1. The Contribution of the Framework for Teaching to New York City’s Instructional Vision
Charlotte Danielson

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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