©2005 Cardinal Consulting Group Woodland Hills School District Leadership for Learning Institute Rigor, Relevance, Respect, Results Every educator engages in effective leading, teaching and learning every day so that every student achieves every day. Day

©2005 Cardinal Consulting Group 2 Enhancing Professional Practice A Framework for Teaching Based on the work of Charlotte Danielson

©2005 Cardinal Consulting Group Years of research have made it clear that good teaching, effective instruction, matters… a lot. It Matters! 3

©2005 Cardinal Consulting Group “I know it seems crazy when everyone else in the world wants to be a film director, but for me, teaching is one of the few heroic jobs left. All the biggest miracles take place in the classrooms. Nothing happens without teachers.” Stephen Fears British Film Director 4

©2005 Cardinal Consulting Group 5 % ile

©2005 Cardinal Consulting Group Math 6 Least Most

©2005 Cardinal Consulting Group Impact of Teacher Effectiveness “The difference between a good (effective) teacher and a bad (ineffective) teacher can be a full level of achievement in a single school year.” Source: Eric A. Hanushek. “The Trade-Off Between Child Quantity and Quality,” Journal of Political Economy,

©2005 Cardinal Consulting Group 8 gain

©2005 Cardinal Consulting Group Impact of Teacher Presence University of Utah (USU) Statistics Percentage of Teacher AbsenceAmount of Instructional Time with Substitute Teacher 8% absentee rate1 year with a substitute teacher 9% absentee rate1.20 years with a substitute teacher 10% absentee rate1.33 years with a substitute teacher 13.5% absentee rate1.75 years with a substitute teacher How much quality instructional time may be lost for students due to teacher absence? 9

©2005 Cardinal Consulting Group Good Teachers Matter Now, More than Ever States, districts, and schools are looking for new strategies to drive improvement and close gaps. Research confirms that effective teachers are hugely important; the single biggest factor in student learning. If we can get effective teachers to students who need them, we can make a difference. 10

©2005 Cardinal Consulting Group “…having a high quality teacher throughout elementary school can substantially offset or even eliminate the disadvantage of low socio-economic background.” Source: Steven G. Rivkin, Eric A. Hanushek, and John F. Kain, Teachers, Schools and Academic Achievement, University of Texas-Dallas Schools Project, Good Teachers Matter Now, More than Ever 11

©2005 Cardinal Consulting Group Low-achievers are more likely to be assigned ineffective teachers student class assignments by effectiveness of teachers MATHEMATICS number of students Source: Babu & Mendro, Teacher Accountability: HLM-Based Teacher Effectiveness Indices in the Investigation of Teacher Effects on Student Achievement in a State Assessment Program, Dallas TX public schools, AERA,

©2005 Cardinal Consulting Group Low-achievers become high achievers with effective teachers Pass rates of previous low-achieving students according to the effectiveness of their teachers MATHEMATICS percent passing Source: Babu & Mendro, Teacher Accountability: HLM-Based Teacher Effectiveness Indices in the Investigation of Teacher Effects on Student Achievement in a State Assessment Program, Dallas TX public schools, AERA,

©2005 Cardinal Consulting Group The Wisdom of Practice 1 14

©2005 Cardinal Consulting Group Today’s Objectives Describe what effective instruction looks like Explain the characteristics of effective teachers Cite relevant data on the value and importance of effective teachers Correlate qualities of effective teachers, effective instruction and application of the Framework 15

©2005 Cardinal Consulting Group Today’s Objectives Name and define the 4 Domains of the Framework Describe examples of the 22 Components and 76 Elements within and related to each of the Domains List the purposes of a Framework Describe the uses for a Framework Explain the features of a Framework Define “reflective practitioner” 16

©2005 Cardinal Consulting Group Today’s Objectives Apply the Domains, Components and Descriptors to instructional practice Compare and contrast the Components within each of the Domains Synthesize the Components with each Domain and summarize effective teacher behaviors within the Domain Evaluate which are the Components of greater importance 17

©2005 Cardinal Consulting Group The Teacher… “In a completely rational society, the best of us would aspire to be teachers and the rest of us would have to settle For something less, because passing civilization along from one generation to the next ought to be the highest honor and the highest responsibility anyone could have.” Lee Iacocca 18

©2005 Cardinal Consulting Group Charlotte Danielson says “Teachers make hundreds of nontrivial decisions daily often based on little or incomplete information. Teaching is a thinking person’s job.” “Teaching is physically, emotionally and intellectually demanding.” “Teaching is complex. It is useful to organize the tasks of teaching into a meaningful framework.” 19

©2005 Cardinal Consulting Group “By providing an agreed-upon framework for excellence, a framework for professional practice serves to structure conversations among educators about exemplary practice. A uniform framework allows those conversations to guide novices as well as to enhance the performance of veterans.” Charlotte Danielson says 20

©2005 Cardinal Consulting Group 4 Domains of Teaching Responsibility Domain 1: Planning and Preparation –6 Components »Elements Domain 2: The Classroom Environment –5 Components »Elements Domain 3: Instruction –5 Components »Elements Domain 4: Professional Responsibilities –6 Components »Elements 21

©2005 Cardinal Consulting Group The Framework for Teaching Domain 3: Instruction 3a.Communicating with Students 3b.Using Questioning & Discussion Techniques 3c.Engaging Students in Learning 3d.Using Assessment in Instruction 3e.Demonstrating Flexibility & Responsiveness Domain 1: Planning and Preparation 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 2: The Classroom Environment 2a.Creating an Environment of Respect & Rapport 2b.Establishing a Culture for Learning 2c.Managing Classroom Procedures 2d.Managing Student Behavior 2e.Organizing Physical Space Domain 4: Professional Responsibilities 4a.Reflecting on Teaching 4b.Maintaining Accurate Records 4c.Communicating with Families 4d.Participating in a Professional Community 4e.Growing & Developing Professionally 4f. Showing Professionalism 22

©2005 Cardinal Consulting Group Why Have A Framework? Defines expertise & establishes high standards Reflects & organizes the complexities of teaching Establishes a common language for professional conversation Provides structure for self-assessment and reflection on practice p.2 23

©2005 Cardinal Consulting Group Tradition of Frameworks for Teaching Contributions of research base: Madeline Hunter’s research base in teaching as an art & a science in ’s State Standards National Frameworks: Interstate New Teacher Assessment and Support Consortium (INTASC); National Board for Professional Teaching Standards (NBPTS); National Association of State Directors of Teacher Education and Certification (NASDTEC); National Council for Accreditation of Teacher Education (NCATE); Praxis Series of assessments Parallel developments in state student assessments p.6 24

©2005 Cardinal Consulting Group Uses for a Framework To prepare new teachers To recruit & hire teachers To provide a road map for novices To guide experienced professionals To structure & focus improvement efforts To communicate with the larger community p.11 25

©2005 Cardinal Consulting Group Underlying Assumptions of the Framework Important learning for students Nature of learning & how to promote it Purposeful nature of teaching Nature of professionalism p.14 26

©2005 Cardinal Consulting Group The Wisdom of Practice 2 27

©2005 Cardinal Consulting Group Interrelatedness of Domains & Components Teaching is holistic Interdependence among Domains & Components Theater in round analogy: –Domains & Components Spotlights on specifics Focus on quality of interactions p

©2005 Cardinal Consulting Group Common Themes of Framework Equity Cultural competence High expectations Developmental appropriateness Attention to individual students including those with special needs Appropriate use of technology Student assumption of responsibility p.32 29

©2005 Cardinal Consulting Group Levels of Performance Structuring Professional Conversation Distinguished Proficient Basic Unsatisfactory 30

©2005 Cardinal Consulting Group Card Sort 31

©2005 Cardinal Consulting Group Domain 1 Planning & Preparation Describes the critical, behind-the-scenes work of organizing for classroom instruction. 32

©2005 Cardinal Consulting Group “Teachers who excel in Domain 1 design instruction that reflects an understanding of content and important concepts and principles within that content. Their design is coherent in its approach to topics, includes sound assessment methods and is appropriate to a range of students in the class.” Charlotte Danielson says 33

©2005 Cardinal Consulting Group Domain 1: Planning and 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 34

©2005 Cardinal Consulting Group 1a. Demonstrating Knowledge of Content and Pedagogy Knowledge of content and the structure of the discipline Knowledge of prerequisite relationships Knowledge of content-related pedagogy 35

©2005 Cardinal Consulting Group 1b. Demonstrating Knowledge of Students Knowledge of child & adolescent development Knowledge of the learning process Knowledge of students’ skills, knowledge & language proficiency Knowledge of students’ interests and cultural heritage Knowledge of students’ special needs 36

©2005 Cardinal Consulting Group 1c. Setting Instructional Outcomes Value, sequence and alignment Clarity Balance Suitability for diverse learners 37

©2005 Cardinal Consulting Group 1d. Demonstrating Knowledge of Resources Resources for classroom use Resources to extend content knowledge and pedagogy Resources for students 38

©2005 Cardinal Consulting Group 1e. Designing Coherent Instruction Learning activities Instructional materials and resources Instructional groups Lesson and unit structure 39

©2005 Cardinal Consulting Group 1f. Designing Student Assessments Congruence with instructional outcomes Criteria and standards Design of formative assessments Use for planning 40

©2005 Cardinal Consulting Group Memory of a Teacher Domain 1 41

©2005 Cardinal Consulting Group Review of Domain 1 3 of the most important ideas about Domain 1 2 examples of what Domain 1 looks like 1 question about Domain 1 42

©2005 Cardinal Consulting Group Domain 2 The Classroom Environment Describes the affective dimension of the quality of interpersonal relationships among students & between teacher & students, as a means of promoting learning and student achievement. 43

©2005 Cardinal Consulting Group “Teachers who excel in Domain 2 consider their students as real people, with interests, concerns and intellectual potential. In return, the students regard them as concerned and caring adults and entrust the teachers with their futures. When students remember their teachers years later, it is often for the teacher’s skills in Domain 2.” Charlotte Danielson says 44

©2005 Cardinal Consulting Group Domain 2: The Classroom Environment 2a. Creating an Environment of Respect & Rapport 2b. Establishing a Culture for Learning 2c. Managing Classroom Procedures 2d. Managing Student Behavior 2e. Organizing Physical Space 45

©2005 Cardinal Consulting Group 2a. Creating an Environment of Respect and Rapport Teacher interaction with students Student interactions with other students 46

©2005 Cardinal Consulting Group 2b. Establishing a Culture for Learning Importance of the content Expectations for learning & achievement Student pride in work 47

©2005 Cardinal Consulting Group 2c. Managing Classroom Procedures Management of instructional groups Management of transitions Management of materials and supplies Performance of non-instructional duties Supervision of volunteers and paraprofessionals 48

©2005 Cardinal Consulting Group 2d. Managing Student Behavior Expectations Monitoring of student behavior Response to student misbehavior 49

©2005 Cardinal Consulting Group 2e. Organizing Physical Space Safety & accessibility Arrangement of furniture & use of physical resources 50

©2005 Cardinal Consulting Group Anna Quindlan says “People will forget what you said and what you did, but they will never forget how you made them feel.” 51

©2005 Cardinal Consulting Group Memory of a Teacher Domain 2 52

©2005 Cardinal Consulting Group Review of Domain 2 3 of the most important ideas about Domain 2 2 examples of what Domain 2 looks like 1 question about Domain 2 53

©2005 Cardinal Consulting Group Domain 3 Instruction Describes the heart of the Framework; the critical interactive work that teachers undertake when they bring complex content to life for their students. 54

©2005 Cardinal Consulting Group “Teachers who excel in Domain 3 create an atmosphere of excitement about the importance of learning and the significance of the content. They care deeply about their subject and invite students to share the journey of learning about it. Students are engaged in meaningful work… it is real and significant and it is important to students as well as teachers.” Charlotte Danielson says 55

©2005 Cardinal Consulting Group 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 and Responsiveness 56

©2005 Cardinal Consulting Group 3a. Communicating Clearly and Accurately Expectations for learning Directions & procedures Explanations of content Use of oral & written language 57

©2005 Cardinal Consulting Group 3b. Using Questioning and Discussion Techniques Quality of questions Discussion techniques Student participation 58

©2005 Cardinal Consulting Group 3c. Engaging Students in Learning Activities & assignments Grouping of students Instructional materials & resources Structure & pacing 59

©2005 Cardinal Consulting Group 3d. Using Assessment in Instruction Assessment criteria Monitoring of student learning Feedback to students Student self-assessment & monitoring of progress 60

©2005 Cardinal Consulting Group 3e. Demonstrating Flexibility and Responsiveness Lesson adjustment Response to students Persistence 61

©2005 Cardinal Consulting Group Memory of a Teacher Domain 3 62

©2005 Cardinal Consulting Group Review of Domain 3 3 of the most important ideas about Domain 3 2 examples of what Domain 3 looks like 1 question about Domain 3 63

©2005 Cardinal Consulting Group Domain 4 Professional Responsibilities Describes the other behind-the-scenes work of the teacher; commitment to high ethical and professional standards & to continuous improvement of their practice 64

©2005 Cardinal Consulting Group “Teachers who excel in Domain 4 Are highly regarded by colleagues and parents. They can be depended on to serve students’ interests and the larger community, and they are active in their professional organizations. They go beyond the technical requirements of their jobs and contribute to the general well-being of the institutions of which they are a part.” Charlotte Danielson says 65

©2005 Cardinal Consulting Group 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 66

©2005 Cardinal Consulting Group 4a. Reflecting on Teaching Accuracy Use in future teaching 67

©2005 Cardinal Consulting Group 4b. Maintaining Accurate Records Student completion of assignments Student progress in learning Non-instructional records 68

©2005 Cardinal Consulting Group 4c. Communicating with Families Information about instructional program Information about individual students Engagement of families in the instructional program 69

©2005 Cardinal Consulting Group 4d. Participating in a Professional Community Relationships with colleagues Involvement in a culture of professional inquiry Service to the school Participation in school and district projects 70

©2005 Cardinal Consulting Group 4e. Growing and Developing Professionally Enhancements of content knowledge & pedagogical skill Receptivity to feedback from colleagues Service to the profession 71

©2005 Cardinal Consulting Group 4f. Showing Professionalism Integrity & ethical conduct Service to students Advocacy Decision-making Compliance with school and district regulations 72

©2005 Cardinal Consulting Group Memory of a Teacher Domain 4 73

©2005 Cardinal Consulting Group Review of Domain 4 3 of the most important ideas about Domain 4 2 examples of what Domain 4 looks like 1 question about Domain 4 74

©2005 Cardinal Consulting Group Illustration, Simile, Metaphor for Teaching 75

©2005 Cardinal Consulting Group Features of a Framework Ensure Validity & Applicability Comprehensive Grounded in research Public Generic Coherent in structure Independent of any particular teaching methodology 76

©2005 Cardinal Consulting Group Features of a Framework Comprehensive –Planning for instruction & reflection on next steps –Interacting with colleagues –Communicating with families –Knowledge and skills –Reflection –Collaboration 77

©2005 Cardinal Consulting Group Features of a Framework Grounded in Research –Identifies principles of effective practice & classroom organization –Empirical research grounded in experience –Theoretical research in cognition 78

©2005 Cardinal Consulting Group Features of a Framework Public –Domains and components are known in advance –Discussion is an important vehicle for professional development –Useful for mentoring and supervision because parties know what is being observed 79

©2005 Cardinal Consulting Group Features of a Framework Generic –Recognizes uniqueness of teacher & teaching and learning situations –Identifies the powerful commonalities in teaching & learning processes –Universally applicable across grades, subjects, styles and teachers 80

©2005 Cardinal Consulting Group Features of a Framework Coherent in structure –4 Domains, 22 Components, 76 Elements –Not just going through the motions, behaviors, without reflection –Provides a structure within which to situate actions and analyze practice 81

©2005 Cardinal Consulting Group Features of a Framework Independent of any particular teaching methodology –Acknowledges teaching as a science and an art –Values different styles, strategies, methods & interventions –Recognizes that different techniques are successful with different people 82

©2005 Cardinal Consulting Group Focus on Framework Features 83

©2005 Cardinal Consulting Group Benefits of Any Framework for Teaching Provides common vocabulary, definitions, language Develops shared understandings of concepts Encourages self-assessment and meaningful introspection Enables reflection and insight on practice Structures professional conversation among colleagues 84

©2005 Cardinal Consulting Group 85 Training, Supervision of Student Teachers Mentoring, Induction of New Teachers Recruitment, Interviewing, Hiring teachers Structuring Professional Development Plan Reflective Practice & Self- Assessment Ways to Use the Framework Formative Supervision & Summative Evaluation Personal Reflection and Self-assessment

©2005 Cardinal Consulting Group What’s the bottom line? Quality curriculum Quality resources Quality teaching 86

©2005 Cardinal Consulting Group Multi-sourced, honest and systematic analysis of an educational event Rumination, musing, thoughtfulness Calm lengthy intentional consideration Mental concentration In-depth, careful consideration Deliberation, re-thinking 87

©2005 Cardinal Consulting Group 88

©2005 Cardinal Consulting Group Reflective Practitioners Strive for continuous improvement in their teaching through reflection on what works. Apply a valid set of criteria to make professional judgments about the effectiveness of their teaching. View student learning, outcomes, results as the final criterion for success. Modify their assumptions and practices based upon results. 89

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©2005 Cardinal Consulting Group Reflective Practice A cognitive and open perspective that involves a deliberate pause to examine beliefs, goals or practices to gain new or deeper understanding that leads to actions which improve student learning 91

©2005 Cardinal Consulting Group “The learner does the learning… and it is hard work!” Charlotte Danielson says 92

©2005 Cardinal Consulting Group Labeling the Learning 93

©2005 Cardinal Consulting Group Looking Back at Today Name and define the 4 Domains of the Framework Describe examples of the 22 Components and 76 Elements within and related to each of the Domains List the purposes of a Framework Describe the uses for a Framework Explain the features of a Framework Define “reflective practitioner” 94

©2005 Cardinal Consulting Group Looking Back at Today Describe what effective instruction looks like Explain the characteristics of effective teachers Cite relevant data on the value and importance of effective teachers Correlate qualities of effective teachers, effective instruction and application of the Framework 95

©2005 Cardinal Consulting Group Looking Back at Today Apply the Domains, Components and Descriptors to instructional practice Compare and contrast the Components within each of the Domains Synthesize the Components with each Domain and summarize effective teacher behaviors within the Domain Evaluate which are the Components of greater importance 96

©2005 Cardinal Consulting Group Paula A. Calabrese, Ph.D. P.O. Box 464 Oakmont PA Phone: Cell: Fax: