1. “Teachers do not cause students achievement, students cause student achievement”
Steve Barkley
Read Slide:
Have participants reflect on quote

2. Prince George’s County Public Schools Office of Talent Development
Framework for Teaching
Evidence: What it Looks Like
Prince George’s County Public Schools
Office of Talent Development

3. Objectives
Identify evidence to be included in the FfT Descriptors of Practice.
Identify and collect non-bias and factual evidence from on stage and off stage
Analyze a completed Descriptors of Practice
Read slide…if you do not have access to a video of a live classroom REVISE SECOND BULLET or ACCESS Educational Impact Video and hyperlink into slide # 3

4. Agenda Closure Part I: Part II: Part III: Warm Up What is evidence ?
Collecting off-stage Evidence Domain 1
Identify Evidence for Domains 1, 2 and 3
Part III:
Looking at a completed D.O.P.
Closure
What are the implications for you as a teacher?
Read Slide

5. Part I What is evidence?
Read Slide

6. Quick Write What is evidence?
Allow participants to write their thoughts on sticky notes, then chart out for them to see.
Share aloud

7. 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.
Again, this might be review, or might need more discussion.

8. Types of Observation Evidence
Verbatim scripting of teacher or student comments:
“Could one person from each table collect materials?”
Non-evaluative statements of observed teacher or student behavior:
The teacher stands by the door, greeting students as they enter.
Numeric information about time, student participation, resource use, etc.:
Three students of the eighteen offer nearly all of the comments during discussion.
An observed aspect of the environment:
The assignment is on the board for students to do while roll is taken.
Review briefly

9. BIAS
When making judgments based on evidence, we draw conclusions from what we see and hear. And, while it is human nature to attach positive or negative “meaning” to elements in our environment, it is inappropriate in a professional observation to allow our personal associations – our biases – to affect our judgment.
Read Slide
Allow participants to share thoughts….briefly

10. Exploring the nature of bias:
Bias, both personal and societal, can influence judgment in many ways. None of these influences, it should be noted, are directly related to the teacher’s effectiveness in the classroom, but they can affect the observer’s judgment.
Bias is both possible and important to understand.
Read Slide
Allow participants to share thoughts….briefly

11. Threats to evaluator accuracy:
Assessor bias
Leniency
Central Tendency
“Halo” or “Horns” Effect
Comparison
Assessor Bias:
Leniency
Central Tendency: the NORM
Halo or Horns Effect: you are an angel (always nice
4 o’clock appt.

12. On the Line
You will view pieces of statement and determine if the evidence is evidence or an opinion.
If the statement is evidence step forward, if opinion then step backward, and if you are not certain, then stay on the line.

13. Evidence
Opinion or

14. Evidence or Opinion? Opinion
The pacing of the lesson was slow, allowing for student restlessness, disengagement, and disruptive behavior.
Opinion
Depending upon time this can be done as a whole group or table groups, elbow partners, etc.

15. Evidence or Opinion? Evidence
The teacher says today’s activities are an extension of the math unit.
Evidence
Depending upon time this can be done as a whole group or table groups, elbow partners, etc.

16. Evidence or Opinion? Opinion
The pacing of the lesson was slow, allowing for student restlessness, disengagement, and disruptive behavior.
Opinion
Depending upon time this can be done as a whole group or table groups, elbow partners, etc.

17. Evidence or Opinion? Opinion
The new table arrangement encourages concentration and controlled interaction with neighbor.
Opinion
Depending upon time this can be done as a whole group or table groups, elbow partners, etc.

18. Review - What is Evidence?
Actions, by teacher or students
Statements or questions, by teacher or students
Observable features of the classroom
Captured not remembered

19. The 8 Essential Components
Domain 1: Planning and Preparation
1c: Establishing Instructional Outcomes
1e: Designing Coherent Instruction
Domain 2: Classroom Environment
2b: Establishing a Culture for Learning
2d: Managing Student Behavior
Domain 4:
Professional Responsibility
4a: Reflecting on Teaching
4c: Communicating with Families
Domain 3:
Instruction
3b: Using Questioning and Discussion Techniques
3c: Engaging Student in Learning
Off Stage
On Stage
Review: Share on stage /off stage

20. Pieces of the Lesson Value, Sequence, & Alignment Clarity
Aligned to standards
Part of a bigger picture, previous lesson, beginning lesson, etc.
Represents high expectations & intellectual rigor (higher order thinking)
Clarity
Objectives use measurable verbs
Clearly stated as a learning goal & can be assessed
Teacher states outcome as learning not just as an activity
Outcomes can be assessed/tested
Final Review: Bring it all together
Connected to a sequence of learning both in the discipline and in related disciplines. Does this outcome connect to what students are learning in other disciplines?
Is this important learning?
Does the learning outcome represent high expectation for all students?
Is the learning outcome rigorous? If not, how might you rewrite it to be more rigorous?
Does the outcome naturally follow what students have previously learned?

21. Pieces of the Lesson Balance:
Balance represent factual knowledge and procedural skills as well as thinking and reasoning, conceptual understanding and skills in collaboration.
Among different types of learning (may represent listening, discussion, writing, drawing, presenting, groupings, etc.)
How is it related to the learning outcome?
Integrated with other content areas/technology
Instruction is adjusted to accommodate diverse learners
Differentiating the Process/Activities
Differentiating the processes means varying learning activities or strategies to provide appropriate methods for students to explore the concepts.
Final Review: Bring it all together cont.
Connected to a sequence of learning both in the discipline and in related disciplines. Does this outcome connect to what students are learning in other disciplines?
Is this important learning?
Does the learning outcome represent high expectation for all students?
Is the learning outcome rigorous? If not, how might you rewrite it to be more rigorous?
Does the outcome naturally follow what students have previously learned?

22. 1e: Designing Coherent Instruction Requires teachers’ knowledge of the content, students, resources and clarity of instructional outcomes that come together, resulting in a plan of action.
Repeat steps (Slides 9-17) for all of the remaining components
Read Slide

23. Pieces of the Lesson Learning Activities Are suitable for students.
Support the Instructional Outcomes in 1c.
Engage students in meaningful learning via approved textbooks, technology, websites, and resources from
Reflect appropriate text complexity.
Materials and Resources
Orange puzzle piece represents cognitive and questioning

24. Lesson and Unit Structure
Pieces of the Lesson
Instructional Groups
Groups are varied as appropriate, based on needs of students and instructional outcomes.
Student choice is incorporated in grouping decisions.
Lesson and Unit Structure
Clearly defined structure
Activities designed to support lesson structure & are coherent
Time allocations are reasonable
Topics are connected
Time for closure and student reflection
Options are provided for diverse student needs.
Options include:
Student Choice
Learning Styles
Small Group
Whole Group
Friends
Homogeneous
Mixed Ability
Partners

25. 2b. Establishing a Culture for Learning
The culture for learning refers to the atmosphere and energy level in a classroom, where students are engaged in important work.
Read Slide

26. Expectations for Learning & Achievement
Pieces of the Lesson
Importance of Content
Atmosphere in class reflects importance of work
Everyone engaged in pursuits of value
Norms that govern interaction among individuals
Students demonstrate curiosity and taking initiative
High energy
Expectations for Learning & Achievement
High expectations of Teacher
Teacher has confidence in their abilities
Effort is rewarded
Good ideas are valued (Good job, you have two more sentences to go”)
Students put forth effort
Being “smart” is cool
Safe environment for taking risks
Options include:
Student Choice
Learning Styles
Small Group
Whole Group
Friends
Homogeneous
Mixed Ability
Partners

27. Pieces of the Lesson Student Pride in Work Student work is displayed
Accountable talk (students & teachers)
Students explain work to others
Students value learning and hard work
Options include:
Student Choice
Learning Styles
Small Group
Whole Group
Friends
Homogeneous
Mixed Ability
Partners

28. 2d. Managing Student Behavior
Expectations
Monitoring of Student Behavior
Response to Student Misbehavior
Wait time 2.
Allow participants to share out. (Tell will probably go to their books) 28

29. Pieces of the Lesson Monitoring of Student Behavior
Self monitoring by students
Teacher aware of what is going on “eyes in the back of the head”
Response to Misbehavior
Reflects established behavior plan
Proximity of teacher
Consequences based on student behavior, not on the student
Expectations
Standards of conduct set/posted
Clear consequences
Consistently applied (no favorites)
Routines/procedures established
Teachers refrain from losing temper
Ask for any additional thoughts/ideas

30. Discussion Techniques
Pieces of the Lesson
Quality of Questions
Invite students to formulate hypotheses
Make connections
Challenge previously held views
Promote student thinking/teachers probe student responses
High level rather than low level
Discussion Techniques
Discussion student led
Teacher not the center of the discussion “sage on the stage”
Requires student analytical thinking
Teacher encourages comments on others answers and requests further elaboration
Options include:
Student Choice
Learning Styles
Small Group
Whole Group
Friends
Homogeneous
Mixed Ability
Partners

31. Pieces of the Lesson Student Participation in the Discussion
All students are engaged
All students are drawn into the conversation
Students themselves ensure high levels of participation
Options include:
Student Choice
Learning Styles
Small Group
Whole Group
Friends
Homogeneous
Mixed Ability
Partners

32. Pieces of the Lesson Activities ad Assignments
Large (whole class), small, pairs, triads, etc.
Should reflect what teacher is trying to accomplish and should serve that purpose
Heterogeneous/Homogeneous
Grouping of Students
Active student learning-mental engagement
Students making contributions
Students are intellectually engaged
Students challenged to think broadly & deeply
Students solve problems
Review: Bring it all together

33. Pieces of the Lesson Instructional Materials & Resources
Suitable and enhances learning for all students
Needed for outcome/engaging for students in meaningful learning
Supported the instructional outcomes
Structure and Pacing
Students know where they are in the structure
The structure guided the lesson (warm up, beginning, middle, end, and closure)
Pacing is appropriate to students and content
Students don’t feel rushed or too much lag time
Read Slide

34. 4a: Reflection on Teaching (page 92-94)
Accuracy
Teacher prompts students to reflect on learning and uses the reflections to assess lesson’s effectiveness.
Teacher identifies specific learning outcomes that students mastered and those that will need to be reinforced with additional instruction.
Teacher reflects on the effectiveness of instructional groups by assigning student monitors in each group to collect data about the participation of each group member. In addition, all students participate in a reflection activity in which they make connections between group participation and learning.
Read Slide

35. 4a: Reflection on Teaching
Use in Future Teaching
Teacher provides several alternate resources for students, including options for students of varying levels of readiness and learning style.
Based on student reflections, the teacher regroups student for the next lesson according to their area of interest in the topic.
After examining student work, the teacher develops a series of milestones, sequenced and differentiated according to needs indicated by student work.

36. 4c: Communicating with Families
Information about the Instructional Program
Informs families how class is run
Uses a communication strategy: web page, newsletter, back-to-school night, , etc.
Facilitate a discussion on other ways to communicate with families

37. 4c: Communicating with Families
Information about Individual Students
Parents should feel invited and encouraged to contact the teacher any time
Inform parents of academic & social progress
Communicates honestly with parents
Responds to parent concerns
Review: Bring it all together

38. Part II Collecting off-stage Evidence Domain 1 Identifying Evidence for Domains 1, 2 and 3
Read Slide

39. Domain 1 Collecting off-stage Evidence Domain 1
Review the sample lesson plan
Record evidence from the sample lesson plan for Domain 1
Have a discussion with a partner or group about the evidence collected.
The Framework for Teaching Charlotte Danielson
Read Slide

40. D.O.P Examining a completed Descriptors of Practice
Take a moment to read through the completed D.O.P.
What do you notice?
Fact or Opinion
Levels of Performance
The Framework for Teaching Charlotte Danielson
Activity
Bring all participants back together for a whole group discussion

41. Closure What are the implications for you as a teacher?
Facilitate a discussion

42. Quote
“The aim of education should be to teach us rather how to think, than what to think - rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with thoughts of other men.”
~Bill Beattie ~