Presentation on theme: "Introduction Framework for Teaching by Charlotte Danielson"— Presentation transcript:
1 Introduction Framework for Teaching by Charlotte Danielson Welcome to Day 2!Pat HubertESA Region 2
2 Let’s Review 2 & 3! Using either Domain 2 or 3 Review the components One person per componentIdentify and example that might be observedBe ready to share with the large groupExample:2d: Managing Student Behavior:“As group work is being completed 2 students play catch with paper ‘footballs’. Teacher does not notice and/or correct”(element: monitoring student behavior; UNSATISFACTORY level)
4 Research Surrounding the Framework for Teaching Beginning on page 183…Count off, 1-4Read the research about your Domain andWhen you are done, find three others to “teach” you about the research in their DomainBe ready to share
5 Features of the Framework for Teaching ComprehensiveGrounded in researchPublicGeneric: not a “checklist” of specific behaviorsOrganized according to a coherent structureIndependent of any particular teaching style or methodology
7 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
8 Domain 1: Planning and Preparation Use paper template in participant’s guide. (planning Conference interview protocol)
9 Activities or goals? On your own using your handout… Look at each of the statements and decide whether it is a goal or an activity.Be ready to share with a partner
10 Looking at Domain 1 In Trios… Delve and Dialogue Read page of text and make connections to your work.Share some of your connections with your trio.Read pages of text and make connections to your work.Share those connections
11 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?
12 Domain 1: Planning and Preparation 1a: Demonstrating Knowledge of Content and Pedagogy1b: Demonstrating Knowledge of Students1c: Setting Instructional Outcomes1d: Demonstrating Knowledge of Resources1e: Designing Coherent Instruction1f: Designing Student AssessmentsCritical input
13 Domain 1: Planning and Preparation Knowledge ComponentsAction Components1a: Demonstrating Knowledge of Content and Pedagogy1b: Demonstrating Knowledge of Students1d: Demonstrating Knowledge of Resources1c: Setting Instructional Outcomes1e: Designing Coherent Instruction1f: Designing Student AssessmentsCritical input -Think “PORTFOLIO”
15 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 ProfessionalismBrief review of Domain 4 and introduction to each componentCritical input-discussionAsk: Why is PURPOSEFUL reflection important in the learning process? (Meta-cognition, etc…)
16 Domain 4: 4a - Reflecting on Teaching Paper version of reflection interview in participant’s guide.
17 Domain 4 - Carousel In teams of 6 Jigsaw Domain 4 Teach your teammates 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?1 idea per chartMaterials: chart paper, markersNo more than 3 people per chartUse 4d involvement in a culture of professional inquiry and relationships with colleagues.4e –receptivity to feedback4f –service to students and advocacy and decision making4c – engagement of families in the instructional program4a- accuracy (use what you can for the size of the group)
18 Carousel DebriefCan 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…
19 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…)
21 Teaching is a performance. Performances are measured using rubrics. 21
22 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.
23 Performance Levels: Key Words UnsatisfactoryBasicProficientDistinguishedUnsafeLack ofUnawareHarmfulUnclearPoorUnsuitableNone
24 Performance Levels: Key Words UnsatisfactoryBasicProficientDistinguishedUnsafeLack ofUnawareHarmfulUnclearPoorUnsuitableNonePartialGenerallyInconsistentlyAttemptsAwarenessModerateMinimalSomeEach of the 22 standards or components have levels of performance that describe the quality of teaching.Levels of cognition and constructivist learning increase
25 Performance Levels: Key Words UnsatisfactoryBasicProficientDistinguishedUnsafeLack ofUnawareHarmfulUnclearPoorUnsuitableNonePartialGenerallyInconsistentlyAttemptsAwarenessModerateMinimalSomeConsistentFrequentSuccessfulAppropriateClearPositiveSmoothMostLevels of cognition and constructivist learning increase
26 Performance Levels: Key Words Teacher-directed success!Student-directed success!UnsatisfactoryBasicProficientDistinguishedUnsafeLack ofUnawareHarmfulUnclearPoorUnsuitableNonePartialGenerallyInconsistentlyAttemptsAwarenessModerateMinimalSomeConsistentFrequentSuccessfulAppropriateClearPositiveSmoothMostSeamlessSolidSubtleSkillfulPreventativeLeadershipSTUDENTSAlwaysLevels of cognition and constructivist learning increase
27 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 planningSelf assessmentDeveloping professional learning goalsReflecting on teaching and learningTalking about teachingThe purpose of this slide is the emphasis on using the rubrics BEYOND evaluation, that they can (and should) be used to support teacher growth.
28 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.
29 Purposes of Supervision and Evaluation Why do schools spend so much time and energy on supervision and evaluation?AccountabilitySummative AssessmentsProfessional Growth and DevelopmentFormative AssessmentSelf assessment, reflection, ownershipPresumption of competence
30 A Flawed System Outdated, limited criteria Few shared assumptions about good teachingLack of precision in evaluationSame procedures for novices and experienced professionalsLimited supervisor expertiseLimited dataToo Much Time for Too Little Gain
31 Benefits of Any Framework for Teaching Common languageDevelopment of shared understandingsSelf-assessment and reflection on practiceStructured professional conversation
32 A Blueprint for Teacher Assessment Defensible definition of teaching (the “what”)Instruments and procedures that provide evidence of teaching (the “how”)A decision-making processTrained evaluators who make consistent judgments based on evidence
33 Key Ideas in Teacher Observation Observation is important, but insufficientObservations must be fair, reliable, and validThe criteria, methods, and procedures must be well-thought-out and observers must be trained.pre and post observation conferences play a critical role
34 Evaluation Process Basis for evaluation Quality of work – Framework for TeachingStudent progressState AssessmentBenchmark assessmentsCommon assessmentsTeacher-made assessmentsPlan for gathering dataProcesses and procedures for gathering information about quality of workProcedures for gathering information about student progressEnd resultStudent learningTeacher ratingDirection for professional growthDetermination of employmentCompensationCareer ladder
35 Evaluator’s RoleBasis for evaluation – Knowledge of the Framework for TeachingEvaluators must understand the FrameworkEvaluators must have a focus on constructing meaning through cognitive engagementEvaluators must be able to identify appropriate data (evidence) to paint an accurate picture of educator’s workPlan for gathering data – Fidelity to process and proceduresEvaluator must understand the process including it’s intent or purpose.Evaluator must follow process with fidelity, engaging the educator in discussion along the wayEvaluator must maintain consistency and fairness from educator to educatorEnd result – Quality of the productEvaluator must align evidence to appropriate componentEvaluator must level evidence accuratelyEvaluator must have sufficient evidence to support ratingEvaluator must have skill in engaging educator in conversation around level and direction for future
36 Evidence Evidence is a factual reporting of events. It may include teacher and student actions and/or behaviors.It may also include artifacts prepared by the teacher, students, or others.It is not clouded with personal opinion or biases.It is selected using professional judgment by the observer and / or the teacher.
37 Evidence or Opinion? Read each of the statements on page Mark each statementE for EvidenceO for OpinionDiscuss your answers with an elbow partner
38 Types of Observation Evidence Verbatim scripting of teacher or student comments:“Bring your white boards, markers and erasers to the carpet and sit on your square.”Non-evaluative statements of observed teacher or student behavior:Teacher presented the content from the front of room.Numeric information about time, student participation, resource use, etc.:Two groups started on the assigned project immediately, one group talked for five minutes before starting.An observed aspect of the environment:Desks were arranged in groups of four with room to walk between each group.
39 The Evidence Cycle COLLECT DATA SORT: Interpret: Clarify Conclusions FFT Domain,Component,ElementInterpret:ClarifyCOLLECT DATAConclusionsCritical input(Evidence)Impact on Learning…
40 The Evidence Cycle COLLECT DATA NO! SORT: Interpret: Clarify FFT Domain,Component,ElementInterpret:ClarifyCOLLECT DATANO!ConclusionsCritical input(Evidence)Impact on Learning…
41 Formal Observation Process: Collect DataPlanning conferenceClassroom observationSortDetermine Domain and ComponentUse element for more informationInterpret and ClarifyReflection conferenceQuestions for teachersConclusionsDetermine level of performance and rating if neededImpact on LearningDevelop Professional Development Plan
42 With A Partner…. Complete the next pg in your handout “Classifying Evidence”Be prepared to share!