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

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!

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.

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 45-50 minutes. Allow teachers about 10 minutes to read entire Framework first. Facilitators need: Chart paper and markers. All other materials will be in folders.

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

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.

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.