Introduction Framework for Teaching by Charlotte Danielson Welcome to Day 2! Pat Hubert ESA Region 2

Let’s Review 2 & 3! Using either Domain 2 or 3 Review the components One person per component Identify and example that might be observed Be ready to share with the large group Example: 2d: Managing Student Behavior: “As group work is being completed 2 students play catch with paper ‘footballs’. Teacher does not notice and/or correct” (element: monitoring student behavior; UNSATISFACTORY level)

Research and Themes

Research Surrounding the Framework for Teaching Beginning on page 183… Count off, 1-4 Read the research about your Domain and When you are done, find three others to “teach” you about the research in their Domain Be ready to share

Features of the Framework for Teaching Comprehensive Grounded in research Public Generic: not a “checklist” of specific behaviors Organized according to a coherent structure Independent of any particular teaching style or methodology

Domain 1: Planning & Preparation

Domain 1 Planning & Preparation 1a Demonstrating Knowledge of Content and Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessment

Domain 1: Planning and Preparation Use paper template in participant’s guide. (planning Conference interview protocol)

Activities or goals? On your own using your handout… Look at each of the statements and decide whether it is a goal or an activity. Be ready to share with a partner

Looking at Domain 1 In Trios… Delve and Dialogue Read page 51-53 of text and make connections to your work. Share some of your connections with your trio. Read pages 55-59 of text and make connections to your work. Share those connections

Domain 1 Process Question Does your district require lesson plans? Why or why not? In what ways is the lesson planning in your district similar or different to what was described in the reading?

Domain 1: Planning and Preparation 1a: Demonstrating Knowledge of Content and Pedagogy 1b: Demonstrating Knowledge of Students 1c: Setting Instructional Outcomes 1d: Demonstrating Knowledge of Resources 1e: Designing Coherent Instruction 1f: Designing Student Assessments Critical input

Domain 1: Planning and Preparation Knowledge Components Action Components 1a: Demonstrating Knowledge of Content and Pedagogy 1b: Demonstrating Knowledge of Students 1d: Demonstrating Knowledge of Resources 1c: Setting Instructional Outcomes 1e: Designing Coherent Instruction 1f: Designing Student Assessments Critical input - Think “PORTFOLIO”

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 Brief review of Domain 4 and introduction to each component Critical input-discussion Ask: Why is PURPOSEFUL reflection important in the learning process? (Meta-cognition, etc…)

Domain 4: 4a - Reflecting on Teaching Paper version of reflection interview in participant’s guide.

Domain 4 - Carousel In teams of 6 Jigsaw Domain 4 Teach your teammates Discuss your experience related to the element identified. What have you experienced that supports this element of professionalism and what inhibits or detracts from it in your setting? 1 idea per chart Materials: chart paper, markers No more than 3 people per chart Use 4d involvement in a culture of professional inquiry and relationships with colleagues. 4e –receptivity to feedback 4f –service to students and advocacy and decision making 4c – engagement of families in the instructional program 4a- accuracy (use what you can for the size of the group)

Carousel Debrief Can you identify any trends / patterns among the written responses? How might the components and elements on the charts relate to Domain 2, 2b, Culture for Learning? Debrief the carousel activity. Note / facilitate a discussion about the relationship between the components reviewed in domain 4 and domain 2, culture for learning. E.g. reflection is part of the learning process for students and adults, etc…

Domain 4 Debrief What questions do you have relative to Domain 4? How are the Components in Domain 4 typically addressed in the teacher evaluation process? Why is Domain 4 important? Discussion: The reason many teachers are not rehired is because of D4 issues. (E.g. did not accept feedback a work to improve his/her practice, doesn’t work well w/ peers, fails to adhere to district policy, initiatives, etc…)

WE KNOW… As Educators…

Teaching is a performance. Performances are measured using rubrics. 21

Performance Levels: Key Words Choose any component from the Framework for Teaching. Scan the language used to describe each level of performance. What “key words” would you use to characterize or describe each level? Synthesize your thinking as a discussion pair and choose two key words that represent each level. Blank sheets of paper – four per group. Have them put two words on a page for each LevelOfPerf Hold up during discussion.

Performance Levels: Key Words Unsatisfactory Basic Proficient Distinguished Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None

Performance Levels: Key Words Unsatisfactory Basic Proficient Distinguished Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None Partial Generally Inconsistently Attempts Awareness Moderate Minimal Some Each of the 22 standards or components have levels of performance that describe the quality of teaching. Levels of cognition and constructivist learning increase

Performance Levels: Key Words Unsatisfactory Basic Proficient Distinguished Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None Partial Generally Inconsistently Attempts Awareness Moderate Minimal Some Consistent Frequent Successful Appropriate Clear Positive Smooth Most Levels of cognition and constructivist learning increase

Performance Levels: Key Words Teacher-directed success! Student-directed success! Unsatisfactory Basic Proficient Distinguished Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None Partial Generally Inconsistently Attempts Awareness Moderate Minimal Some Consistent Frequent Successful Appropriate Clear Positive Smooth Most Seamless Solid Subtle Skillful Preventative Leadership STUDENTS Always Levels of cognition and constructivist learning increase

Using the Levels of Performance for GROWTH What are some ways teachers can use the levels of performance to promote their learning and growth? Lesson planning Self assessment Developing professional learning goals Reflecting on teaching and learning Talking about teaching The purpose of this slide is the emphasis on using the rubrics BEYOND evaluation, that they can (and should) be used to support teacher growth.

Teacher Evaluation that Promotes Teacher Learning We can apply what we know about student learning – what causes learning and what motivates learners to adult learning.

Purposes of Supervision and Evaluation Why do schools spend so much time and energy on supervision and evaluation? Accountability Summative Assessments Professional Growth and Development Formative Assessment Self assessment, reflection, ownership Presumption of competence

A Flawed System Outdated, limited criteria Few shared assumptions about good teaching Lack of precision in evaluation Same procedures for novices and experienced professionals Limited supervisor expertise Limited data Too Much Time for Too Little Gain

Benefits of Any Framework for Teaching Common language Development of shared understandings Self-assessment and reflection on practice Structured professional conversation

A Blueprint for Teacher Assessment Defensible definition of teaching (the “what”) Instruments and procedures that provide evidence of teaching (the “how”) A decision-making process Trained evaluators who make consistent judgments based on evidence

Key Ideas in Teacher Observation Observation is important, but insufficient Observations must be fair, reliable, and valid The criteria, methods, and procedures must be well-thought-out and observers must be trained. pre and post observation conferences play a critical role

Evaluation Process Basis for evaluation Quality of work – Framework for Teaching Student progress State Assessment Benchmark assessments Common assessments Teacher-made assessments Plan for gathering data Processes and procedures for gathering information about quality of work Procedures for gathering information about student progress End result Student learning Teacher rating Direction for professional growth Determination of employment Compensation Career ladder

Evaluator’s Role Basis for evaluation – Knowledge of the Framework for Teaching Evaluators must understand the Framework Evaluators must have a focus on constructing meaning through cognitive engagement Evaluators must be able to identify appropriate data (evidence) to paint an accurate picture of educator’s work Plan for gathering data – Fidelity to process and procedures Evaluator must understand the process including it’s intent or purpose. Evaluator must follow process with fidelity, engaging the educator in discussion along the way Evaluator must maintain consistency and fairness from educator to educator End result – Quality of the product Evaluator must align evidence to appropriate component Evaluator must level evidence accurately Evaluator must have sufficient evidence to support rating Evaluator must have skill in engaging educator in conversation around level and direction for future

Evidence Evidence is a factual reporting of events. It may include teacher and student actions and/or behaviors. It may also include artifacts prepared by the teacher, students, or others. It is not clouded with personal opinion or biases. It is selected using professional judgment by the observer and / or the teacher.

Evidence or Opinion? Read each of the statements on page Mark each statement E for Evidence O for Opinion Discuss your answers with an elbow partner

Types of Observation Evidence Verbatim scripting of teacher or student comments: “Bring your white boards, markers and erasers to the carpet and sit on your square.” Non-evaluative statements of observed teacher or student behavior: Teacher presented the content from the front of room. Numeric information about time, student participation, resource use, etc.: Two groups started on the assigned project immediately, one group talked for five minutes before starting. An observed aspect of the environment: Desks were arranged in groups of four with room to walk between each group.

The Evidence Cycle COLLECT DATA SORT: Interpret: Clarify Conclusions FFT Domain, Component, Element Interpret: Clarify COLLECT DATA Conclusions Critical input (Evidence) Impact on Learning…

The Evidence Cycle COLLECT DATA NO! SORT: Interpret: Clarify FFT Domain, Component, Element Interpret: Clarify COLLECT DATA NO! Conclusions Critical input (Evidence) Impact on Learning…

Formal Observation Process: Collect Data Planning conference Classroom observation Sort Determine Domain and Component Use element for more information Interpret and Clarify Reflection conference Questions for teachers Conclusions Determine level of performance and rating if needed Impact on Learning Develop Professional Development Plan

With A Partner…. Complete the next pg in your handout “Classifying Evidence” Be prepared to share!

Lets Try It 3rd grade video You script You sort You talk

You’re an expert! Lets Test it! Each team will sort the cards based on Domain Try to identify the component if you can! Best team score wins!

Ticket Out the Door! I came expecting…. I got… I value… I need…