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

2. Defining and Supporting Good Teaching: The Framework for Teaching

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

4. 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

6. 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

7. 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

9. 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

10. 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.

11. 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

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

13. 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

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

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

16. 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.

17. 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

18. Components/Elements s

19. Domain Jigsaw
In groups, (groups of 4) divide the Domains and read your section
Pg 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.

20. 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!

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

22. 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

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

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

25. “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

26. 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

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

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

29. (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

30. 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

32. 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

33. Constructivist Learning & Cognitive Engagement

34. 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?

35. 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.

36. Silent Read
Read pages 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.

37. 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.

38. 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)

39. 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

40. 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

41. Domain 3 Digging Deeper

42. 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.

43. 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

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

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

46. 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?

47. Lunch!

48. Digging Deeper Domain 2

49. 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

50. 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.

51. 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.

52. 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

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

54. 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.

55. 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.

56. 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

57. 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.

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

60. 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.

61. Digging Deeper Domain 1

62. 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

63. 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

64. 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

65. 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?

66. 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

67. 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?

68. Reflect….Domain 1

69. When we Meet again… Domain 4 Performance Measures Collecting Evidence

70. Digging Deeper Domain 4

71. 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…)

72. 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)

73. 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…

74. 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…)

75. WE KNOW……..
As Educators…….

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

77. 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.

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

79. 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

80. 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

81. 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

82. 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.

83. 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.

84. 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.

86. 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?