Introduction Framework for Teaching by Charlotte Danielson

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

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. 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

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6. Expectations….. • Ask questions! • Participate in group and partner activities • Adult learners – take care of your needs • Cell phones

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

9. “Because teaching is so complex, it is helpful to have a road map Through the territory, structured around a shared understanding of teaching.” ~ Charlotte Danielson

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11. What are some of the characteristics of exemplary teaching? Consider settings both in and beyond the classroom. Write one idea per post-it note.

13. A Speed Date with Charlotte

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

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 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

18. Components/Elements

19. Domain Jigsaw • In groups, (groups of 4) divide the Domains and read your section • Pg 26-31 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!

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.

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. GOOD TEACHING (The Framework for Teaching) Mentoring Recruitment And Hiring Supervision Of Student Teachers License Renewal Professional Development Teacher Evaluation

30. Defining Effective Practice In order to create the conditions for improved teaching, one must first defineit. Without such a definition of good practice, educators are, in effect, wandering in a swamp. Charlotte Danielson

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32. 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 • 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 A Framework for Teaching:Components of Professional Practice

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 3Text 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 ?

36. Silent Read • Read pages 15-17 in Enhancing Professional Practice: A Framework for Teaching. • What else do you want to add to your definition of Cognitive Engagement and Constructivist Learning?

37. Characteristics of Engagement • Multiple Answers/Pathways • Problem Solving • Student Choice • Real Thinking/Bloom’s • Deep, Not Broad • Relevant/Authentic

38. Priorities of the FFT • Cognitive Engagement • “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.

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 3Digging 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

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

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…..

47. Lunch!

48. Digging DeeperDomain 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." Maya Angelou

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.