The Danielson Framework ….how does this change things?

11 Illinois Teaching Standards Content Knowledge Human Development and Learning Diversity Planning and Instruction Learning Environment Instructional Delivery Communication Assessment Collaborative Relationships Reflection and Professional Growth Professional Conduct Moving to…

The 4 Domains of Danielson Domain One – Planning and Preparation Domain Two – The Classroom Environment Domain Three – Instruction Domain Four – Professional Responsibilities *Each domain has subdomains, with detailed rubrics

Why Danielson? PERA – According to Administrative Code Part 50, Performance Evaluation Plans... all IL districts must "includes an instructional framework developed or adopted by the school district that is based upon research regarding effective instruction; addresses at least planning, instructional delivery, and classroom management; and aligns to the IL Professional Teaching Standards." – The plan must also "contain a rubric to be used in rating professional practice that aligns to the instructional framework developed or adopted." – In other words, we MUST have a researched-based instructional framework that contains a rubric for rating professional practice. Therefore, the IL Professional Teaching Standards in our "old" plan will not meet this PERA requirement. Something new needs to be either 1) created [but based upon research] or 2) selected for your PERA compliant evaluation system.

What impact will this have? (Left is current, Right is new) IL Teaching Standard #1 Content Knowledge Presents facts accurately Uses a variety of instructional strategies to present key concepts Engages all students in generating and testing knowledge Facilitates learning experiences that make connections to other content areas and life/career experiences for all students Designs learning experiences and utilizes devices/technologies to promote access to general curricular content for all students Differentiates instruction to meet academic needs of all students Danielson Framework Components 1a - Demonstrate knowledge of content and pedagogy 1e - Designing coherent instruction 3c - Engaging students in learning

Rubric Example DOMAIN 1: PLANNING AND PREPARATION COMPONENT 1A: DEMONSTRATING KNOWLEDGE OF CONTENT AND PEDAGOGY Elements: Knowledge of content and the structure of the discipline Knowledge of prerequisite relationships Knowledge of content-related pedagogy ELEMENT L EVEL OF P ERFORMANCE UNSATISFACTORY (Unsatisfactory) BASIC (Needs Improvement) PROFICIENT (Proficient) DISTINGUISHED (Excellent) Knowledge of content and the structure of the discipline In planning and practice, teacher makes content errors or does not correct errors made by students. Teacher is familiar with the important concepts in the discipline but may display lack of awareness of how these concepts relate to one another. Teacher displays solid knowledge of the important concepts in the discipline and how these relate to one another. Teacher displays extensive knowledge of the important concepts in the discipline and how these relate both to one another and to other disciplines. Knowledge of prerequisite relationships Teacher’s plans and practice display little understanding of prerequisite relationships important to student learning of the content. Teacher’s plans and practice indicate some awareness of prerequisite relationships, although such knowledge may be inaccurate or incomplete. Teacher’s plans and practice reflect accurate understanding of prerequisite relationships among topics and concepts. Teacher’s plans and practices reflect understanding of prerequisite relationships among topics and concepts and a link to necessary cognitive structures by students to ensure understanding. Knowledge of content-related pedagogy Teacher displays little or no understanding of the range of pedagogical approaches suitable to student learning of the content. Teacher’s plans and practice reflect a limited range of pedagogical approaches or some approaches that are not suitable to the discipline or to the students. Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline. Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline, anticipating student misconceptions.

Current Eval Tool Linear Narrative Administrator led New Eval Tool Rubric Evidence-based Collaborative

Thoughts from Charlotte Danielson