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PD Plan on the Danielson Framework ADSUP 731 Kelli McDaniel May, 2013

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Presentation on theme: "PD Plan on the Danielson Framework ADSUP 731 Kelli McDaniel May, 2013"— Presentation transcript:

1 PD Plan on the Danielson Framework ADSUP 731 Kelli McDaniel May, 2013
Professional Development Plan PD Plan on the Danielson Framework ADSUP 731 Kelli McDaniel May, 2013

2 PPR Goal on Danielson Framework
Staff will continue to develop a shared understanding of instructional excellence by studying Danielson’s Framework for Teaching. Measurable Objective  By June 2013, 90% of teachers will have used the Danielson Framework to assess their own instructional effectiveness and set professional goals for improvement. Action Plan Administrators will work with lead teachers in grade team meetings to develop a normed understanding of Danielson’s Framework, with a focus on domain 3D. Admin team (administrators and coaches) will work with a Talent Coach to calibrate a shared understanding of the Danielson Framework and “look fors” when observing instruction Admin team will meet with lead teachers during retreat and lead teacher meetings to provide professional development to lead teachers on the Danielson Framework and improving teacher effectiveness Admin team (administrators and coaches) will meet to discuss goals of a PD plan centered on the Danielson Framework Admin team meets with lead teachers to share the PD plan for the upcoming PLC cycle Lead teacher group meets again to bring resources that will best support the PD plan Lead teachers and Admin Team will provide PD for staff in faculty meetings Lead teachers will each lead smaller groups (PLCs) to collaboratively learn and discuss the Danielson Framework and unpack competencies together Staff will come back together in whole group to watch a video of instruction and apply their learning of the Danielson Framework to take low inference notes and discuss the effectiveness of the teacher through the lens of the Framework Chosen Goal

3 Course Title: “Diving into Danielson”
Course Description: In this 7-week PLC cycle, the staff at PS 59 will study the Danielson Framework to develop a calibrated understanding of what effective teaching looks like. Because the Framework will be used in September as an evaluative tool, we have decided to use our last 7 weeks to get ahead on this initiative. In this PD course, we will study an overview of the Framework together as a staff, and then will begin to unpack focus competencies in smaller PLCs. Lead teachers will facilitate discussions and teachers will read, discuss, and watch videos together through the lens of the Framework. Essential Questions: How can the Danielson Framework be used to set professional goals that are tied to teaching and learning? How can we improve academic achievement by using the Danielson Framework? What evidence can we implement in our instruction that will meet the criteria of the Danielson Framework What themes in teacher and student behaviors do we notice throughout each domain in the effective and highly effective categories of the Framework? Course Overview

4 Unpacking competencies
Taking Low-inference notes (no opinions) Finding evidence of the Framework when viewing instruction Discussing evidence found in lessons/ instruction Developing professional goals using the Framework Essential Skills: Danielson Framework (2011 version for NYC schools) ARIS learn (videos and handouts) ASCD professional articles Documents for professional learning provided by NYC talent coach Texts/ Sources Used:

5 Professional Development Plan Session 1: Whole Group PowerPoint Presentation
Session 1 (Slides to Follow)

6 The Work we do: Session 1 The Following is a PowerPoint presentation for week 1 (session 1 of the PD plan). Lead teachers, coaches, and administrators presented an overview of the PD plan for the upcoming cycle, as well as a basic overview of the Danielson Framework Session 1 Presentation Pictures

7 Looking at the Danielson Framework to Improve Student Achievement
PS 59 PLC Spring Cycle Looking at the Danielson Framework to Improve Student Achievement Session 1: Thursday May 9, 2013 Session 1 presentation

8 Purpose of our Inquiry Cycle
PLC Goals: To develop a shared understanding of effective teacher practice To use the Danielson Framework as a tool to calibrate our thinking around teacher effectiveness To improve student outcomes Session 1 presentation

9 Overview of Danielson Framework
4 Domains (large categories) 21 Competencies (subcategories under each domain) Range of Effectiveness (HEDI Level Rating) Highly Effective Effective Developing Ineffective Session 1 presentation

10 Domains and Competencies: Overview
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 Domain 2: Classroom Environment 2a Creating an Environment of Respect and Rapport 2b Establishing a Culture for Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Organizing Physical Space 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 3a Communicating With Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction Session 1 presentation

11 Domain 1: Planning and Preparation
The components in Domain 1 outline how a teacher organizes the content of what students are expected to learn---in other words, how the teacher designs instruction. These include: 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 Session 1 presentation

12 Domain 2: The Classroom Environment
The components in Domain 2 consist of the interactions that occur in a classroom that are non-instructional. These consist of: 2a Creating an Environment of Respect and Rapport 2b Establishing a Culture for Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Organizing Physical Space Session 1 presentation

13 Domain 3: Instruction The components in Domain 3 are what constitute the core of teaching- the engagement of students in learning content. These include: 3a Communicating With Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction Session 1 presentation

14 Domain 4: Professional Responsibilities
The components in Domain 4 represent the wide range of a teacher’s responsibilities outside the classroom. These include: 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 Teachers who demonstrate these competencies are highly valued by their colleagues and administrators, as well as being seen as true professionals. Session 1 presentation

15 Distribution of Framework & Template
NYC DOE Priority Competencies Possibly will be held responsible for all competencies (TBD June 1st) We will begin by focusing on priority standards Template to unpack themes across domains and competencies in the effective and highly effective categories Session 1 presentation

16 Common “Effective & Highly Effective”
Read each of the NYC Priority competencies. Identify the common teacher moves and student behaviors that should be present in effective and highly effective practice across the framework. Domains Common “Effective & Highly Effective” Teacher Moves Student Behaviors Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction Session 1 presentation

17 Next Week… We will meet in small groups (in classrooms) to:
Discuss themes we noticed across domains & competencies (bring template) Begin to unpack one competency: Questioning and Discussion Think about and discuss examples of effective and highly effective questioning and discussion techniques Session 1 presentation

18 Professional Development Plan Session 2: Small Group PLC meetings
Session 2 (Slides to Follow)

19 The Work we do, Part 2 Session 2: Small Group PLC’s
Jigsaw Activity: “Observing Classroom Practice” by Charlotte Danielson Use template to discuss homework- themes in student and teacher behaviors across the domains (in effective and highly effective categories) Begin to unpack Competency 3b: Using Questioning and Discussion Techniques Read the Competency (3b) Work with a partner to fill out the “Possible Examples Worksheet” after reading through the Competency Discuss with PLC some possible examples of teacher and student actions that you might look for during instruction through the lens of this competency For next week: “Key Aspects of Competencies” graphic organizer Agenda: Thursday, May 16th Session 2: Agenda

20 Possible Examples Worksheet
Session 2 Worksheet

21 Possible Examples Worksheet (Cont’d)
Competency 3b Using Questioning and Discussion Techniques Effective Highly Effective While the teacher may use some low-level questions, he or she poses questions to students designed to promote student thinking and understanding. Teacher creates a genuine discussion among students, providing adequate time for students to respond, and stepping aside when appropriate. Teacher successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard. 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 formulate many questions, initiate topics and make unsolicited contributions. Students themselves ensure that all voices are heard in the discussion. Critical Attributes Teacher uses open-ended questions, inviting students to think and/or have multiple possible answers. The teacher makes effective use of wait time. The teacher builds on/uses student responses to questions effectively. Discussions enable students to talk to one another, without ongoing mediation by the teacher. The teacher calls on most students, even those who don’t initially volunteer. Many students actively engage in the discussion. In addition to the characteristics of “Effective,” Students initiate higher-order questions. Students extend the discussion, enriching it. Students invite comments from their classmates during a discussion. Possible Examples Teacher actions: Student actions: Session 2 Worksheet (cont’d)

22 Key Aspects of Competencies (Graphic Organizer)
Session 2 Graphic Organizer (homework for next session)

23 Professional Development Plan Session 3: Whole Group Video Observation
& Low Inference Note-taking Session 3 (Slides to Follow)

24 The Work we do, Part 3 Session 3: Whole Group PLC Staff Meeting
Agenda: Thursday, May 23rd Meet together in large group Discuss the difference between “low inference” notes and opinion based notes (give examples). Resources found at: https://www.arisnyc.org/connect/node/ Low Inference Evidence Collection Form Watch video on 1st grade math instruction, Analyzing Patterns: https://learn.arisnyc.org/moodle/mod/mplayer/view.php?id=1872 Teachers take low-inference notes, jotting down evidence found in competency 3b Teachers participate in the “3-2-1 Strategy”, jotting down 3 highly effective or effective practices noted in the video, 2 questions or wonderings, and 1 insight they can apply to their practice Small Group Discussion (and charts) with share out Session 3 Agenda

25 Low-Inference Observation Tips (from ARIS Learn)
Try To: Record only facts Be as detailed in your notes as possible Quantify Capture both teacher and student actions Ask students questions pertinent to the observation Use a template Try Not To: Coach in Use too specific of a lens Add your opinion Talk to each other during observation Session 3: Low Inference Note Taking

26 Low-inference Evidence Collection Form
Low-inference Evidence Collection Form **Teachers will use this form to collect notes as they watch the video** Teacher Actions Student Actions Session 3: Low Inference Evidence Collection Form

27 Video: 1st Grade Math Instruction “Analyzing Patterns”
As you watch the video, record your observations taking low-inference notes in the provided template. Be sure to note as many teacher and student actions as you can. https://learn.arisnyc.org/moodle/mod/mplayer/view. php?id=1872 Session 3, Watching Video on Instruction

28 3 2 1 After video debrief template
Effective and/or highly effective practices 2 Questions or wonderings 1 Insight After video debrief template

29 Small Group Discussion (15 min)
Discuss your template with your PLC and chart some common trends in your group Develop a list of some things teachers could do to improve the level of questioning and discussion in their classrooms Session 3, Small Group Discussion Guide Each group will share out one important idea that came from their discussion

30 1e Designing Coherent Instruction
For Next Time… We will meet again in our small group PLCs (in classrooms) to follow the same procedure for unpacking another competency: 1e Designing Coherent Instruction Session 3, for next time

31 Professional Development Plan Sessions 4-7
*We will follow the same structure as sessions 1-3, but with additional competencies Session 4 ( Thursday, May 30th): Small group PLCs will meet to read and unpack Competency 1e, Designing Coherent Instruction Session 5 (Thursday, June 6th): Whole group (staff) will meet together to watch a video on competency 1e, take low-inference notes & discuss evidence and next steps in small groups Session 6 (Thursday, June 13th): Small Group PLCs will unpack Competency 3c, Engaging Students in Learning Session 7 (Thursday, June 20th): Whole group (staff) will meet to watch a video on competency 3c, take low-inference notes, & discuss evidence and next steps in small groups Sessions 4-6


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