Charlotte Danielson's Framework for Teaching

1. Charlotte Danielson'sFramework for Teaching Overview

2. Why a Framework? • AchieveNJ: • Educator effectiveness • Evaluations based on multiple measures • learning outcomes • effective practice • Timely feedback & high-quality PD • Evaluation and support systems with input from educators • Tenure and other forms of recognition

3. Evaluation Requirements • Years 1 & 2 • 2 long= 40 minutes each • 1 short= 20 minutes • 55% Tested grades and subjects-LA and math • 85% Non- tested grades and subjects • Final Rating • Highly effective • Effective • Partially effective • Ineffective

4. Why Danielson? • Research based • Validated • “Wisdom of practice" • Highly complex decision-making • Generic • Constructivism VIDEO http://login.teachscape.com

5. Benefits of the Framework • Shared understanding of good teaching practices • Common language for discussion • Common lens for evaluative purposes

6. 4 Domains • Planning and Preparation 20% • Classroom Environment 30% • Instruction 30% • Professional Responsibilities 20%

7. On Stage vs. Off Stage On Stage Off Stage • Domains 2 and 3 • Classroom Environment and Instruction • Aspects of teaching that are directly observable in the classroom. • Domains 1 and 4 • Planning & Preparation and Professional Responsibilities • Behind-the-scenes work that have a significant impact on the learning that happens in the classroom.

8. Common Themes • Equity • Cultural competence • High expectations • Developmental appropriateness • Attention to individual students, including those with special needs • Appropriate use of technology • Student assumption of responsibility

9. Gallery Walk • Planning and Preparation Classroom Environment Instruction Professional Responsibilities • List some characteristics to describe each Domain. Use the below words IN ADDITION to you own descriptors . Student Directed Needs Based Engagement Intentional Responsive Understanding Minds On Vision Collaborative

10. Domain 1- Planning & Preparation Components • Knowledge of Content & Pedagogy • Knowledge of Students • Setting Instructional Outcomes • Knowledge of Resources • Design Coherent Instruction • Design Student Assessments

11. Domain 1 Doing Knowing • Setting Instructional Outcomes • Design Coherent Instruction • Design Student Assessments • Knowledge of Content & Pedagogy • Knowledge of Students • Knowledge of Resources

12. Domain 4- Professional Responsibilities • Reflecting on Teaching • Maintaining Accurate Records • Communicating with Families • Participating in a Professional Community • Growing and Developing Professionally • Showing Professionalism

13. Evidence of Domain 4 Which items relate to Domain 4? • Interdisciplinary planning during CD period • Parent phone call about missing assignments • Posting assignments on HW Hotline • Entering grades in Genesis • Attending band concert • Chaperoning 8th grade trip • Serving on Academic Awards Committee • Revising curriculum MAP after unit of study • Observing another teacher’s instruction • Attending workshop during Teacher’s convention • Watching a WIS wrestling match • Coordinating a Service learning project • Delivering food collected during turkey drive • Participating in CST annual review

14. Break- We will return in 5 minutes!

15. Rubrics • 4 levels of performance for each component • 4- Distinguished • 3- Proficient • 2- Basic • 1- Unsatisfactory • Each level refers to the degree of expertise the teacher demonstrates in the component.

16. Characteristics of a 4 • Highly successful implementation • Evidence that the classroom operates as a community of learners • Highly motivated & engaged students – assume responsibility for their own learning & for the functioning of the classroom. • Classroom appears to be running itself Activity- 3b: Using Questioning/ Prompts and Discussion Techniques Teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote meta-cognition. Students themselves frame higher-level questions.

17. Characteristics of a 3 • Successful implementation of the different elements of the instructional element • Lacks the students’ assumption of classroom responsibilities and contributions to functioning Activity- 3b: Using Questioning/ Prompts and Discussion Techniques While the teacher may use some low-level questions to scaffold instruction, he or she poses questions to students that are designed to promote student thinking and understanding.

18. Characteristics of a 2 • Understanding of the concepts underlying the component • Evidence of attempts to implement its elements, but the implementation is sporadic, intermittent, or otherwise not entirely successful Activity- 3b: Using Questioning/ Prompts and Discussion Techniques Teacher's questions lead students through a single path of inquiry, with answers seemingly determined in advance.

19. Characteristics of a 1 • Does not demonstrate understanding of the rudimentary skills inherent in the component Activity- 3b: Using Questioning/ Prompts and Discussion Techniques Teacher's questions are of low cognitive challenge, have single correct responses, and are asked in rapid succession.

20. Comparing 3B Unsatisfactory Basic Proficient Distinguished • Variety • Challenge • High Level • Students frame ? • Inconsistent • Partial • General • Attempts • Awareness • Moderate • Minimal • Consistent • Frequent • Successful • Appropriate • Clear • Positive • Smooth • Lack of • Unsafe • Harmful • Unclear • Unaware • Poor • Unsuitable

21. Partner Practice • Highlight the key words in each level of your assigned rubric. • Switch and identify similarities and/or patterns??? • Record on paper- key words that describe each level 20 minute activity

22. Levels of Performance Unsatisfactory Basic Proficient Distinguished • Solid • Seamless • Subtle • Skillful • Preventative • Leadership • Students • Inconsistent • Partial • General • Attempts • Awareness • Moderate • Minimal • Consistent • Frequent • Successful • Appropriate • Clear • Positive • Smooth • Lack of • Unsafe • Harmful • Unclear • Unaware • Poor • Unsuitable

23. ON STAGE Domain 2 & 3

24. Domain 2- Classroom Environment • Environment of Respect and Rapport • Culture for Learning • Manage Classroom Procedures • Manage Student Behavior • Organizing Physical Space

25. Domain 3- Instruction • Communicating with Students • Using Questions and Discussion Techniques • Engaging Students in Learning • Using Assessment in Instruction • Demonstrating Flexibility and Responsiveness

26. Evidence • What you see, hear, or read— • Not an interpretation or opinion • Includes body language (e.g., teacher walking around the classroom, students waving their hands in the air to be recognized, students slumping in their chairs, students putting their heads on their desks).

27. Interpretation • Scoring judgment of the evidence recorded during observation • MUST apply criteria directly from the rubric • Evidence designated to the appropriate component