Introduction Framework for Teaching by Charlotte Danielson Welcome! Pat Hubert ESA2

Defining and Supporting Good Teaching: The Framework for Teaching

Agenda Welcome, Goals, agenda Envisioning Quality Practice Overview of the Framework Exploring Domain 3 Exploring Domain 2 Exploring Domains 4 Exploring Domain 1

Communicate the structure of the framework for Teaching Outcomes Understand the use of the Framework for Teaching in your classroom/building/district Communicate the structure of the framework for Teaching Site examples of what evidence for components from the Framework for Teaching looks like in a classroom

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Participate in group and partner activities Expectations….. Ask questions! Participate in group and partner activities Adult learners – take care of your needs Cell phones Gather ideas from the group as to norms

Outcomes At the end of this session you will know and be able to : Understand the use of the Framework for Teaching in your setting Communicate the structure of the Framework for Teaching Be familiar with Domains 1 & 2 Australians say US has the tall poppy syndrome. Tall poppies are cut off to keep all poppies even. We do that to our teachers too. We must celebrate, support, but not put on a pedestal. Compassionate coaching – boosting someone where they are at – neocortex is fired up Critical coaching – I tell you what to do, nothing goes on in neocortex

teaching is so complex, a shared understanding road map “Because it is helpful to have a road map Through the territory, structured around a shared understanding of teaching.” ~ Charlotte Danielson

CARTOONS or Opening Story What & How Cartoons like "You are here," or "In deeper" series   Why Generate group focus following the processing of strategy harvest items. Return the group to being a group by creating single focus and collective laughing. Transition to today’s agenda and work. www.adaptiveschools.com

What are some of the characteristics of exemplary teaching What are some of the characteristics of exemplary teaching? Consider settings both in and beyond the classroom. Write one idea per post-it note. Table group conversations. One or two ideas from each group

Show book look at your books show wiki space D34_Tenured Pilot 2010

A Speed Date with Charlotte We want to meet her and her book – this intro is the same as a speed date, a brief introduction with the expectation that you will want to go back to the material and get to know it better go t D34_Tenured Pilot 2010 13

The Nature of Professional Learning Trust Self-assessment and self-directed inquiry Reflection on practice Collaboration and conversation A community of learners Go to

The Domains Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities

Framework… Domain 1 – Planning and Preparation Domain 2 – The Classroom Environment What a teacher does to establish and maintain a culture for learning that supports cognitive engagement. What a teacher knows and does in preparation for engaging students in learning. Domain 4 – Professional Responsibilities Domain 3 – Instruction Critical input 1 & 4 happen behind the scenes 2 & 3 happen in full view What a teacher does to cognitively engage students in the content. Professional responsibilities and behavior in and out of the classroom.

Vocabulary 4 Domains 22 Components 76 Elements Guts of the framework starts on page 44 Refer back to pp 3 and 4 for outline The book breaks down the domains to the element level within each component. That makes 76 individual rubrics. For most districts there is a framework with a component level set of rubrics that makes the use of the framework more manageable 22 pieces rather than 76. This version is not included in the book, but is available through us for district use. Page 41 for breakdown at the Domain level D34_Tenured Pilot 2010 17

Components/Elements s

Domain Jigsaw   In groups, (groups of 4) divide the Domains and read your section Pg 26-31 in the book Each participant will then, share their Domain summary with the group. Be prepared to share! Get ready with your post-it notes! Need participant notebook page with directions and text. On bullet 3, take your post-it notes from the beginning and each group take a piece of chart paper divide it into 4 domains and organize your post it notes.

Domain 1 – Planning and Preparation Domain 2 – The Classroom Environment What a teacher knows and does in preparation for engaging students in learning. What a teacher does to establish and maintain a culture for learning that supports cognitive engagement. Domain 4 – Professional Responsibilities Domain 3 – Instruction What a teacher does to cognitively engage students in the content. Professional responsibilities and behavior in and out of the classroom. We all know what this means….the stuff we note is the stuff that is easily VISABLE and NOTABLE; but the other stuff is JUST as important!

Activity! Framework for Effective Teaching Handout Independently fill it out!

The Frameworks for Non-Classroom Specialist Positions Domain 1 – Planning and Preparation Domain 2 – The Classroom Environment Domain 4 – Professional Responsibilities Domain 3 – Delivery of Service

Common Themes Through the Whole Framework Equity Cultural sensitivity High expectations Developmental appropriateness Accommodating individual needs Appropriate use of technology Student Assumption of responsibility

Features of The Framework for Teaching Comprehensive Grounded in research Public Generic Coherent in structure Independent of any particular teaching methodology

“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

Summary of The Framework for Teaching A research-based definition of good teaching A roadmap to, and for navigating through, the territory A framework for novice-level practitioners, through accomplished teaching

Uses of The Framework for Teaching Teacher preparation Supervising student teachers Teacher recruitment and hiring Mentoring beginning teachers Structuring PD Evaluating teacher performance

Benefits of Any Framework for Teaching Common language Development of shared understandings Self-assessment and reflection on practice Structured professional conversation

(The Framework for Teaching) GOOD TEACHING (The Framework for Teaching) Mentoring Recruitment And Hiring Supervision Of Student Teachers License Renewal Te Professional Development Teacher Evaluation

Defining Effective Practice In order to create the conditions for improved teaching, one must first define it. Without such a definition of good practice, educators are, in effect, wandering in a swamp. Charlotte Danielson

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A Framework for Teaching: Components of Professional Practice Domain 4: Professional Responsibilities Reflecting on teaching Maintaining accurate records Communicating with families Participating in a professional Community Growing and developing professionally Demonstrating professionalism Domain 3: Instruction Communicating with students Using questioning and discussion techniques Engaging students in learning Using assessment in instruction Demonstrating flexibility and responsiveness Danielson 2007 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 PLAN TEACH REFLECT APPLY Handout FFT Placemat Card

Constructivist Learning & Cognitive Engagement

Cognitive Engagement and Constructivist Learning The Framework for Teaching is Based on Cognitive Engagement and Constructivist Learning. Develop a definition at your table of Cognitive Engagement? How would you know students are cognitively engaged What is evidence of thinking?

Article Read – Groups of 3 Text Tagging Strategy As you read “tag” portions of the text to guide your thinking: Main points to underline/highlight An idea I want to remember I have a question or need further clarification Key words or phrases ? Allow ten minutes for groups to read and tag, then ask group to follow up by sharing something they marked.

Silent Read Read pages 15-17 in Enhancing Professional Practice: A Framework for Teaching. What else do you want to add to your definition of Cognitive Engagement and Constructivist Learning? Participants need book.

Characteristics of Engagement Multiple Answers/Pathways Problem Solving Student Choice Real Thinking/Bloom’s Deep, Not Broad Relevant/Authentic Go to page 14 of 2 DAY PACKET.

Priorities of the FFT Cognitive Engagement Constructivist Learning “Proficient” = students must be engaged cognitively “Distinguished” = cognition, meta-cognition, and student ownership of their learning Constructivist Learning Proficient practice must have evidence of learning experiences designed to facilitate students construction of knowledge. Provide an example of a continuum of practice from basic to distinguished in writing / essay assignment. Unsatisfactory: No feedback is given; student is unaware of level of mastery Basic: feedback is grade only, praise, lacks specifics, is not useful to “move learning forward” Proficient: Feedback causes students to engage cognitively with the work… provides specific directions for improvement; e.g. a teacher uses editing marks in the margin and requires students to peer correct / find - fix – revise errors using the margin edits as a guide. A teacher places numbers at the top of the essay indicating which elements of a school-wide rubric are not yet proficient, and then requires the student to find those errors, revised them, and make the appropriate corrections (elements of self-assessment present) Distinguished – the teacher incorporates all strategies at the proficient level, and has student editors in the class. After the revisions are made, students review their revisions with the class editors, and the paper is ONLY submitted to the teacher after the edits as signed-off by the peer editors (writing workshop model)

Signers of the Declaration As a table group… Write questions that can be answered using only the information on page 12 in the first column. Write questions that you are curious about in the second column and in the 3rd column write where you might find the answers to your questions

Characteristics of Cognitive Engagement Using your handout… Develop characteristics of the activity, the students, the teacher in regards to the Signers of the Declaration of Independence activity

Domain 3 Digging Deeper

REMINDER! Text Tagging Strategy As you read “tag” portions of the text to guide your thinking: Main points to underline/highlight An idea I want to remember ? I have a question or need further clarification Key words or phrases Allow ten minutes for groups to read and tag, then ask group to follow up by sharing something they marked.

Domain 3: Instruction- Activity Page 77 in the book Number off to 5 (Groups of 5) Jigsaw the Domain by component Complete handout in the following manner (p.9): Summarize the Component and Elements and discuss how it supports cognitive engagement Determine what students would be doing related to this Component that demonstrates evidence of cognitive engagement Regroup and share your response with the whole group 3A – Communicating with students p. 77 3B – Using questioning and discussing techniques p. 79 3C – Engaging students in learning p. 82 3D – Using assessment in instruction p 86 3E – Demonstrating flexibility and responsiveness p 88

Engagement in Action Watch the Video Video – Note what students are doing that shows evidence from your domain.

Sorting by Component In your group, share the evidence from your notes with your group. Jot down notes from your group members.

Reflection…… As you consider the what we have talked about so far regarding the framework….. How might you imagine making use of the framework in your practice? How might you imagine the framework being used in your school? What dangers might you foresee using the framework?

Lunch!

Digging Deeper Domain 2

Domain 2: Classroom Environment People will forget what you said. They will forget what you did. But they will never forget how you made them feel." Domain 2 is about the classroom environment. If we think back to our most vivid memories of school, they are most often related to how we were treated or how we felt, and not as much about a great teaching strategy. Maya Angelou D34_Tenured Pilot 2010 49

Domain 2: Classroom Environment Memorable Moment Think of a memorable time in your past that you had with a teacher. This memory can be positive or negative. Be ready to share with someone else.

Domain 2: The Classroom Environment Identify what effective teachers do in the first weeks of school that contributes to and supports the success of their students for the rest of the year? Think………. Write………. Share.......... Participant notebook…need a template.

Domain 2: The Classroom Environment 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 Critical input. Relate your lists to these

Domain 2: The Classroom Environment Which components do your brainstormed ideas “fit”? 2a, 2b, 2c, 2d, 2e?

Reminder! Text Tagging Strategy As you read “tag” portions of the text to guide your thinking: Main points to underline/highlight An idea I want to remember ? I have a question or need further clarification Key words or phrases Allow ten minutes for groups to read and tag, then ask group to follow up by sharing something they marked.

Understanding Domain 2 Jigsaw Activity Pg. 64-76 Read and discuss the Domain 2 component assigned to you. Summarize the key points of the component Site several examples of what might be documented as evidence of this component.

Understanding Domain 2 Jigsaw Activity Each person will take 2-3 minutes to teach their component to the group in order. Explain the essence of your component and share your examples Group should take notes on each other’s presentation

Classroom Video: Domain 2: The Classroom Environment Watch the video and take notes on what the teacher and students do related to Domain Two: The Classroom Environment. Note teacher and student interactions, student behavior, processes and procedures in place, focus on learning, classroom arrangement, and so forth. Watch same video. Instructions to be placed on template in participant notebook.

Sorting by Component In your group, identify the evidence from your notes that matches with your assigned component in Domain Two.

3-2-1 3 things you’re recalling as important from today 2 ah-ha’s you’ve had today 1 question that is still running around in your head.

Digging Deeper Domain 1

Domain 1 Planning & Preparation 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 Assessment

Domain 1: Planning and Preparation Knowledge Components Action Components 1a: Demonstrating Knowledge of Content and Pedagogy 1b: Demonstrating Knowledge of Students 1d: Demonstrating Knowledge of Resources 1c: Setting Instructional Outcomes 1e: Designing Coherent Instruction 1f: Designing Student Assessments Critical input

6 man Jigsaw P. 44 1a:Demonstrating knowledge of content and pedagogy P. 46 1b:Demonstrating knowledge of students P. 51 1c:Selecting instructional goals P. 53 1d:Demonstrating knowledge of resources P. 55 1e:Designing coherent instruction P. 59 1f:Assessing student learning

Domain 1 Process Question Does your district require lesson plans? Why or why not? In what ways is the lesson planning in your district similar or different to what was described in the reading?

Gallery Walk Prepare a chart to share What it looks like How could/should it be documented When finished walk around and look at the work of the other groups

Example 1a Knowledge of Content and pedagogy 1b Knowledge of Students 1f Assessing Student Learning How might this be done? How might this be documented in a professional portfolio?

Reflect….Domain 1

When we Meet again… Domain 4 Performance Measures Collecting Evidence

Digging Deeper Domain 4

Domain 4: Professional Responsibilities 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 Brief review of Domain 4 and introduction to each component Critical input-discussion Ask: Why is PURPOSEFUL reflection important in the learning process? (Meta-cognition, etc…)

Carousel In your group, read about your component Discuss your experience related to the element identified. What have you experienced that supports this element of professionalism and what inhibits or detracts from it in your setting? Write one idea per column; move when directed. Materials: chart paper, markers No more than 3 people per chart Use 4d involvement in a culture of professional inquiry and relationships with colleagues. 4e –receptivity to feedback 4f –service to students and advocacy and decision making 4c – engagement of families in the instructional program 4a- accuracy (use what you can for the size of the group)

Carousel Debrief Can you identify any trends / patterns among the written responses? How might the components and elements on the charts relate to Domain 2, 2b, Culture for Learning? Debrief the carousel activity. Note / facilitate a discussion about the relationship between the components reviewed in domain 4 and domain 2, culture for learning. E.g. reflection is part of the learning process for students and adults, etc…

What questions do you have relative to Domain 4? Domain 4 Debrief What questions do you have relative to Domain 4? How are the Components in Domain 4 typically addressed in the teacher evaluation process? Why is Domain 4 important? Discussion: The reason many teachers are not rehired is because of D4 issues. (E.g. did not accept feedback a work to improve his/her practice, doesn’t work well w/ peers, fails to adhere to district policy, initiatives, etc…)

WE KNOW…….. As Educators…….

Teaching is a performance. Performances are measured using rubrics. 76

Performance Levels: Key Words Choose any component from the Framework for Teaching. Scan the language used to describe each level of performance. What “key words” would you use to characterize or describe each level? Synthesize your thinking as a discussion pair and choose two key words that represent each level. Blank sheets of paper – four per group. Have them put two words on a page for each LevelOfPerf Hold up during discussion.

Performance Levels: Key Words Unsatisfactory Basic Proficient Distinguished Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None

Performance Levels: Key Words Unsatisfactory Basic Proficient Distinguished Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None Partial Generally Inconsistently Attempts Awareness Moderate Minimal Some Each of the 22 standards or components have levels of performance that describe the quality of teaching. Levels of cognition and constructivist learning increase

Performance Levels: Key Words Unsatisfactory Basic Proficient Distinguished Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None Partial Generally Inconsistently Attempts Awareness Moderate Minimal Some Consistent Frequent Successful Appropriate Clear Positive Smooth Most Levels of cognition and constructivist learning increase

Performance Levels: Key Words Teacher-directed success! Student-directed success! Unsatisfactory Basic Proficient Distinguished Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None Partial Generally Inconsistently Attempts Awareness Moderate Minimal Some Consistent Frequent Successful Appropriate Clear Positive Smooth Most Seamless Solid Subtle Skillful Preventative Leadership STUDENTS Always Levels of cognition and constructivist learning increase

Using the Levels of Performance for GROWTH What are some ways teachers can use the levels of performance to promote their learning and growth? Lesson planning Self assessment Developing professional learning goals Reflecting on teaching and learning Talking about teaching The purpose of this slide is the emphasis on using the rubrics BEYOND evaluation, that they can (and should) be used to support teacher growth.

Teacher Evaluation that Promotes Teacher Learning We can apply what we know about student learning – what causes learning and what motivates learners to adult learning.

Developing Excellence in Teaching To develop and sustain high quality teaching, a school system must be willing to change the way teachers have traditionally been supervised and evaluated.

Reflection…… As you consider the what we have talked about today regarding the framework….. How might you imagine making use of the levels of performance in your practice? How might you imagine the level of performance being used in your school? What dangers might you foresee using the levels of performance?