Presentation on theme: "Debie Schelhorn EDUC 290. Be familiar with the ten Idaho Core Standards Understand the knowledge expectations of teachers in relation to the Idaho Core."— Presentation transcript:
Be familiar with the ten Idaho Core Standards Understand the knowledge expectations of teachers in relation to the Idaho Core Standards Be familiar with the Danielson Framework for Teaching Understand what is considered unsatisfactory, basic, proficient, and distinguished expectations of teachers in relation to the Danielson Framework for Teaching
The new standards are based on the Interstate New Teacher Assessment and Support Consortium (INTASC) model. These standards reflect a move to "performance-based" standards, meaning a candidate is recommended for initial certification based on the demonstration of what they know and are able to do. These standards were implemented to ensure Idaho maintains teachers who are highly qualitied.
Knowledge of Subject Matter: The teacher understands the central concepts, tools of inquiry, and structures of the discipline taught and creates learning experiences that make these aspects of subject matter meaningful for students. Knowledge of Subject Matter: The teacher understands the central concepts, tools of inquiry, and structures of the discipline taught and creates learning experiences that make these aspects of subject matter meaningful for students. The teacher reviews and understands concepts before presenting to the students. Has the ability of answer questions related to the subject matter and plans lesson that will help instill an understanding and desire to inquire further.
Knowledge of Human Development and Learning: The teacher understands how students learn and develop, and provides opportunities that support their intellectual, social, and personal development. Understanding that all students do not learn in the same way. Using more than one style of teaching so that all students have an understanding of the objectives being taught.
Modifying Instruction for Individual Needs: The teacher understands how students differ in their approaches to learning and creates instructional opportunities to meet students’ diverse needs and experiences. Addressing different learning styles that take into consideration the individual needs and abilities of each student, providing accommodations when needed.
Multiple Instructional Strategies: The teacher understands and uses a variety of instructional strategies to develop student learning. Using different styles or approaches to teach a lesson. Repetitive teaching in different forms so that students have a clear understanding of what is being taught regardless of how it is delivered.
Classroom Motivation and Management Skills: The teacher understands individual and group motivation and behavior and creates a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. Maintaining an environment that is organized and conducive to learning. The environment should encourage interaction as well as maintain management in group and individual activities that support ownership and encourage responsibility.
Communication Skills: The teacher uses a variety of communication techniques to foster learning and communication skills in the classroom. Teaching by example that communication is a key element in learning. Encouraging students to communicate and collaborate with there peers as well as with the teacher. Encouraging questions and curiosity.
Instructional Planning Skills: The teacher plans and prepares instruction based on knowledge of subject matter, students, the community, curriculum goals, and instructional strategies. Incorporating lessons and subject matter that align with the curriculum goals and is relevant to the student’s community and life experience, including current events and local activities.
Assessment of Student Learning: The teacher understands, uses, and interprets formal and informal assessment strategies to evaluate and advance student performance and to determine teaching effectiveness. Using different forms of assessment to ensure that the student is understanding the content taught. Forms of of assessment could include homework, journals, exams, quizzes, or projects to demonstrate knowledge in a subject area.
Professional Commitment and Responsibility: The teacher is a reflective practitioner who demonstrates a commitment to professional standards and is continuously engaged in purposeful mastery of the art and science of teaching. Follows the Code of Ethics for Idaho Professional Educators. Evaluates the affectiveness in the classroom use a variety of methods that may include observation, student data, and self- reflection. Commits to continued professional training.
Partnerships: The teacher interacts in a professional, effective manner with colleagues, parents, and other members of the community to support students’ learning and well-being. Understanding the student as a whole and being informed about issues that affect the student. Keeping in contact with parents, and encouraging community involvement.
The standards will be one form of assessment used by current and future administrators to evaluate the effectiveness of an educator in the classroom.
The Danielson Framework for Teaching is another method used to evaluate the effectiveness of an educator in the classroom.
The Framework for Teaching is a research- based set of components of instruction, aligned to the INTASC standards. The complex activity of teaching is divided into 22 components, clustered into four domains of teaching responsibility.
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
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
3a Communicating with Students 3b Using Questioning and DiscussionTechniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility and Responsiveness
4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in the Professional Community 4e Growing and Developing Professionally 4f Showing Professionalism
Comparison and alignment of the Danielson Framework and the Idaho Core Teachers Standard Danielson FrameworksId. Core Teaching Standards Domain 1: Planning and Preparation Standard 1: Knowledge of subject matter Standard 2: Knowledge of Human Development and Learning Standard 7: Instructional Planning Domain 2: The Classroom Environment Standard 5: Classroom Motivation and Management Skills Domain 3: Instruction and Assessment Standard 3: adapting Instruction to Individual Needs Standard 4: Multiple Instructional Strategies Standard 6: Communicationn Skills Standard 8: Assessment of Student Learning Domain 4: Professional Responsibilities Standard 9: Professional Commitment and Responsibility Standard 10: Partnerships
On the next slides you will see examples of a rubric that would be used to do an evaluation of a teachers performance in the classroom. It also includes critical attributes and possible examples. The rubric is broken down into four categories: Unsatisfactory – Level 1 Basic – Level 2 Proficient – Level 3 Distinguished – Level 4
Domain 1a: Demonstrating Knowledge of Content and Pedagogy Unsatisfactory – Level 1 In planning and practice, the teacher makes content errors or does not correct errors made by students. The teacher displays little understanding of prerequisite knowledge important to student learning of the content. The teacher displays little or no understanding of the range of pedagogical approaches suitable to student learning of the content. Basic – Level 2 The teacher is familiar with the important concepts in the discipline but displays a lack of awareness of how these concepts relate to one another. The teacher indicates some awareness of prerequisite learning, although such knowledge may be inaccurate or incomplete. The teacher’s plans and practice reflect a limited range of pedagogical approaches to the discipline or to the students. Proficient – Level 3 The teacher displays solid knowledge of the important concepts in the discipline and how these relate to one another. The teacher demonstrates accurate understanding of prerequisite relationships among topics. The teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in this subject. Distinguished – Level 4 Teacher displays extensive knowledge of the important concepts in the discipline and how these relate both to one another and to other disciplines. Teacher’s plans and practice reflect understanding of prerequisite relationships among topics and concepts and a link to necessary cognitive structures by students to ensure understanding. Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline, anticipating student misconceptions.
Domain 1a: Critical Attributes Unsatisfactory – Level 1 The teacher makes content errors. The teacher does not consider prerequisite relationships when planning. The teacher’s plans use inappropriate strategies for the discipline. Basic – Level 2 The teacher’s understanding of the discipline is rudimentary. The teacher’s knowledge of prerequisite relationships is inaccurate or incomplete. Lesson and unit plans use limited instructional strategies, and some are not suitable to the content. Proficient – Level 3 The teacher can identify important concepts of the discipline and their relationships to one another. The teacher provides clear explanations of the content. The teacher answers students’ questions accurately and provides feedback that furthers their learning. Instructional strategies in unit and lesson plans are entirely suitable to the content. Distinguished – Level 4 The teacher cites intra- and interdisciplinary content relationships. The teacher’s plans demonstrate awareness of possible student misconceptions and how they can be addressed. The teacher’s plans reflect recent developments in content- related pedagogy.
Domain 1a: Possible Examples Unsatisfactory – Level 1 The teacher says, “The official language of Brazil is Spanish, just like other South American countries.” The teacher says, “I don’t understand why the math book has decimals in the same unit as fractions.” The teacher has his students copy dictionary definitions each week to help them learn to spell difficult words. Basic – Level 2 The teacher plans lessons on area and perimeter independently of one another, without linking the concepts together. The teacher plans to forge ahead with a lesson on addition with regrouping, even though some students have not fully grasped place value. Teacher always plans the same routine to study spelling: pretest on Monday, copy the words five times each on Tuesday and Wednesday, test on Friday. Proficient – Level 3 The teacher’s plan for area and perimeter invites students to determine the shape that will yield the largest area for a given perimeter. The teacher has realized her students are not sure how to use a compass, and so she plans to have them practice that skill before introducing the activity on angle measurement. The teacher plans to expand a unit on civics by having students simulate a court trial. Distinguished – Level 4 In a unit on 19 th -cebtury literature, the teacher incorporates information about the history of the same period. Before beginning a unit on solar system, the teacher surveys the students on their beliefs about why it is hotter in the summer than in the winter.
The Idaho Core Teaching Standards and the Danielson Framework for Teaching have many similarities and are closely aligned to what is expected of new teachers and how veteran teachers are evaluated. It is a viable resource for administrators to use when doing evaluations.