1. Danielson Framework: Review and Card Sort Activity
MiddletownSEED
Middletown Public Schools
August 26, 2013

2. 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.”
What is good teaching?
Introduce Lee Shulman, noted educational psychologist. Read his quote (ON PPT SLIDE); NOTE FROM CHARLOTTE: after reading the quote with the group, I point out that as challenging as doc- tors’ work is, they see their patients one at a time - we would call that tutoring! As soon as we add a second student, or a fifth, or a twenty-seventh, the work becomes more complex, not just arithmeti- cally, but exponentially!

3. The Danielson Framework: Teaching Evaluation Instrument
Domain 1
Planning and Preparation
Components:
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 Assessments
Domain 1
Planning for Active Learning
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 2
Classroom Environment
Components:
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 2
Classroom Environment
The Danielson Framework: Teaching Evaluation Instrument
Domain 4
Professional Responsibilities
Components
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
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
Components:
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
This is a chart of the Framework with only the Domains and Components listed. Ask the teachers to use the Framework in their folders since the Elements are NOT listed on this chart, and they need to become familiar with the Elements to do the Card Sort Activity.

4. Review of Danielson Framework
Read the Danielson Framework documents which can be found in folders.
Conduct a small group (no more than 4 people per group) table discussion about the Domains, Components, and Elements of the Framework.
How are the Domains similar and/or different? Mention common themes. How does the Framework support each teacher with refining his/her practice?
Educators will share out findings, and facilitator will list on chart paper.
This activity should take about minutes.
Allow teachers about 10 minutes to read entire Framework first.
Facilitators need: Chart paper and markers. All other materials will be in folders.

5. Card Sort Activity Domain, Component, and Element
CARD SORT –Domains/Components/Elements
Application of components to “real world” teaching
Each person reads one scenario; as a group decide on a domain. This is obvious after the first few – the cards for each domain are a single color.
Use this process to sort your cards into the 4 domains
Each person reads one scenario; as a group, discuss and decide on the component; label your cards with post-its (use your Framework Smart Card as a reference tool); MUST be done also at the element level.
Check your work

6. Card Sort Activity Directions
Take out the different color scenario cards from your folders. One scenario card set must become the TABLE SET!
Determine what the different colors of the cards signify
(4 Colors = 4 Domains).
At your table group: One person reads the scenario; together determine which Domain, Component, and Element is represented; indicate that on a post-it note, and place it on the TABLE SET scenario card. MAKE ONE PILE of the TABLE SET SCENERIO CARDS at each table.
Once your group has completed all the cards; count off by 4s.
Discuss which Domains represent which Color.
Make sure that ONE SET OF THE CARDS becomes the TABLE SET. Each group will have one table set where they write on the sticky and place the sticky on the TABLE SET. Each group should form a pile with the one TABLE SET.
Count off by 4s in each group- this is why you don’t really want more than 4 people in each table group. The 1s will go with the 1s – the 2s will go with the 2s, the 3s will go with the 3s and the 4s will go with the 4s. These are going to become the expert groups. They must take the cards from the TABLE SET that correspond with Domain Expert Group they are going to with them to their new group.

7. Card Sort Activity Directions
Split up into 4 “expert groups” according to Domains/Colors. (Domain 1: Group 1; Domain 2, Group 2, etc.) Move to your “expert group” with the TABLE SET cards that represent your Domain (if you are a # 1 then take Domain 1 cards with you to your new group, etc.).
Facilitator will provide each expert group with an answer key to their specific cards. Check your answers with the answer key and discuss your responses.
Return to your original table group and review any responses that your original group missed.
Assign each group to a specific Domain. You will have 4 expert groups: Domain 1= Expert group 1, Domain 2=Expert group 2, Domain 3=Expert group 3, Domain 4=Expert group 4.