1. Quote
The whole art of teaching is only the art of awakening the natural curiosity of young minds for the purpose of satisfying it afterwards.
Anatole France

2. Introduction to The Framework for Teaching Year 1
Prince George’s County Public Schools 2013
Preparation for training:
LCD Projector/Screen
PPT presentation
Chart paper/markers [for each table and presenter]
Sticky-notes for each table (one tablet minimum)
Copies of the FFT text for each participant
Handouts: Copy of PPT – copied 3 slides per page
Signers of the Declaration
Session Evaluation
Stickers for “attendance”
Time Frame: [3 hrs. total]
Slides minutes
Slides minutes
Slides minutes
Slides minutes
Slide minutes
Slide minutes
Slide minutes

3. Workshop Objectives Overview of the FFT
Build an initial familiarity with the FFT
Become familiar with the domains, components, and elements
Collaborate with Colleagues
5th bullet may not apply since this is a typed session for some of the participants.
The Framework for Teaching Charlotte Danielson

4. Agenda Wisdom of Practice
PART 1
Ice Breaker
Establishing the Norms
Review of the Framework for Teaching
Review of the domains, components, and elements
Wisdom of Practice
Signers of the Declaration of Independence - Domain 3
Artifacts - Domains 1 & 4
PART 2
Debrief
Questions and answers
Reflection
The Framework for Teaching Charlotte Danielson

5. Scale of Familiarity
The Framework for Teaching Charlotte Danielson

6. You can Talk a Mile a Minute
The subject is FFT
The Framework for Teaching Charlotte Danielson

7. You can Talk a Mile a Minute
The subject is FFT
Self Assessment
Research
Student Centered
Cognitive
Constructivist
Reflective
Domains
observation
Have participants pair up. One person will be
The Framework for Teaching Charlotte Danielson

8. You can Talk a Mile a Minute
The subject is FFT
Culture
Question
Planning and preparation
Rigor
Activity
Discussion
Turn and talk
Professional responsibility
The Framework for Teaching Charlotte Danielson

9. Let’s Establish the NORMS

10. The Order of Operations
P.E.M.D.A.S.
The Order of Operations
You have two minutes to use the letters from P.E.M.D.A.S. to create the norms for today's workshop.

11. P.E.M.D.A.S. Exchange Ideas Participate fully, (put phones on vibrate)
Make an Effort to Listen
Dialogue equally, do your best
Ask Questions, + Attitude
Share your insight and support each other, self monitor, self reflect
(sidebar conversations!)

12. Please Engage in Meaningful Discussion with Active Self-reflection!
P.E.M.D.A.S.
Expectation
Please Engage in Meaningful Discussion with Active Self-reflection!

13. Educational Setting
You must be hooked up to the internet for this slide to work.

14. 5 Minute Quick Write 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 make you think: “Oh, this is good; if I had a child this age, this is the class I would hope for.” Record at least six characteristics.
You must be hooked up to the internet for this slide to work.

15. Turn and Talk
Share your characteristics with the group, combine those that are similar.
The Framework for Teaching Charlotte Danielson

16. Framework for Teaching Organization
Domains
(1, 2, 3, and 4)
Components
(8 Essentials)
Page 3 and 4 in FFT book)
Elements
(21)
See page 3 and 4 16

17. The Domains
1: Planning and Preparation 2: The Classroom Environment 3: Instruction 4: Professional Responsibilities
Whole group:
Introduce the four domains as Charlotte’s way of organizing teaching
Table groups:
Have participants divide a sheet of newsprint into four quadrants, labeling each quadrant with one of the domains.
Please label domains in a clockwise fashion (domains 1 and 4 on the left of the paper, domains 2 and 3 on the right. After this exercise we want to be able to demonstrate how the domains represent a cycle of Planning, Classroom Environment & Instruction, Reflection about the lesson that leads back to Planning.
Place their post-its in the appropriate domain. Tell participants that if they aren’t sure where to place a post-it note they can place it on a line between domains, or in the center and we’ll talk about that later.
When everyone is finished placing their post-it notes, ask them what they found [some will say that they didn’t have anything in Domain 4, or in Domain 1, or some traits could go in more than one Domain]. Ask them why they think there were no [or few] traits in Domains 1 and/or 4 [the question asked them to think about what they saw or heard – observable traits]
Note that Domains 2 and 3 are the “on-stage” domains – observable; Domains 1 & 4 are “off-stage” – not as observable but very important to teaching practice. The FFT honors what all educators know – that teaching is more complex and involved than what is seen in the classroom; a lot of planning and preparation occurs prior to the lesson, and there are many responsibilities that occur when the students leave the room.
As lead in to next slide – Because the Domains are the big ideas of teaching, Charlotte recognized the need to further define each Domain…
The Framework for Teaching Charlotte Danielson

18. The Framework for Teaching
Domain 4
Professional Responsibilities
Reflecting on Teaching
Maintaining Accurate Records
Communicating with Families
Participating in a Professional Community
Growing and Developing Professionally
Showing Professionalism
Domain 1
Planning and Preparation
Demonstrating Knowledge of Content and Pedagogy
Demonstrating Knowledge of Students
Setting Instructional Outcomes
Demonstrating Knowledge of Resources
Designing Coherent Instruction
Designing Student Assessments
Domain 2
The Classroom Environment
Creating an Environment of Respect and Rapport
Establishing a Culture for Learning
Managing Classroom Procedures
Managing Student Behavior
Organizing Physical Space
Domain 3
Instruction
Communicating With Students
Using Questioning and Discussion
Techniques
Engaging Students in Learning
Using Assessment in Instruction
Demonstrating Flexibility and Responsiveness
Ask participants “Which components do you think you could use to gage the RT’s performance?
The Framework for Teaching Charlotte Danielson 18

19. Domain 1: Planning and Preparation
Demonstrating Knowledge of Content and Pedagogy
Demonstrating Knowledge of Students
Setting Instructional Outcomes
Demonstrating Knowledge of Resources
Designing Coherent Instruction
Designing Student Assessment
Introduce the text at this point. Pages 3, 4 have a “placemat” that provides Domains/Components/Elements all in one place.
Domain 1 begins on pp.43
Green components are the “Essential” components on which the county has chosen to focus.
We will focus on the “Essentials”
The Framework for Teaching Charlotte Danielson 19

20. Domain 1: Planning and Preparation
Demonstrating Knowledge of Content and Pedagogy
Demonstrating Knowledge of Students
Setting Instructional Outcomes
Demonstrating Knowledge of Resources
Designing Coherent Instruction
Designing Student Assessment
Introduce the text at this point. Pages 3, 4 have a “placemat” that provides Domains/Components/Elements all in one place.
Domain 1 begins on pp.43
Green components are the “Essential” components on which the county has chosen to focus.
We will focus on the “Essentials”
The Framework for Teaching Charlotte Danielson

21. Domain 2: The Classroom Environment
Creating an Environment of Respect and Rapport
Establishing a Culture for Learning
Managing Classroom Procedures
Managing Student Behavior
Organizing Physical Space
Domain 2 begins on page 64
The Framework for Teaching Charlotte Danielson 21

22. Domain 2: The Classroom Environment
Creating an Environment of Respect and Rapport
Establishing a Culture for Learning
Managing Classroom Procedures
Managing Student Behavior
Organizing Physical Space
Domain 2 begins on page 64
The Framework for Teaching Charlotte Danielson

23. Domain 3: Instruction Communicating with Students
Using Questioning and Discussion Techniques
Engaging Students in Learning
Using Assessment in Instruction
Demonstrating Flexibility and Responsiveness
Domain 3 begins on page 77
The Framework for Teaching Charlotte Danielson

24. Domain 3: Instruction Communicating with Students
Using Questioning and Discussion Techniques
Engaging Students in Learning
Using Assessment in Instruction
Demonstrating Flexibility and Responsiveness
Domain 3 begins on page 77
The Framework for Teaching Charlotte Danielson 24

25. Domain 4: Professional Responsibilities
Reflecting on Teaching
Maintaining Accurate Records
Communicating with Families
Participating in a Professional Community
Growing and Developing Professionally
Showing Professionalism
Domain 4 starts on page 92
The Framework for Teaching Charlotte Danielson

26. Domain 4: Professional Responsibilities
Reflecting on Teaching
Maintaining Accurate Records
Communicating with Families
Participating in a Professional Community
Growing and Developing Professionally
Showing Professionalism
Domain 4 starts on page 92
The Framework for Teaching Charlotte Danielson 26

27. The 8 Essential Components
Domain 1: Planning and Preparation
1c: Establishing Instructional Outcomes
1e: Designing Coherent Instruction
Domain 2: Classroom Environment
2b: Establishing a Culture for Learning
2d: Managing Student Behavior
Domain 4: Professional Responsibility
4a: Reflecting on Teaching
4c: Communicating with Families
Domain 3: Instruction
3b: Using Questioning and Discussion Techniques
3c: Engaging Student in Learning
Share on stage off stage

28. The Framework for Teaching
Domain 4
Professional Responsibilities
Domain 1
Planning and Preparation
Domain 2
The Classroom Environment
Domain 3
Instruction
Ask participants “Which components do you think you could use to gage the RT’s performance? Each person should have at least six stickies. If you are doing this by yourself then they should come up with 12 likes and dislikes. 28

29. The Framework for Teaching
Domain 4
Professional Responsibilities
Reflecting on Teaching
Maintaining Accurate Records
Communicating with Families
Participating in a Professional Community
Growing and Developing Professionally
Showing Professionalism
Domain 1
Planning and Preparation
Demonstrating Knowledge of Content and Pedagogy
Demonstrating Knowledge of Students
Setting Instructional Outcomes
Demonstrating Knowledge of Resources
Designing Coherent Instruction
Designing Student Assessments
Domain 2
The Classroom Environment
Creating an Environment of Respect and Rapport
Establishing a Culture for Learning
Managing Classroom Procedures
Managing Student Behavior
Organizing Physical Space
Domain 3
Instruction
Communicating With Students
Using Questioning and Discussion
Techniques
Engaging Students in Learning
Using Assessment in Instruction
Demonstrating Flexibility and Responsiveness
Ask participants “Which components do you think you could use to gage the RT’s performance?
The Framework for Teaching Charlotte Danielson 29

30. The Framework for Teaching
Domain 4
Professional Responsibilities
Reflecting on Teaching
Maintaining Accurate Records
Communicating with Families
Participating in a Professional Community
Growing and Developing Professionally
Showing Professionalism
Domain 1
Planning and Preparation
Demonstrating Knowledge of Content and Pedagogy
Demonstrating Knowledge of Students
Setting Instructional Outcomes
Demonstrating Knowledge of Resources
Designing Coherent Instruction
Designing Student Assessments
Domain 2
The Classroom Environment
Creating an Environment of Respect and Rapport
Establishing a Culture for Learning
Managing Classroom Procedures
Managing Student Behavior
Organizing Physical Space
Off Stage
On Stage
Domain 3
Instruction
Communicating With Students
Using Questioning and Discussion
Techniques
Engaging Students in Learning
Using Assessment in Instruction
Demonstrating Flexibility and Responsiveness
Ask participants “Which components do you think you could use to gage the RT’s performance?
The Framework for Teaching Charlotte Danielson 30

31. Discussion techniques Student participation
Domain 3: Instruction Component 3b: Questioning & Discussion Techniques Elements: Quality of Questions, Discussion Techniques, Student Participation
Element
Unsatisfactory
Basic
Proficient
Distinguished
Quality of Questions
Teacher’s questions are virtually all of poor quality, with low cognitive challenge and single correct responses, and they are asked in rapid succession
Teacher’s questions are a combination of low and high quality, posed in rapid succession. Only some invite a thoughtful response.
Most of the teacher’s questions are of high quality. Adequate time is provided for students to respond.
Teacher’s questions are of uniformly high quality, with adequate time for students to respond. Students formulate many questions.
Discussion techniques
Interaction between teacher and students is predominantly recitation style, with the teacher mediating all questions and answers.
Teacher makes some attempt to engage students in genuine discussion rather than recitation, with \uneven results.
Teacher creates a genuine discussion among students, stepping aside when appropriate.
Students assume considerable responsibility for the success of the discussion, initiating topics and making unsolicited contributions.
Student participation
A few students dominate the discussion.
Teacher attempts to engage all students in the discussion, but with only limited success.
Teacher successfully engages all students in the discussion.
Students themselves ensure that all voices are heard in the discussion 1 2 3
Have participants examine 3b.
The element define even further each component of a Domain.
The levels of performance describe what each element “looks like” in practice
Note: each component section of the text has a narrative section that provides a “rationale” for each component and its elements, and a” demonstration” of what that component might look like in the classroom. These narrative sections are extremely helpful in clarifying any questions participants might have about a component or element and should be read.

32. Gallery Walk
After the gallery walk, two will share out how they will present this investigation to their students.
Emphasize problem-based learning
Permit student choice and initiative
Encourage depth rather than breadth
Require student thinking
Designed to be relevant and authentic

33. PTEM Results
How are you presently supporting your teachers in the setting instructional outcomes and questioning discussion techniques.
UnSat
Basic
Prof
Dist 1C 17
203
200 12 1E
146
266 2B 1 67
354 25 2D 3
117
313 13 3B
244
184 14 3C
182
245

34. Instruction

35. Priorities of the FFT Brain Sweat The FFT has two priorities
Cognitive engagement
“minds-on”
Constructivist learning
“learning is done by the learner”
Teaching cannot be considered Proficient or Distinguished if students are not thinking and doing the learning themselves.
Pages 15 [The nature of Learning and how to Promote it] through page 17 in the FFT explain what is meant by constructivist learning. Suggest that participants read this when they have a couple of minutes.
We have to make sure that ALL STUDENTS are doing the work – thinking, asking questions of each other, wrestling with challenging information. Students should go home mentally exhausted [instead of the teachers]!
The Framework for Teaching Charlotte Danielson 35

36. Signers of the Declaration of Independence
When you look at the list of the signers of the declaration of independence, what questions come to mind?
Develop a question that can be answered by reviewing the information on the paper, and another question that will extend the learning and engage students more cognitively.
With your group create a method to present this investigation / learning to the students.
DOMAIN 3 – How long is this activity.
Table groups:
Read the list of the signers of the declaration; develop some questions that come to mind when looking at the list. [allow 3-4 minutes]
Chart some of the questions that were developed.
Can the questions be answered by using just the information on the list, or is more information needed? Typically, people develop questions that are of interest to them and that require finding out additional information [typical questions: How come there are no women on the list? What was the criteria for being a Signer? I wonder why there were so many farmers on the list… etc.]
These types of question extend learning by engaging students cognitively.
Bullet three: what resources could you use to help support your students investigation? Why is this important?
As participants are working you will circulate in order to find two groups to share how they plan to present their investigation to students.
The Framework for Teaching Charlotte Danielson

37. Gallery Walk
After the gallery walk, two will share out how they will present this investigation to their students.

38. Let’s go on a learning walk and visit a a colleague’s classroom!
Participants will watch Brownie video.
Record the things that you see and hear.

39. Simulated Hall Talk Share the things that you saw and heard.
What evidence do you have that indicates cognitive engagement and constructivist instruction?

40. Summary of The Framework for Teaching
A research-based definition of good teaching
A roadmap to, and navigation of, the territory
A framework for novice-level practitioners, through accomplished teachers
Summary of The Framework for Teaching
Summarize – very brief
The research comes from the National Board of Professional Teaching Standards, PRAXIS III, cognitive science, etc. 40

41. PGCPS Pilot Evaluation
Collaboratively created by a team of teachers and administrators in
Implemented by administrators and teachers in the 12 FIRST Pilot schools in
Refined for use in the pilot program to be phased in at all Prince George’s County Public Schools in
, 25% of teachers were observed using The Framework for Teaching (FFT) criteria to assess teacher quality
Let me briefly share with you - How and why was the model developed?
Last year 3 teachers in each non-FIRST schoosl volunteered to be a part of the pilot model. This year the participation of the teachers has increased. Each year more teachers will be involved in the process.

42. The Prince George’s County Observation Process 2012-2013
It would be helpful to have your PTEM manual available so that you can tab or highlight the documents or information you find pertinent during this process.

43. Tenured Teachers FFT Observation Procedures 2012-2013
Self-Assessment
Beginning-of-the-Year (By September 30th)
Step 1
Goal-Setting Conference
Step 2
First Formal Observation
Pre-Observation Conference
Classroom Observation
Post-Observation Conference
Step 3
Mid-Year Review (By the end of 1st Semester)
Step 4
Second Formal Observation (Completed during 2nd Semester)
Pre-Observation Conference
Classroom Observation
Post-Observation Conference
Step 5
Second Self-Assessment
Step 6
Summative Evaluation Conference (After May 15th)
Step 7

44. Non-Tenured Teachers FFT and Tenured Teachers with Performance Issues Observation Procedures
Self-Assessment
Beginning-of-the-Year (By September 15th)
Step 1
Goal-Setting Conference
Step 2
First Formal Observation
Pre-Observation Conference
Classroom Observation
Post-Observation Conference
Step 3
Second Formal Observation (Completed during 2nd Semester)
Pre-Observation Conference
Classroom Observation
Post-Observation Conference
Step 4
Mid-Year Review (By the end of 1st Semester)
Step 5

45. Non-Tenured Teachers FFT and Tenured Teachers with Performance Issues Observation Procedures
Third Formal Observation (Completed in January or February)
Pre-Observation Conference
Classroom Observation
Post-Observation Conference
Step 6
Fourth Formal Observation (Completed in March, April or May. Must be completed by May 21st)
Pre-Observation Conference
Classroom Observation
Post-Observation Conference
Step 7
End of Year Self-Assessment (Completed in May or June)
Step 8
Summative Evaluation Conference (After May 15th)
Step 9

46. Formal Observations Observation lasts at least 30 minutes
Focus will be on the 8 essential components
Teacher completes the lesson reflection form within two work days of the observation and submits it to the administrator.
Administrator provides the teacher with a rough draft of the Formal Observation Form with the marked Descriptors of Practice, with cited evidence, at the element level for the 8 essential components within 5 work days of the observation.
The administrator will gather evidence during the observation at the element level for Components 2b, 2d and Components 3b and 3c.

47. Post Observation Conference
The conference will be held within 5 work days of receiving the teacher’s reflection.
Teacher may provide additional artifacts as follows:
May present supporting evidence for [domains] 2 and 3
May demonstrate competency for the components not observed for domain 1
Should demonstrate competency in the components not observed for domain 4.
A conference with the teacher and administration after each formal observation for the purpose of providing feedback to the teacher and gathering additional information as necessary
Administrator provides the teacher with a final copy of the Descriptors of Practice, with cited evidence, within 5 work days of the post-observation conference.

48. Summative Evaluation Conference
Mid Year Review
Mid year reviews will be conducted using the Standards of Excellence evaluation tool.
Summative Evaluation Conference
The following topics may be reviewed:
The goals developed by the teacher and any evidence collected which demonstrates growth and attainment of the goals.
A review of the marked Descriptors of Practice from the 4 formal observations to determine growth and practice.
A review of the informal classroom observations and other evaluation inputs (such as student achievement data).

49. Summative Evaluation Conference
Discussion and debrief:
Review the teachers’ goals and growth in the identified components of practice.
Were the goals achieved and to what extent?
What opportunities are needed for further growth in these components?
What additional supports does the teacher perceive are needed to support growth?

50. Complete the evaluation
EXIT TICKET
Complete the evaluation
Complete the Scale
For webinar -participants at home will type responses in chat feature on screen.
Webinar host will share some of the comments,

51. Scale of Familiarity
The Framework for Teaching Charlotte Danielson

52. “The mediocre teacher tells The good teacher explains
The superior teacher demonstrates
The great teacher inspires” William Arthur Ward

55. IN DEVELOPING YOUR PLAN CONSIDER
Outcomes
What do you want participants to walk away with
Key learnings
Themes
Process
How you will accomplish PD goals
Engagement
Rigor
Differentiation
Feedback
How will you know if you met your goals