Enhancing Professional Practice

1. Enhancing Professional Practice Orientation to the Framework for Teaching Howard County, Maryland October 23 and 25, 2012

2. Session Goals • Understand the structure and language of the Framework for Teaching • Deepen understanding of the domains and components of the Framework for Teaching • Identify the essential characteristics of each of the Framework’s levels of performance

3. Agenda – Day Two •  • Today will be success if… • Meeting principles • Wisdom of practice • Framework for Teaching: Domain overview • Framework for Teaching Action Quiz • Levels of performance: A deep dive • Memorable learning moments • Observable vs. “off stage” domains

4. Meeting Principles Equity of voice Attentive listening Safety to share different perspectives Honoring one another

5. Today will be successful for me if…

6. Stephen Frears,Director “I know it seems crazy when everyone else in the world wants to be a film director, but for me, teaching is one of the few heroic jobs left. All the biggest miracles take place in classrooms. Nothing happens without teachers.”

7. Lee Shulman, Educational Psychologist “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 a natural disaster.”

8. The Wisdom of Practice If you were to walk into a classroom, what might you see or hear there (from the students as well as the teacher) that would cause you to think that you were in the presence of an expert? What would you see and hear that would make you think: “Oh, this is good; if I had a child this age, I would want my child in this class.” Using one index card per idea, jot down 4 things you might see or hear in the classroom of a highly effective teacher.

9. A Window into Teacher Thinking Ability to explain own teaching practice Mysterious Unknown Theoretical Unable to demonstrate Ability to teach Magical Unexplained Intentional Deliberate practice Source: Dunne, Kathy and Villani, Susan. (2007). Mentoring New Teachers Through Collaborative Coaching: Linking Teacher and Student Learning. San Francisco: WestEd.

10. With Teachers in Mind • Think about the strongest teacher with whom you work and identify the “Window of Teacher Thinking” that is most typical for her/him. • Think about the teacher with whom you work who needs the most instructional support and identify the “Window Into Teacher Thinking” that is most typical for her/him.

11. Structure of the Framework:Key Vocabulary • Domains (4) • Components (22) • Elements (76)

12. Domain 1 Planning and Preparation Domain 2 Classroom Environment Domain 2 Classroom Environment 2a Creating an Environment of Respect & Rapport 2b Creating a Culture of Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Managing Physical Space Domain 1 Planning and Preparation 1a Demonstrating Knowledge of Content & Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessment Domain 2 Classroom Environment 2a Creating an Environment of Respect & Rapport 2b Creating a Culture of Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Managing Physical Space The Danielson Framework for Teaching Domain 3 Instruction 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility & Responsiveness Domain 3 Instruction 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility & Responsiveness Domain 4 Professional Responsibilities Domain 4 Professional Responsibilities 4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in a Professional Community 4e Growing and Developing Professionally 4f Showing Professionalism Domain 3 Instruction

13. 4 Domains Jigsaw Domain 1 Planning and Preparation Pgs. 26-28 and 184-186 Domain 2 The Classroom Environment Pgs. 28-29 and 186-187 Domain 4 Professional Responsibilities Pgs. 30-31 and 189-192 Domain 3 Instruction Pgs. 29-30 and 187-189

14. Think back to the “wisdom of practice” activity. How does your review of the domains of the Framework for Teaching affirm or challenge your thinking about what expert teaching looks like? REFLECTION

15. Connecting to the Framework DOMAIN 1 Planning and Preparation DOMAIN 2 The Classroom Environment DOMAIN 3 Instruction DOMAIN 4 Professional Responsibilities

16. Connecting to the Framework • Refer to your “Smart Card” and, with a partner, read each question on the Framework for Teaching (FFT) in Action Quiz and identify the domain and component that the statement best represents. • Write your response on the FFT in Action Quiz sheet.

17. Levels of Performance: A Deep Dive

18. A Deep Dive into the Levels of Performance • Read down the rubrics at your assigned Level of Performance (L.O.P.) through all of the Framework for Teaching rubrics in all four domains. (Pages 4-11 of the participant packet.) • Identify and highlight key words and phrases that capture the essence of the level of performance for each component and record key words (in the participant handout). • 

19. A Deep Dive into the Levels of Performance • When you are finished, proceed to the section of the room designated for your L.O.P., form groups of 3 or 4 and spend 5 minutes identifying a list of words and/or phrases that are descriptive of your assigned L.O.P. • Ask one person in your L.O.P. group to chart the words and phrases identified on the chart paper provided. • 

21. Levels of Performance UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED Lack ofUnsafeHarmfulUnclearUnawarePoorUnsuitable InconsistentPartialGeneralAttemptsAwarenessModerateMinimal ConsistentFrequentSuccessfulAppropriateClearPositiveSmooth SolidSeamlessSubtleSkillfulPreventativeLeadershipStudents STUDENT DIRECTED SUCCESS TEACHER DIRECTED SUCCESS

22. What are your key “take aways” from our discussion about Levels of Performance? REFLECTION

23. Sidney Poitier in“To Sir, With Love” Consider your life as a student within your K-12 learning experience. Recall an occasion (or pattern of occasions) involving a teacher that you still remember (positively or negatively). What makes this so memorable?

24. Memorable Learning Experience • Jot down your experience and what makes it memorable for you. • With an elbow partner, share your experience. • If your experience was positive, jot down a brief description on a 3” x 3” yellow post-it. If your experience was negative use a different color 3” x 3” post-it. • Identify which domain most closely relates to your experience and jot down in the lower right hand corner of the post-it.

25. Maya Angelou, author “People will forget what you said. People will forget what you did. But they will never forget how you made them feel.”

26. Domain 1 Planning and Preparation Domain 2 Classroom Environment Domain 2 Classroom Environment 2a Creating an Environment of Respect & Rapport 2b Creating a Culture of Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Managing Physical Space Domain 1 Planning and Preparation 1a Demonstrating Knowledge of Content & Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessment Domain 2 Classroom Environment 2a Creating an Environment of Respect & Rapport 2b Creating a Culture of Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Managing Physical Space The Danielson Framework for Teaching Domain 3 Instruction 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility & Responsiveness Domain 3 Instruction 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility & Responsiveness Domain 4 Professional Responsibilities Domain 4 Professional Responsibilities 4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in a Professional Community 4e Growing and Developing Professionally 4f Showing Professionalism Domain 3 Instruction

27. Thank you for your participation! Please complete the written evaluation and leave face down in a pile on your tables.