The Contribution of the Framework for Teaching to New York City’s Instructional Vision Charlotte Danielson charlotte_danielson@hotmail.com www.danielsongroup.org

Education for Citizenship “A capable and productive citizen doesn’t simply turn up for jury service. Rather, she is capable of serving impartially on trials that may require learning unfamiliar facts and concepts and new ways to communicate and reach decisions with her fellow jurors…. Jurors may be called on to decide complex matters that require the verbal, reasoning, math, science, and socialization skills that should be imparted in public schools. Jurors today must determine questions of fact concerning DNA evidence, statistical analyses, and convoluted financial fraud, to name only three topics.” Justice Leland DeGrasse, 2001 The Framework for Teaching - Charlotte Danielson

Education for Future Economic Competitiveness “When the world becomes this flat—with so many distributed tools of innovation and connectivity empowering individuals from anywhere to compete, connect and collaborate—the most important competition is between you and your own imagination, because energetic, innovative and connected individuals can now act on their imaginations farther, faster, deeper and cheaper than ever before…. Those countries and companies that empower their individuals to imagine and act quickly on their imagination are going to thrive…. These are oil wells that don’t run dry.” Thomas Friedman, The New York Times, June 10, 2007 The Framework for Teaching - Charlotte Danielson

The Focus of NYC’s Instructional Vision Strengthening student work by examining and refining curriculum, assessment, and classroom instruction Strengthening teacher practice by examining and refining the feedback teachers receive The Framework for Teaching - Charlotte Danielson

Assumptions of the Framework for Teaching The importance of student learning High-level learning demands high-level teaching The nature of learning Learning is done by the learner, through active intellectual engagement Purposeful and professional view of teaching Teaching involves complex decision-making under conditions of uncertainty The Framework for Teaching - Charlotte Danielson

The Complexity of Teaching “After 30 years of doing such work, I have concluded that classroom 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 or after a natural disaster” Lee Shulman, The Wisdom of Practice, 2004 The Framework for Teaching - Charlotte Danielson

The Framework for Teaching - Charlotte Danielson The Domains Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities The Framework for Teaching - Charlotte Danielson

The Framework for Teaching Second Edition Domain 3: Instruction Communicating with Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness 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 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism The Framework for Teaching - Charlotte Danielson

The Framework for Teaching - Charlotte Danielson Common Themes Equity Cultural sensitivity High expectations Developmental appropriateness Accommodating individual needs Appropriate use of technology Student assumption of responsibility The Framework for Teaching - Charlotte Danielson

Domain 3: Instruction 3c: Engaging Students in Learning Element Level of Performance Unsatisfactory Basic Proficient Distinguished Activities and assignments Activities and assignments are inappropriate for students’ age or background. Students are not mentally engaged in them. Activities and assignments are appropriate to some students and engage them mentally, but others are not engaged. Most activities and assignments are appropriate to students, and almost all students are cognitively engaged in exploring content. All students are cognitively engaged in the activities and assignments in their exploration of content. Students initiate or adapt activities and projects to enhance their understanding. Grouping of students Instructional groups are inappropriate to the students or to the instructional outcomes. Instructional groups are only partially appropriate to the students or only moderately successful in advancing the instructional outcomes of the lesson. Instructional groups are productive and fully appropriate to the students or to the instructional purposes of the lesson. Instructional groups are productive and fully appropriate to the students or to the instructional purposes of the lesson. Students take the initiative to influence the formation or adjustment of instructional groups. Instructional materials and resources Instructional materials and resources are unsuitable to the instructional purposes or do not engage students mentally. Instructional materials and resources are only partially suitable to the instructional purposes, or students are only partially mentally engaged with them. Instructional materials and resources are suitable to the instructional purposes and engage students mentally. Instructional materials and resources are suitable to the instructional purposes and engage students mentally. Students initiate the choice, adaptation, or creation of materials to enhance their learning. Structure and pacing The lesson has no clearly defined structure, or the pace of the lesson is too slow or rushed, or both. The lesson has a recognizable structure, although it is not uniformly maintained throughout the lesson. Pacing of the lesson is inconsistent. The lesson has a clearly defined structure around which the activities are organized. Pacing of the lesson is generally appropriate. The lesson’s structure is highly coherent, allowing for reflection and closure. Pacing of the lesson is appropriate for all students. The Framework for Teaching - Charlotte Danielson

Professional Learning Ongoing professional learning is essential to ensure improved student achievement. Professional learning is not an add-on to the work of teaching; it is integral to that work. This is not to be critical of teacher preparation programs, only to recognize that mastering the work of teaching is a career-long endeavor. The Framework for Teaching - Charlotte Danielson

Components of Professional Learning An environment of trust and a culture of professional inquiry Self-assessment Reflection on practice Professional conversation Infusion of expertise School/district structures to support professional learning The Framework for Teaching - Charlotte Danielson

Contributions of the Framework to Professional Learning Provides a research-based definition of good teaching, providing a coherent “architecture” Offers a roadmap to the complex territory of teaching Defines the development of expertise, from novice-level practice through accomplished teaching The Framework for Teaching - Charlotte Danielson