Overview to Charlotte Danielson s Learning Framework for Teaching

Overview to Charlotte Danielson s Learning Framework for Teaching Theresa Gray, Coordinator Integrated Education Services Erie 2-Chautauqua-Cattaraugus BOCES tgray@e2ccb.org

Housekeeping Restrooms Refreshments Lunch Breaks Index Cards Packets

Teacher/Principal Evaluation Formula 60 Other Effective Measures 20 Growth 20 Local 100 www.engageny.org

Learning Targets I can identify the domains/components of the Danielson Framework for Teaching (2011). I can distinguish between the levels of performance on the Framework for Teaching. I can identify pieces of evidence that may be used for the domains/components on the Framework for Teaching. I can make connections between the domains on the Framework for Teaching.

60 Other Effective Measures New York State Teaching Standards 1. Knowledge of Students and Student Learning 2. Knowledge of Content and Instructional Planning 3. Instructional Practice 4. Learning Environment 5. Assessment for Student Learning 6. Professional Responsibilities and Collaboration 7. Professional Growth

Consider the factors that affect student learning. Social, economic, family environment, school environment, the teacher, class size, available materials and resources, technology.the list goes on and on. Which factor, according to the research, has the greatest impact on student learning? 7

The Impact of Teaching Teaching has 6 to 10 times as much impact on achievement as all other factors combined (Mortimore and Sammons, 1987). The effects of well prepared teachers on student achievement can be stronger than the influences of student background factors, such as poverty, language background, and minority status (Darling Hammond, 1999). The single most influential component affecting individual student success in schools is the classroom teacher (Marzano, 2003). 2010 McKay Consulting, LLC

A Road Map. Because teaching is complex, it is helpful to have a road map through the territory, structured around a shared understanding of teaching. Charlotte Danielson

Defining Effective Practice

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

Defining Effective Practice What are some of the characteristics of effective teaching? What would you expect to see and hear if you were in the presence of an exemplary teacher? Consider settings both in and beyond the classroom. 2010 McKay Consulting, LLC *5 7 Post its (One characteristic per post it)

A Framework for Teaching: Components of Professional Practice Domain 1: Planning and Preparation a. Demonstrating knowledge of content and pedagogy b. Demonstrating knowledge of students c. Selecting instructional outcomes d. Demonstrating knowledge of resources e. Designing coherent instruction f. Designing student assessment APPLY Domain 4: Professional Responsibilities a. Reflecting on teaching b. Maintaining accurate records c. Communicating with families d. Participating in a professional community e. Growing and developing professionally f. Demonstrating professionalism PLAN Domain 2: The Classroom Environment a. Creating an environment of respect and rapport b.establishing a culture for learning c.managing classroom procedures d.managing student behavior e.organizing physical space TEACH Domain 3: Instruction a. Communicating with students b.using questioning and discussion techniques c.engaging students in learning d.using Assessment in Instruction e.demonstrating flexibility and responsiveness REFLECT Danielson 2006

Visualize Your Thinking Look at your sticky note descriptions of effective teaching. Using your placemat as a reference, place each post it note on the placemat in the appropriate Domain. Place the post it notes on the large chart paper placemats posted around the room. 2010 McKay Consulting, LLC

What do you notice? Anything NOT fit? 15

The Framework for Teaching does NOT redefine what constitutes good teaching, it simply organizes it into a framework that makes it easier for us to talk about and reflect on teaching. 16

Let s Organize your Rubric Use the post it notes to tab the four domains Domain 1 page 1 Domain 2 page 18 Domain 3 page 28 Domain 4 page 42

Handout A: Identifying the Domains 1. On your own. 2. Check with a partner. 3. Share whole group. 4. Consensus for all twelve statements?

A Framework for Teaching: Components of Professional Practice Domain 1: Planning and Preparation a. Demonstrating knowledge of content and pedagogy b. Demonstrating knowledge of students c. Selecting instructional outcomes d. Demonstrating knowledge of resources e. Designing coherent instruction f. Designing student assessment Domain 2: The Classroom Environment a. Creating an environment of respect and rapport b.establishing a culture for learning c.managing classroom procedures d.managing student behavior e.organizing physical space Domain 4: Professional Responsibilities a. Reflecting on teaching b. Maintaining accurate records c. Communicating with families d. Participating in a professional community e. Growing and developing professionally f. Demonstrating professionalism Domain 3: Instruction a. Communicating with students b.using questioning and discussion techniques c.engaging students in learning d.using Assessment in Instruction e.demonstrating flexibility and responsiveness Danielson 2006

Lets Review the Terminology Danielson Rubric Placemat Domain Component

Domain 2: The Classroom Environment Components of Domain 2: 2a: Creating an Environment of Respect and Rapport 2b: Establishing a Culture for Learning 2c: Managing Classroom Procedures 2d: Managing Student Behavior 2010 McKay Consulting, LLC 2e: Organizing Physical Space

Teaching is a performance. Performances are measured using rubrics. 2010 McKay Consulting, LLC

Exploring Levels of Performance

Handout B: Performance Levels Identifying Key Words (individual) Each table will be given one domain; each person should take at least one component to review. Scan the rubric language used to describe your component. List some key words or phrases that Danielson uses, or that you would use that that make this level different from the rest. Chart that on Handout B. 2010 McKay Consulting, LLC

Handout B: Performance Levels Identifying Key Words (table) As a table, share the rubric language for each component. List some key words or phrases that Danielson uses, or that you would use that that make this level different from the rest. Reach consensus as a table and create a group table (bottom of Handout B) 2010 McKay Consulting, LLC

Performance Levels: Key Words Ineffective Developing Effective Highly Effective 2010 McKay Consulting, LLC

Performance Levels: Key Words Ineffective Developing Effective Highly Effective Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None 2010 McKay Consulting, LLC

Performance Levels: Key Words Ineffective Developing Effective Highly Effective Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None Partial Generally Inconsistently Attempts Awareness Moderate Minimal Some 2010 McKay Consulting, LLC

Performance Levels: Key Words Ineffective Developing Effective Highly Effective Unsafe Partial Consistent Seamless Lack of Generally Frequent Solid Unaware Inconsistently Successful Highly Harmful Attempts Appropriate Subtle Unclear Awareness Clear Skillful Poor Moderate Positive Preventative Unsuitable Minimal Smooth Sophisticated None Some Most Students Always 2010 McKay Consulting, LLC

Performance Levels: Key Words Teacher directed success! Student-directed success! Ineffective Developing Effective Highly Effective Unsafe Lack of Unaware Harmful Inappropriate Unclear Poor Unsuitable None Partial Generally Somewhat Inconsistently Attempts Awareness Moderate Minimal Some Consistent Frequent Successful Appropriate Individualized Clear Positive Smooth Most Seamless Solid Highly Subtle Skillful Preventative Sophisticated Students Always Levels of cognition and constructivist learning increase 2010 McKay Consulting, LLC

Defining Student Engagement

Much education today is monumentally ineffective. All too often we are giving young people cut flowers when we should be teaching them to grow their own plants. John W. Gardner 2010 McKay Consulting, LLC

3c: Engaging Students in Learning (pages 34 35) Activities and assignments Grouping of students Instructional materials and resources Structure and pacing 2010 McKay Consulting, LLC

In Your Packets:

Text Tagging Strategy Main points to underline/highlight An idea I want to remember? I have a question or need further clarification Key words or phrases 2010 McKay Consulting, LLC

Save The Last Word for Me First person* reads a statement they tagged from the text. Just read, don t respond! All group members have an opportunity to respond to what was shared. When all group members have responded, the first person has the last word, by sharing their own response. Continue around the table until everyone has shared their tags. 2010 McKay Consulting, LLC

What does student engagement look like?

Attributes of Engagement Is not the same as busy or time on task. Hands on activity is not enough, it must also be minds on. What is required is intellectual involvement with the content.mental engagement. Engagement is simultaneous and continuous throughout lesson. School is not a spectator sport. 2010 McKay Consulting, LLC

Student Learning We tend, as teachers, to think that our students learn because of what we do. That s not correct. Our students don t learn because of what we do; they learn because of what they do. Our challenge, then, is to engage them in intrinsically interesting work that will yield the learning we want. 2010 McKay Consulting, LLC

You don t just learn knowledge; you have to create it. Get in the driver s seat, don t just be a passenger. You have to contribute to it or you don t understand it. - Dr. W. Edwards Deming 2010 McKay Consulting, LLC

Connections to Student Engagement

A Framework for Teaching: Components of Professional Practice Domain 1: Planning and Preparation a. Demonstrating knowledge of content and pedagogy b. Demonstrating knowledge of students c. Selecting instructional outcomes d. Demonstrating knowledge of resources e. Designing coherent instruction f. Designing student assessment Domain 2: The Classroom Environment a. Creating an environment of respect and rapport b.establishing a culture for learning c.managing classroom procedures d.managing student behavior e.organizing physical space Domain 4: Professional Responsibilities a. Reflecting on teaching b. Maintaining accurate records c. Communicating with families d. Participating in a professional community e. Growing and developing professionally f. Demonstrating professionalism Domain 3: Instruction a. Communicating with students b.using questioning and discussion techniques c.engaging students in learning d.using Assessment in Instruction e.demonstrating flexibility and responsiveness Danielson 2006

Graphic Organizers Help learners visualize their thinking May be used before, during and/or after instruction Facilitate group discussions Illustrate relationships between and among ideas Promote reflection and questions 2010 McKay Consulting, LLC

Components that Support Engagement In this activity, your group will develop a Concept Map. The purpose of this activity is to understand how the components of teaching from the four domains impact student engagement. Reflect on the components using the Framework Placemat Card. Which components do you believe have the greatest impact on student engagement? Using a piece of chart paper, develop a concept map that shows the relationships between 3c and four other components. Indicate how they are related on the connecting lines. 2010 McKay Consulting, LLC

2010 McKay Consulting, LLC Connected Components 1b 3b 1a 2a

Connections to 3c: Student Engagement Your group will have about 15 minutes to complete a concept map. Once completed, please post on the wall. Take a walk and examine the other maps looking for: What do they have in common? Are there certain components of teaching that have greater impact on student engagement than others? What conclusions can you draw? 2010 McKay Consulting, LLC

Evidence of Domains 1 & 4 Using the rubric, brainstorm possible sources of evidence from your classroom practice that would illustrate the components. What do you ALREADY DO to demonstrate effectiveness in these areas?

How will we be scored using the rubric?

Each Component is worth 4 points 1 2 3 4

DOMAIN 1 6 components Total points possible = 24 DOMAIN 4 6 components Total points possible=24 DOMAIN 2 5 components Total points possible = 20 DOMAIN 3 5 components Total points possible = 20

Example Conversion: Teacher Q DOMAIN 1 6 components Total points earned = 21 DOMAIN 4 6 components Total points earned = 21 DOMAIN 2 5 components Total points earned = 16 DOMAIN 3 5 components Total points earned = 16

Example Conversion: Teacher Q DOMAIN 1 6 components Total points earned = 21/6 DOMAIN 4 6 components Total points earned = 21/6 DOMAIN 2 5 components Total points earned = 16/5 DOMAIN 3 5 components Total points earned = 16/5

Example Conversion: Teacher Q DOMAIN 1 6 components Total points earned = 21/6 Average score = 3.5 DOMAIN 4 6 components Total points earned = 21/6 Average score = 3.5 DOMAIN 2 5 components Total points earned = 16/5 Average score = 3.2 DOMAIN 3 5 components Total points earned = 16/5 Average score = 3.2

Example Conversion: Teacher Q Average score = 13.4 Divide by number of Domains = 4 3.35

Conversion Chart

Conversion Chart NOTE: Rounding may not take you out of a HEDI category!!!

Questions?