Citywide Expectations for 2011-2012

1. Citywide Expectations for 2011-2012 • In the summer of 2011: • • Adopt Danielson’s Framework for Teaching, or leverage an existing research-based teaching framework that articulates clear expectations, to serve as the focus for observations and feedback. • • Explore ways to free up time for school leaders to engage in classroom observations and feedback cycles. • • Finalize plan for gathering and looking at current student work • Begin planning for engaging teacher teams in selecting/adapting/designing CC-aligned, curriculum-embedded tasks

2. Citywide Expectations for 2011-2012 • Fall 2011 • Establish regular cycles of teacher observation using a framework • Establish regular meeting times for teacher teams • Engage in a protocol to look at current student work • Analyze the selected Common Core standards to identify gaps between what students are doing currently, and what the CCLS asks them to know and be able to do • Teacher teams begin to plan for selection/adaptation/design of CCLS aligned curriculum with embedded tasks • Familiarize teachers with task bundles available on the Common Core Library • Plan for professional learning opportunities to deepen understanding of Universal Design for Learning

3. Citywide Expectations for 2011-2012 • Winter/ Early Spring 2012 • Implement CCLS aligned curriculum with embedded literacy and math tasks • Examine student work resulting from CCLS aligned tasks • Reflect on teacher work related to implementation of a framework • Continue observation and feedback cycles • Incorporate UDL into task and curriculum design to ensure accessibility for all students

4. August Summer Institute: Overview • City Wide Instructional Expectations 2011-2012: • These are the Chancellor’s “3” ASKS: • Strengthening student work by examining and refining curriculum, assessment and classroom instruction • Strengthening teacher practice by examining and refining the feedback teachers receive through a framework • Curriculum Mapping / ELA & Math task: • Engaging all students in at least one literacy task and one math task aligned to strategically selected Common Core Learning Standards • Guiding Questions: • How do Danielson’s Domains and Components support those aspects of a teacher’s responsibilities that promote improved student learning?

5. Introducing “The Danielson Framework” • Here are the “4” Domains…. • Planning and Preparation • The Classroom Environment • Instruction • Professional Responsibilities

6. The 6 Central DOE-selected from Charlotte Danielson Framework for Teaching Competency Elements Competency Elements 1e: Learning activities, instructional materials and resources, instructional groups, lesson and unit structure 2b: Importance of the content, expectations for learning and achievement, student pride in work 2d: Expectations, monitoring of student behavior, response to student misbehavior 3b: Quality of questions, discussion techniques, student participation 3c: Activities and assignments, grouping of students, instructional materials and resources, structure and pacing 3d: Assessment criteria, monitoring of student learning, feedback to students, student self-assessment and monitoring of progress • 1e: Designing Coherent Instruction • 2b: Establishing a Culture for Learning • 2d: Managing Student Behavior • 3b: Questioning and Discussion • 3c: Engaging Students in Learning • 3d: Using Assessment in Instruction

7. Activity 1:Envisioning Good Teaching … • Guiding Question: • When you’re in the presence of greatness/excellence, what would you expect to see/hear from students and your colleagues?

8. Unpacking the Danielson Framework • Big Ideas: • To support schools with CCLS implementation and teacher effectiveness, Central DOE has selected 6 components from Danielson’s Framework for Teaching to help build pedagogical and observational/feedback skills and capacity • Schools must develop a shared understanding of what highly effective teaching looks like in order to determine how to adjust teacher practice to support student development along the continuum of college and career readiness • Guiding Questions: • What are the fundamental ideas behind the 6 Central-DOE selected and supported Danielson components? • How do Danielson’s Domains and Components support those aspects of a teacher’s responsibilities that promote improved student learning? • What evidences “Distinguished” performance for each Component? What are the classroom/pedagogical “look fors”? • What are the subsequent implications for teacher practice, planning, and preparation?

9. Activity 2: Taking a Close Look at “1e” Competency 1e: Designing Coherent Instruction Elements 1e: Learning Activities, Instructional Materials and Resources, Instructional Groups, Lesson and Unit Structure. Table Facilitators will support the “Instructional Leaders” as they uncover the understandings of Domain 1, Competency e and its Elements

10. 1e – Designing Coherent Instruction • Competency • 1e – Designing Coherent Instruction • Elements • 1e – Learning Activities, Instructional Materials and Resources, Instructional Groups and Lesson and Unit Structure • Look Fors: • In Unit Plans – at least three weeks with daily topics and activities that reflect organization and sequencing, and variety of materials and groups • In Lesson Plans – description of students, instructional objectives, assessments, strategies for activating, cognitive demand, and summarizing, varied instructional materials, and potential misunderstandings

11. Steps for Reading and Template Completion: • Individually read selected pages that cover assigned Domain/Component. Participants may wish to jot their findings on the “Unpacking Danielson’s Teaching Framework Components” template while reading or may wish to hold off on note-taking until the triad discussion. This is up to the triad/individual participants. • After reading the respective pages for the assigned Component, triads engage in a discussion and come to consensus around the big ideas of the Component. Once consensus is reached, triad members record their ideas on the template. Triads may choose to use one template to capture the ideas of all triad members or capture triad’s ideas on individual templates. • Triads are now ready to engage in a discussion around and notate on the template what would evidence “Distinguished” level of performance for that Component. Participants should look closely at the rubric for the Component and focus on the information in the “Distinguished” column in order to generate ideas. The objective is to not only identify the classroom and pedagogical “look fors”, but also to refrain from “eduspeak” and provide teacher-friendly language and specific examples/evidence that will support teachers be they in their first or 20th year of teaching. • Upon completion of the evidence/look fors, triads will share out their ideas and notes. Facilitator will capture and triangulate these ideas and notes on large poster paper to serve as the table’s chart for the room share out and suggested gallery walk at lunch.

12. Whole Group Share Component 1e Component 1e and supporting evidence of the Elements Followed by a 15 minute break

13. Activity 3: 2b – Establishing a Culture for Learning • Competency • 2b – Establishing a Culture for Learning • Elements • 2b – Importance of the Content, Expectations for Learning and Achievement and Student Pride in Work • Look Fors: • Evidence must be in the classroom – the look of the room, student work displayed (scored or rated with written feedback); nature of the interactions and tone of conversations with and among students reflect they are interested in and value learning and hard work.

14. Whole Group Share Component 2b Component 2b and supporting evidence of the Elements

15. Activity 4: 2d – Managing Student Behavior • Competency • 2d – Managing Student Behavior • Elements • 2d – Expectations, Monitoring of Student Behavior and Response to Student Behavior • Look Fors: • Age appropriate and culturally consistent standards • Rules are made clear to all and are posted in the classroom • Rules are clearly and consistently applied (no favoritism is evident) • Teacher encourages students to monitor their own behavior

16. Whole Group Share Component 2d Component 2d and supporting evidence of the Elements Followed by a 10 minute break

17. Activity 5- Using the “Danielson Framework” to Provide Feedback… • Putting “Research” into “Practice”…. • As you observe the video, please take down specific notes and use the low inference observation protocol (collection of evidence) to support the teacher practice you see… • What is the evidence? • What does the evidence say about teacher practice? • As a participant in this process, what feedback would you provide this teacher to improve on their practice?

18. Activity 5: Video

19. Activity 6 – Aligning the Danielson Framework to Current Units of Study/Curriculum Maps – 1e, 2b & 2d • Pairs and/or Triads…work to capture ideas and memorialize these evidence based ideas on the template. Engage in a discussion on the “Look Fors” and how this may impact the current unit maps and instructional focus. • 1e: Designing Coherent Instruction • 2b: Establishing a Culture for Learning • 2d: Managing Student Behavior

20. Looking at Components 1e, 2b and 2d Curriculum Mapping Reflecting on the details and elements of 1e, 2d, 2b think about how these understandings will help your team make “Instructionally Strategic Moves” on your current Units of Study to reflect a closer alignment to the Danielson Framework? Review the components of your Curriculum Map and/or Unit Map and look for ways to “strengthen” it to demonstrate a more effective and coherent instructional approach for “ALL STUDENTS.” What strategic change or changes did the team make?

21. Debrief/Feedback • Debrief of the Day: • Valuable take-aways • “A-ha” moments • **Please be sure to complete and submit to table facilitator your feedback form** • We thank you for your participation at today’s institute!