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On an index card, please jot down facts you already know about the Danielson FfT. Turn to someone sitting near you and share what you have written. 2

 Review the architecture and language of the framework  Revisit the levels of performance  Explore possible artifacts of Domains 1 and 4 3

Shared Agreements A.Begin and end on time. B.Be fully present. C.Hold “side-bar” conversations in hallway. D.Use the same technology rules you use for your students. 4

Four Domains 5

DOMAIN 1: Planning and Preparation DOMAIN 2: The Classroom Environment DOMAIN 3: Instruction DOMAIN 4: Professional Responsibilities Behind the scenes planning Finding resources for the lesson Designing lessons and assessments How the classroom is organized Management of classroom procedures and student behavior The heart of the framework because it emphasizes student engagement Specifically, Component 3c: Engaging Students in Learning Another behind the scenes domain Focuses on teacher reflection and involvement in the school community 6

Domain 3 Instruction 3aCommunicating with Students 3bUsing Questioning and Discussion Techniques 3cEngaging Students in Learning 3dUsing Assessment in Instruction 3eDemonstrating Flexibility & Responsiveness Domain 2 Classroom Environment 2aCreating an Environment of Respect & Rapport 2bCreating a Culture of Learning 2cManaging Classroom Procedures 2dManaging Student Behavior 2eManaging Physical Space Domain 4 Professional Responsibilities 4aReflecting on Teaching 4bMaintaining Accurate Records 4cCommunicating with Families 4dParticipating in a Professional Community 4eGrowing and Developing Professionally 4fShowing Professionalism Domain 1 Planning and Preparation 1aDemonstrating Knowledge of Content & Pedagogy 1bDemonstrating Knowledge of Students 1cSetting Instructional Outcomes 1dDemonstrating Knowledge of Resources 1eDesigning Coherent Instruction 1fDesigning Student Assessment The Danielson Framework for Teaching 7 7

1e Designing Coherent Instruction 2b Creating a Culture of Learning 3c Engaging Students in Learning 4d Reflecting on Teaching 8

1d + 1e 2c + 2d 4d + 4e 9

2CManaging Classroom Procedures 2DManaging Student Behavior 2EOrganizing Physical Space 10

2ACreating an Environment of Respect and Rapport 2BEstablishing a Culture for Learning 3ACommunication with Students 11

3BUsing Questioning and Discussion Techniques 3CEngaging Students in Learning 3DUsing Assessment in Instruction 12

Domain 3 Instruction 3aCommunicating with Students 3bUsing Questioning and Discussion Techniques 3cEngaging Students in Learning 3dUsing Assessment in Instruction 3eDemonstrating Flexibility & Responsiveness Domain 2 Classroom Environment 2aCreating an Environment of Respect & Rapport 2bCreating a Culture of Learning 2cManaging Classroom Procedures 2dManaging Student Behavior 2eManaging Physical Space Domain 4 Professional Responsibilities 4aReflecting on Teaching 4bMaintaining Accurate Records 4cCommunicating with Families 4dParticipating in a Professional Community 4eGrowing and Developing Professionally 4fShowing Professionalism Domain 1 Planning and Preparation 1aDemonstrating Knowledge of Content & Pedagogy 1bDemonstrating Knowledge of Students 1cSetting Instructional Outcomes 1dDemonstrating Knowledge of Resources 1eDesigning Coherent Instruction 1fDesigning Student Assessment The Danielson Framework for Teaching 13 PLAN TEACH REFLECT APPLY

What is VISIBLE? What is INVISIBLE? OR What is ON STAGE What is OFF STAGE? 14

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#1: Mr. A. reviews the project expectations and modifies some goals to be in line with students’ IEP objectives. 16

#2: Mrs. A. notices some speech delays in a few of her young students; she calls in the speech therapist to do a few sessions in her classroom and provide feedback on further steps. 17

#3: In conversation with colleagues, Mr. D. considers different group strategies for improving a lesson. 18

#4: Mr. G. realized his students are not sure how to use a compass, so he plans to practice that before introducing the activity on angle measurement. 19

#5: When asked about their progress in a class, a student proudly shows her data file and can explain how the documents indicate her progress toward learning goals. 20

Performance Levels 21

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UnsatisfactoryNeeds Improvement ProficientDistinguished Lack of Unsafe Harmful Unclear Unaware Poor Unsuitable Inconsistent Partial General Attempts Awareness Moderate Minimal Consistent Frequent Successful Appropriate Clear Positive Smooth Solid Seamless Subtle Skillful Preventative Leadership Students 23

Unsatisfactory Needs Improvement ProficientDistinguished Sinking Staying afloat Swimming (knows several strokes) Racing (knows all strokes) Drowning Dog paddle*Teacher- directed success *Student- directed success 24

Related to the Performance Levels… Where might you visit, But may not live? 25 In the past 90 – 95 per cent of teachers have been rated EXCELLENT! Going forward that may reduce to 5 – 10 per cent, but that isn’t a bad thing.

Turn to a neighbor and tell them the most important ideas you have heard so far. 26

Artifacts/Evidence Domains 1 and 4 27

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Domain 1: The “Doing” Components 29

Select items that show you know your students, the curriculum, the content and pedagogy and know how to use it to design how quality instruction and assessments. 30

 Weekly Lesson Plans  Unit Plans  Baseline assessments  Summative and formative assessments  Assessment Results  Curriculum maps  Rubrics  Resources  Technology  RtI Notes  Class Profiles  Student Interest Inventories  Questions aligned with Bloom’s Taxonomy  YOUR EXAMPLES 31

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Select items that show you are reflective, you maintain accurate records, you see families as your partners, you serve on professional committees and you never stop growing professionally. 33

 Reflective (post- observation) conference  Teacher reflection form  Attendance records  Field trip records  Phone logs  Letters to parents  Parent surveys  Parent Orientation (“Meet the Teacher”) handouts  Website that provides information about the classroom or homework  Logged phone calls from parents  Logs of professional activities  Professional goals  Professional development logs  Feedback from colleagues  Participation in school committees 34

Write the letters of the alphabet vertically down the side on a blank sheet of paper. Working individually or with a partner summarize your knowledge about the FfT by identifying words that begin with specific letters of the alphabet. Create a sentence explaining the words connections to the framework. 35

Architecture—Knowing the architecture of the framework is important in understanding the framework. Anchor—The anchor component for Domain 4 is 4d, reflecting on teaching. 36

Please complete the evaluation. 37