1. The Framework for Teaching: Digging Deeper August 27, 2012 Bernie Cleland & Duffy Miller www.teachinglearningsolutions.com

2. Objectives  Develop a deeper understanding of the Framework for Teaching [FFT] as a tool to improve practice  Understand the relationship between Domains 1 and 3  Self-assess practice using the FFT

3. Agenda  Warm-Up: The Finer Points of the FFT  Exploring the Levels of Performance  Connecting Planning with Student Cognitive Engagement  Self-Assessment of Practice  Setting Goals  Closure

4. Warm-Up  With a partner, answer the questions on the hand-out, Finer Points of the Framework  Be prepared to share your responses

5. Levels of Performance  What are the characteristics of each level of performance?  Why are the descriptors of each level important for us to understand?

6. Significance of the Levels of Performance  Ineffective – Teaching shows evidence of not understanding the concepts underlying the indicator - may represent practice that is harmful - requires intervention  Developing – Teaching shows evidence of knowledge and skills related to teaching – but performance is inconsistent

7. Significance of the Levels of Performance  Effective - Teaching shows evidence of thorough knowledge of all aspects of the profession. Students are engaged in learning. This is successful, accomplished, professional, and effective teaching.  Highly Effective – Classroom functions as a community of learners with student assumption of responsibility for learning.

8. Planning and Cognitive Engagement With a partner  Review the components and elements of Domain 1  Discuss the following:  What are the expectations for lesson planning?  How do the components and elements inform one another?

9. Planning and Cognitive Engagement With a partner  Review the components and elements of Domain 3  Discuss the following:  What are the expectations for Instruction?  How do the components and elements in Domain 1 inform the components and elements in Domain 3?

10. Engagement – text study  Read the section assigned to your table from Chapter 3 of Danielson’s Talk About Teaching  Section “The Description of Content”, pp 5-8  Section “How are Students Motivated?” pp 8-11  Section “What is Intelligence…?” pp 11-15  Report to your colleagues…  Main ideas and concepts of the section  How this section helps further define cognitive engagement

11. Planning for Cognitive Engagement Individually or with a colleague  Plan [or revise] a lesson that ensures your students will be cognitively engaged.  Be prepared to share your lesson/adjustments

12. Self-Assessment of Practice  Use the FFT rubrics to self assess your practice  Consider the evidence you have to support your self- assessment  If you were to discuss your self-assessment with a peer or an administrator, how would you support your determination of a level of performance?  Once you have self-assessed, review your areas of strength  Do you notice any trends or patterns [e.g. you are stronger in one domain than another]?

13. Goal Setting  Use your self-assessment as a guide, select one or two areas in which you would like to improve your practice  What steps will you take to move your practice to the next level of performance?

14. Learning Log  Questions?  Please complete the learning log prior to leaving Thank you for your participation. Have a wonderful school year!