The Danielson Model: What Does This Mean for Lutheran Educators? Dr. Patricia Hoffman Dr. Paul Sims

Introductions

KWL Please complete the following KWL chart in your packet Topic: What do you know about the Danielson Framework? What I Know What I Want to Know What I Learned

BEST TEACHER/ WORST TEACHER Who was your worst teacher? Why? Who was your best teacher? Why? Share these stories with your neighbor

Wisdom of Practice Complete a quick writing activity that distinguishes between effective and ineffective teaching. Consider some of the teachers you’ve had that have exhibited characteristics of each. Effective Teaching Traits Ineffective Teaching Traits Think of when you observed an excellent teacher in the classroom or a professional context. What would you see or hear that made you think this teacher was excellent at their profession? What would make you think I want my child in this teacher’s class or this is what I like to see in my school?

7 Habits of Highly Ineffective Teaching

Promotes Professional Development Danielson’s “Framework for Teachers”: Provides a forum for discussion about teaching (Danielson book: Talk About Teaching! 2009) Focuses on collaboration between evaluator and teacher Encourages the teacher to self-reflect and evaluate “No matter how good a lesson is, we can always make it better.” (Danielson) Video points- includes administration from Prince George County & a teacher from Chicago -Focus on continual improvement -Allows to collect and analyze evidence of teacher practices -Promotes and ensures teacher quality -Promotes professional learning community and growth

Correlation to National Frameworks Interstate New Teacher Assessment and Support Consortium (INTASC pages 8 and 9) National Council for Accreditation of Teacher Evaluation (NCATE- CAEP) National Board for Professional Teaching Standards (NBTS) NAEYC Standards

Features of the Framework Comprehensive- The Framework describes “all teaching” Based on large body of sound educational research There’s no “gotcha” factor. Teachers know what and how they are evaluated. The framework allows for all types of teaching situations. The complexity of teaching is captured within a clear set of themes No one approach to teaching is focused upon.

WHOLE CHILD TENETS Each student enters school healthy and learns about and practices a healthy lifestyle. Each student learns in an environment that is physically and emotionally safe for students and adults. Each student is actively engaged in learning and is connected to the school and broader community. Each student has access to personalized learning and is supported by qualified, caring adults. Each student is challenged academically and prepared for success in college or further study and for employment and participation in a global environment. (ASCD.org)

LUTHERAN WHOLE CHILD TENETS SPIRITUAL INTELLECTUAL EMOTIONAL SOCIAL PHYSICAL CREATIVITY

The Framework for Professional Practice Domain I- Planning Domain II- The Classroom Environment Domain III- Instruction Domain IV- Professional Responsibilities Common Themes: Equity Cultural Competence High Expectations Developmental Appropriateness Attention to Individual Students (Special Needs) Appropriate Use of Technology

Danielson Model of Teacher Observations The Framework for Teaching divides the complex work of teaching into four domains representing all aspects of a teacher’s responsibilities.

Meet Charlotte Danielson YouTube video

Domain 1: Planning and Preparation “Domain 1 describes the critical behind-the-scenes work of organizing classroom instruction.” Demonstrating knowledge of content and pedagogy Demonstrating knowledge of students Setting instructional outcomes Demonstrating knowledge of resources Designing coherent instruction Designing student assessments Congruence w/inst. outcomes Criteria and standards Design of formative assessments Use for planning Content and structure of discipline Prerequisite relationships Content-related pedagogy Child & adolescent development Learning process Students’ skills, language proficiency Students’ interest & heritage Students’ special needs Sources of evidence- *lesson plan *preconference *activities or assignments Value, sequence, alignment Clarity & balance Suitability for diverse learners For classroom use To extend content & pedagogy For students Learning activities Instructional materials/resources Instructional groups Lesson and unit structure

Domain 2: The Classroom Environment Creating an environment of respect and rapport Establishing a culture for learning Managing classroom procedures Managing student behavior Organizing physical space Teacher interaction w/students Student interaction w/students Importance of content Expectations for learning & achievement Student pride in work Mgmt of groups Mgmt of transitions Mgmt of supplies & materials Performance of non-instructional duties Supv of volunteers/paraprof Expectations Monitoring of student behavior Response to student misbehavior Sources of evidence- *classroom interactions *interviews with or surveys of students Safety and accessibility Arrangement of furniture and use of physical resources “The components of Domain 2 establish a comfortable and respectful classroom environment that cultivates a culture for learning and creates a safe place for risk taking.

Domain 3: Instruction Communicating with students Using questioning and discussion techniques Engaging students in learning Using assessment in instruction Demonstrating flexibility and responsiveness Expectations for learning Directions and procedures Explanations of content Use of written and oral language Quality of questions Discussion techniques Student participations Activities and assignments Grouping of students Instructional materials & resources Structure and pacing Assessment criteria Monitoring of student learning Feedback to students Student self assessment & monitoring of progress Lesson adjustment Response to students Persistence Domain 3 contains the components that are at the essential heart of teaching- the actual engagement of students in content. Sources of evidence- *classroom interactions *observation *samples of student work

Domain 4: Professional Responsibilities “The components of Domain 4…encompass the roles assumed outside of and in addition to those in the classroom with students.” Reflecting on teaching Maintaining accurate records Communicating with families Participating in a professional community Growing and developing professionally Showing professionalism Accuracy Use in future teaching Student completion of assignments Student progress in learning Non-instructional records Information about instructional program Information about individual students Engagement of families in instructional program Sources of evidence- *teacher interaction w/others *documentation in logs or portfolio Relationship w/colleagues Involvement in culture of professional inquiry Service to school Participation in school & district projects Enhancement of content knowledge & pedagogical skills Receptivity to feedback from colleagues Service to the profession Integrity & ethical conduct Service to students Advocacy Decision making Compliance w/school and district regulations

5th Domain? The Lutheran Dimension: the Lutheran identity that includes: Prayer Service Community Identity Law and Gospel Catechism Music Baptism Diploma of Vocation Bible Study

KWL Please complete the following KWL chart in your packet Topic: What do you know about the Danielson Framework? What I Know What I Want to Know What I Learned

NEXT STEP TUESDAY JANUARY 14, 2014 CONCORDIA UNIVERSITY CHICAGO THE DANIELSON MODEL: HOW IS THIS DONE?