The Framework for Teaching Evaluation Instrument

1. The Framework for Teaching Evaluation Instrument 2011 Louisiana Edition Louisiana Components of Effective Teaching (LCET) Charlotte Danielson

2. 4 Domains • Planning and Preparation • Classroom Environment • Instruction • Professional Responsibilities

3. Domain 1: Planning and Preparation 1a Demonstrating Knowledge of Content and Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student Assessments

4. Domain 2: Classroom Environment 2a Creating an Environment of Respect and Rapport2b Establishing a Culture for Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Organizing Physical Space

5. Domain 3: Instruction 3a Communicating With Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility and Responsiveness

6. Domain 1: Planning and Preparation 1c Setting Instructional Outcomes Identifying exactly what students will be expected to learn NOT what students will do • Value, sequence, and alignment: • Clarity and Balance • Suitability for diverse students Example: How to determine the impact environmental factors have on the survival of a population.

7. Domain 2: Classroom Environment 2c Managing Classroom Procedures Management of : • Instructional groups • Transitions • Material and supplies • Non-Instructional duties Little or no loss of instructional time Students play a role in carrying out the routines and know where to go and what to do

8. Domain 3: Instruction 3b Using Questioning and Discussion Techniques Quality of questions Discussion Techniques Student Participation

9. Domain 3: Instruction 3c Engaging Students in Learning Activities and assignments aligned with goals and objectives Grouping of students Instructional materials and resources Structure and pacing

10. Domain 3: Instruction 3d Using Assessments in Instruction Assessment criteria Monitoring of student learning Feedback to students Student self-assessment and monitoring of progress

11. Scoring Range 0 - 1.4 = Ineffective 1.5 - 2.4 = Effective: Emerging 2.5 - 3.4 = Effective: Proficient 3.5 - 4.0 = Highly Effective

12. Setting Instructional Outcomes Outcomes consist of understanding the relationship between addition and multiplication and memorizing facts Make a poster illustrating a poem Students will develop a concept map that links previous learning goals to those they are currently working on The outcomes for the history unit include some factual info as well as a comparison of perspectives of different groups in the events leading to the Revolutionary War Effective: Emerging Ineffective Highly Effective Effective: Proficient

13. Managing Classroom Procedures A student redirects a classmate to the table s/he should be at following a transition When moving into small groups, students are confused about where to go Students move smoothly between large-small group activities Transitions between large and small group activities are rough, but they are accomplished Highly Effective Ineffective Effective: Proficient Effective: Emerging

14. Using Questioning and Discussion Techniques All questions are of the recitation type. Many questions are of the recitation type A student says to another classmate: “ I don’t think I agree with you on this because.” The teacher asks: “What might happen if the colonists had not prevailed in the.” Ineffective Effective: Emerging Highly Effective Effective: Proficient

15. Engaging Students in Learning There is a recognizable beginning, middle and end to the lesson Students identify or create their own learning materials Students complete “busy work” activities The lesson neither rushes or drags on Ineffective Effective: Emerging Highly Effective Effective: Proficient

16. Using Assessment in Instruction Teacher asks: “Does anyone have a question?” The teacher asks the students to look over their papers to correct their errors. The teacher uses exit tickets to elicit evidence of individual student understanding. The student asks, “Does this count towards my grade?” Ineffective Effective: Emerging Effective: Proficient Highly Effective