1. Danielson Rubric Kim Oakes Staff Development Specialist E2CCB/IES Kim Oakes Erie2 BOCES - Adopted ©2010 McKay Consulting, LLC

2. 2 The Impact of Teaching Teaching has 6 to 10 times as much impact on achievement as all other factors combined (Mortimore and Sammons, 1987). The effects of well prepared teachers on student achievement can be stronger than the influences of student background factors, such as poverty, language background, and minority status (Darling- Hammond, 1999). The single most influential component affecting individual student success in schools is the classroom teacher (Marzano, 2003).

3. ***The Framework for teaching does NOT redefine what constitutes good teaching, it simply organizes it into a Framework” that makes it easier for us to talk about and reflect on teaching. Kim Oakes Erie2 BOCES - Adopted ©2010 McKay Consulting, LLC 3

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

5. Kim Oakes Erie2 BOCES - Adopted ©2010 McKay Consulting, LLC 5 A Framework for Teaching: Components of Professional Practice Domain 4: Professional Responsibilities a.Reflecting on teaching b.Maintaining accurate records c.Communicating with families d.Participating in a professional community e.Growing and developing professionally f.Demonstrating professionalism Domain 3: Instruction a.Communicating with students b.Using questioning and discussion techniques c.Engaging students in learning d.Using Assessment in Instruction e.Demonstrating flexibility and responsiveness Domain 1: Planning and Preparation a.Demonstrating knowledge of content and pedagogy b.Demonstrating knowledge of students c.Selecting instructional outcomes d.Demonstrating knowledge of resources e.Designing coherent instruction f.Designing student assessment Domain 2: The Classroom Environment a.Creating an environment of respect and rapport b.Establishing a culture for learning c.Managing classroom procedures d.Managing student behavior e.Organizing physical space PLANTEACHREFLECTAPPLY

6. UnsatisfactoryBasicProficientDistinguished Unsafe Lack of Unaware Harmful Inappropriate Unclear Poor Unsuitable Few Partial Generally Somewhat Inconsistently Attempts Awareness Moderate Minimal Some Consistent Frequent Successful Appropriate Individualized Clear Positive Smooth Most Seamless Solid Highly Subtle Skillful Preventative Sophisticated Students Always Kim Oakes Erie2 BOCES - Adopted ©2010 McKay Consulting, LLC 6 Performance Levels: Key Words Teacher-directed success! Student-directed success! Levels of cognition and constructivist learning increase

7. Component Level vs. Element Level Kim Oakes Erie2 BOCES - Adopted ©2010 McKay Consulting, LLC

8. 8 Teaching is a performance. Performances are measured using rubrics. Element level rubric Component level rubric 8

9. Domains 1 & 4 Kim Oakes Erie2 BOCES - Adopted ©2010 McKay Consulting, LLC

10. Pre and Post Observation Forms Kim Oakes Erie2 BOCES - Adopted ©2010 McKay Consulting, LLC