Charlotte Danielson's Framework for Teaching

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Charlotte Danielson'sFramework for Teaching

• Overview

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Why a Framework?

• AchieveNJ
• Educator effectiveness
• Evaluations based on multiple measures
• learning outcomes
• effective practice
• Timely feedback high-quality PD
• Evaluation and support systems with input from
  educators
• Tenure and other forms of recognition

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Evaluation Requirements

• Years 1 2
• 2 long 40 minutes each
• 1 short 20 minutes
• 55 Tested grades and subjects-LA and math
• 85 Non- tested grades and subjects
• Final Rating
• Highly effective
• Effective
• Partially effective
• Ineffective

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Why Danielson?

• Research based
• Validated
• Wisdom of practice"
• Highly complex decision-making
• Generic
• Constructivism
• VIDEO
• http//login.teachscape.com

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Benefits of the Framework

• Shared understanding of good teaching practices
• Common language for discussion
• Common lens for evaluative purposes

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4 Domains

• Planning and Preparation 20
• Classroom Environment 30
• Instruction 30
• Professional Responsibilities 20

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On Stage vs. Off Stage

• On Stage

• Off Stage

• Domains 2 and 3
• Classroom Environment and Instruction
• Aspects of teaching that are directly observable
  in the classroom.

• Domains 1 and 4
• Planning Preparation and Professional
  Responsibilities
• Behind-the-scenes work that have a significant
  impact on the learning that happens in the
  classroom.

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Common Themes

• Equity
• Cultural competence
• High expectations
• Developmental appropriateness
• Attention to individual students, including those
  with special needs
• Appropriate use of technology
• Student assumption of responsibility

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Gallery Walk

• Planning and Preparation Classroom
  Environment Instruction
• Professional Responsibilities
• List some characteristics to describe each
  Domain. Use the below words IN ADDITION to you
  own descriptors .

Student Directed
Needs Based
Engagement
Intentional
Responsive
Understanding
Minds On
Vision
Collaborative
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Domain 1- Planning Preparation Components

• Knowledge of Content Pedagogy
• Knowledge of Students
• Setting Instructional Outcomes
• Knowledge of Resources
• Design Coherent Instruction
• Design Student Assessments

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Domain 1

• Doing

• Knowing

• Setting Instructional Outcomes
• Design Coherent Instruction
• Design Student Assessments

• Knowledge of Content Pedagogy
• Knowledge of Students
• Knowledge of Resources

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Domain 4- Professional Responsibilities

• Reflecting on Teaching
• Maintaining Accurate Records
• Communicating with Families
• Participating in a Professional Community
• Growing and Developing Professionally
• Showing Professionalism

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Evidence of Domain 4

• Which items relate to Domain 4?

• Interdisciplinary planning during CD period
• Parent phone call about missing assignments
• Posting assignments on HW Hotline
• Entering grades in Genesis
• Attending band concert
• Chaperoning 8th grade trip
• Serving on Academic Awards Committee
• Revising curriculum MAP after unit of study
• Observing another teachers instruction
• Attending workshop during Teachers convention
• Watching a WIS wrestling match
• Coordinating a Service learning project
• Delivering food collected during turkey drive
• Participating in CST annual review

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Break- We will return in 5 minutes!
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Rubrics

• 4 levels of performance for each component
• 4- Distinguished
• 3- Proficient
• 2- Basic
• 1- Unsatisfactory
• Each level refers to the degree of expertise the
  teacher demonstrates in the component.

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Characteristics of a 4

• Highly successful implementation
• Evidence that the classroom operates as a
  community of learners
• Highly motivated engaged students assume
  responsibility for their own learning for the
  functioning of the classroom.
• Classroom appears to be running itself
• Activity- 3b Using Questioning/ Prompts and
  Discussion Techniques
• Teacher uses a variety or series of questions or
  prompts to challenge students cognitively,
  advance high-level thinking and discourse, and
  promote meta-cognition. Students themselves frame
  higher-level questions.

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Characteristics of a 3

• Successful implementation of the different
  elements of the instructional element
• Lacks the students assumption of classroom
  responsibilities and contributions to functioning
• Activity- 3b Using Questioning/ Prompts and
  Discussion Techniques
• While the teacher may use some low-level
  questions to scaffold instruction, he or she
  poses questions to students that are designed to
  promote student thinking and understanding.

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Characteristics of a 2

• Understanding of the concepts underlying the
  component
• Evidence of attempts to implement its elements,
  but the implementation is sporadic, intermittent,
  or otherwise not entirely successful
• Activity- 3b Using Questioning/ Prompts and
  Discussion Techniques
• Teacher's questions lead students through a
  single path of inquiry, with answers seemingly
  determined in advance.

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Characteristics of a 1

• Does not demonstrate understanding of the
  rudimentary skills inherent in the component
• Activity- 3b Using Questioning/ Prompts and
  Discussion Techniques
• Teacher's questions are of low cognitive
  challenge, have single correct responses, and are
  asked in rapid succession.

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Comparing 3B

• Unsatisfactory

Basic
Proficient
Distinguished

• Variety
• Challenge
• High Level
• Students frame ?

• Inconsistent
• Partial
• General
• Attempts
• Awareness
• Moderate
• Minimal

• Consistent
• Frequent
• Successful
• Appropriate
• Clear
• Positive
• Smooth

• Lack of
• Unsafe
• Harmful
• Unclear
• Unaware
• Poor
• Unsuitable

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Partner Practice

• Highlight the key words in each level of your
  assigned rubric.
• Switch and identify similarities and/or
  patterns???
• Record on paper- key words that describe each
  level
• 20 minute activity

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Levels of Performance

• Unsatisfactory

Basic
Proficient
Distinguished

• Solid
• Seamless
• Subtle
• Skillful
• Preventative
• Leadership
• Students

• Inconsistent
• Partial
• General
• Attempts
• Awareness
• Moderate
• Minimal

• Consistent
• Frequent
• Successful
• Appropriate
• Clear
• Positive
• Smooth

• Lack of
• Unsafe
• Harmful
• Unclear
• Unaware
• Poor
• Unsuitable

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ON STAGE

• Domain 2 3

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Domain 2- Classroom Environment

• Environment of Respect and Rapport
• Culture for Learning
• Manage Classroom Procedures
• Manage Student Behavior
• Organizing Physical Space

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Domain 3- Instruction

• Communicating with Students
• Using Questions and Discussion Techniques
• Engaging Students in Learning
• Using Assessment in Instruction
• Demonstrating Flexibility and Responsiveness

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Evidence

• What you see, hear, or read
• Not an interpretation or opinion
• Includes body language (e.g., teacher walking
  around the classroom, students waving their hands
  in the air to be recognized, students slumping in
  their chairs, students putting their heads on
  their desks).

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Interpretation

• Scoring judgment of the evidence recorded during
  observation
• MUST apply criteria directly from the rubric
• Evidence designated to the appropriate component

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