are answering a question or solving a problem • Permit student choice and initiative • Encourage depth rather than breadth • Require student thinking • Offer multiple levels of challenge • Designed to be relevant and authentic The Framework for Teaching Charlotte Danielson

38. Connecting Design with Engagement COMPONENT 1e Designing Coherent Instruction • Learning Activities • Instructional materials and resources • Instructional groups • Lesson and unit structure • Activities and assignments • Instructional materials and resources • Grouping of students • Structure and pacing COMPONENT 3c Engaging Students in Learning

40. Domain 1 Planning and Preparation Domain 2 Classroom Environment Domain 2 Classroom Environment 2a Creating an Environment of Respect & Rapport 2b Creating a Culture of Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Managing Physical Space Domain 1 Planning and Preparation 1a Demonstrating Knowledge of Content & Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessment Domain 2 Classroom Environment 2a Creating an Environment of Respect & Rapport 2b Creating a Culture of Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Managing Physical Space The Danielson Framework for Teaching Domain 3 Instruction 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility & Responsiveness Domain 3 Instruction 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility & Responsiveness Domain 4 Professional Responsibilities 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 Domain 3 Instruction

41. Domain 3: Instruction • With your table partners, review the remaining components and elements of Domain 3. • 3a Communicating with Students • 3b Using Questioning and Discussion Techniques: • 3d Using Assessment in Instruction: • 3e Demonstrating Flexibility and Responsiveness • Create a concept map that indicates the relationship of each component to the “heart of the framework” (3c: Engaging Students in Learning). Handout page 18

43. Domain 1 (Planning and Preparation) – Evidence • Review the Domain 1 rubric in the • Discuss as a table, what are some evidence that might reflect proficient for each component in Domain 1? Handout page 19

44. Connecting Design with Engagement COMPONENT 1e Designing Coherent Instruction • Learning Activities • Instructional materials and resources • Instructional groups • Lesson and unit structure • Activities and assignments • Instructional materials and resources • Grouping of students • Structure and pacing COMPONENT 3c Engaging Students in Learning

45. Domain 4: Professional Responsibilities With your group, skim the components in Domain 4. Independently, identify ways in which you already exhibit the components reflected in Domain 4? As a group, share strategies that may help a new or beginning teacher. Handout pages 20

46. Considering your role as a teacher, specialist, administrator, or evaluator, reflect on strengths and opportunities for increasing professional expertise in each of the Framework’s Domains. Note one or two next steps you might take to improve your practice. REFLECTION Handout pages 21-22