1. Educator Effectiveness: The Danielson Framework Collecting Evidence

2. Our Vision: To be the indispensable leaders, experts, and innovators who provide the skills and solutions learners need to successfully navigate a connected world. Our Mission: Empowering our customers to solve their most challenging problems that impact learning and quality of life.

3. Today’s Objectives: A better idea of the kind of evidence that can be uploaded to document performance in the Danielson Domains. An introduction to using Teachscape to upload evidence.

4. A Framework for Teaching Domain 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Contributing to the School and District Growing and Developing Professionally Showing Professionalism Domain 3: Instruction Communicating Clearly and Accurately Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness Domain 1: Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Selecting Instruction Goals Demonstrating Knowledge of Resources Designing Coherent Instruction Assessing Student Learning 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 Off Stage On Stage

5. Evidence or Opinion? 1)The teacher has a warm relationship with the students. 2)The teacher said the South should have won the Civil War. 3)The table groups were arranged in 2x2 pods. 4)The materials and supplies were well organized. 5)Wait time was insufficient for student thinking.

6. Evidence or Opinion? 6)The teacher stated that students have learned to add 2-digit numbers in preparation for today’s lesson. 7)Six students, questioned randomly, did not know the day’s learning goal.

7. Evidence Is: ➢ A factual reporting of events. ➢ May include teacher and student actions and behaviors. ➢ May include artifacts prepared by the teacher, students or others. ➢ Is not clouded with personal opinion or biases. ➢ Is selected using professional judgment by the observer and/or the teacher. https://www.google.com/search?safe=active&hl=en&authuser=0&site=imghp&tbm=isch&source=hp&biw=1680&bih=804&q=chart+paper&oq=chart+paper&gs_l=img.3...0.0.1.22492.0.0.0.0.0.0.0.0..0.0....0...1ac..48.img..1.10.822.RP7DbB V1cio#authuser=0&hl=en&q=evidence&safe=active&tbm=isch&facrc=_&imgdii=VGbaxbYXDII1NM%3A%3BAdjG9YFXKJlv4M%3BVGbaxbYXDII1NM%3A&imgrc=VGbaxbYXDII1NM%253A%3BkQ-3MFSna2EY- M%3Bhttp%253A%252F%252F4.bp.blogspot.com%252F- Bi6Y3iaYGOk%252FUjCCbvga99I%252FAAAAAAAAPqk%252FthK1bGnjjEc%252Fs640%252Fevidence.png%3Bhttp%253A%252F%252Fargumentanddecision.blogspot.com%252F2013%252F09%252Fnotes-on-evidence.html%3B526%3B315

8. Onstage Evidence ➢ Read your article individually. Select a few golden lines to share with your group. Share summaries within each group. ➢ Collaboratively select 3 important points in the article. ➢ Collectively define evidence for each component in the domain to which your group was assigned. ➢ Debrief salient points discussed with large group.

9. Articles Domain 2Domain 3 Reynolds, M. (2003).Ten strategies for creating a classroom culture of high expectations McTighe, J. & O’Conner, K. (2005). Seven practices for effective learning Beatty-O’Ferrall, M., Green, A. & Hanna, F. (2010). Classroom management strategies for difficult students: Promoting change through relationships Tomlinson, C. A. & Javius, E. L. (2012). Teach up for Excellence

10. Onstage Evidence Gallery Walk In groups of 2-4, visit the document for each component of the domain to which you were NOT already assigned and offer any additional evidence for collection.

11. Off Stage Evidence ➢ In small groups identify the pieces of evidence that could be collected by either the educator or the evaluator to indicate one’s performance in a particular component. https://www.google.com/search?safe=active&hl=en&authuser=0&site=imghp&tbm=isch&source=hp&biw=1680&bih=804&q=chart+paper&oq=chart+paper&gs_l=img.3...0.0.1.22492.0.0.0.0.0.0.0.0..0.0....0...1ac..48.img..1.10.822.RP7DbBV1cio#authuser=0&hl=en &q=evidence&safe=active&tbm=isch&facrc=_&imgdii=_&imgrc=VGbaxbYXDII1NM%253A%3BkQ-3MFSna2EY-M%3Bhttp%253A%252F%252F4.bp.blogspot.com%252F- Bi6Y3iaYGOk%252FUjCCbvga99I%252FAAAAAAAAPqk%252FthK1bGnjjEc%252Fs640%252Fevidence.png%3Bhttp%253A%252F%252Fargumentanddecision.blogspot.com%252F2013%252F09%252Fnotes-on-evidence.html%3B526%3B315

12. Program Assessment: Evidence Collection: Given domains, discuss the following with regard to evidence collection: ➢ What are Program strengths? ➢ What are any Program challenges? ➢ What are questions we still have?

13. Self Assessment: Evidence Collection: ➢ What does this look like for my classroom/delivery of service? ➢ What are my strengths? ➢ What will be my challenges? ➢ Questions I still have? LIU12 2012-13

14. Gots and Needs Regarding the Danielson framework and the LIU Differentiated Supervision process, what has been clarified for you today? What questions and/or areas of desired support are still lingering?

15. Gots and Needs http://padlet.com/ldmenges/6fh25a2s5fhw

16. Our Vision: To be the indispensable leaders, experts, and innovators who provide the skills and solutions learners need to successfully navigate a connected world. Our Mission: Empowering our customers to solve their most challenging problems that impact learning and quality of life.