THE DANIELSON FRAMEWORK

LEARNING TARGET I will be be able to identify to others the value of the classroom teacher, the Domains of the Danielson framework and the role the framework plays in the evaluation process

PERFORMANCE EVALUATION REFORM ACT (2010) Requires districts to use a performance evaluation system that assess teachers’ and principals’ professional skills and incorporate measures of student growth. 4 category rating system: Excellent Proficient Needs Improvement Unsatisfactory The performance evaluation system that PTHS is using is based on the Danielson Framework for Teaching.

WHY DANIELSON? Aligned to state teaching standards Provides a comprehensive description of what teachers “do” on a daily basis Recognizes and respects the complexity of teaching captured with a clear set of themes Allows for all types of teaching situations, ensuring there is not gotcha opportunities Research-based and validated Provides a common language among professionals Creates opportunities for open discussions about teaching, collaboration, while encouraging staff to self-reflect and evaluate themselves Versatility for all levels of expertise & experience

RIVERS (1999) Can varying sequences of teacher quality vary student chances of passing a high stakes test? oRivers (1999) followed students from 4 th through 9 th grade from two large urban districts. oStudents were grouped into quartiles on the basis of achievement on the 4th grade standardized test. oMath teachers were identified for grades 5-8 and were linked to effectiveness levels (Low, Avg, High), based on their success in facilitating value-added achievement with a prior group of students. oDo these quality distinctions apply to another cohort of students and offer reliable information about how a student will do on a high stakes in the future?

Probability of Passing High School Exam based on Sequence of Teacher Effectiveness Experienced

ACTIVITY O VERVIEW :O VERVIEW : In this activity, you will brainstorm aspects of effective teaching and become familiar with Danielson’s Framework for Teaching as a tool to support improved practice.

ACTIVITY O UTCOME :O UTCOME : You will understand the logic and structure of Danielson’s Framework for Teaching and the alignment between Danielson’s domains and the aspects of effective teaching they have identified, through your own experience.

ACTIVITY G UIDING Q UESTIONS :G UIDING Q UESTIONS : If you were to walk into a classroom, what might you see or hear there (from the students as well as the teacher) that would cause you to think that you were in the presence of an expert? What are some of the key aspects of effective teaching? What would make you think: “Oh, this is good; if I had a child this age, this is the class I would hope for.” What are some of the key aspects of effective teaching? Utilizing post-it notes (1 per aspect), write down key aspects of what you see in a high quality classroom, with a high quality teacher.

ACTIVITY Now with a group of 4 – 5, share your post-its and sort them into groups of related items. Please label each group with one category heading.

ACTIVITY One member from each group share your categories and present some of the brainstormed ideas included in each one. As groups share, please think about similarities and differences do you see between the groups’ work? What patterns do you notice?

22 COMPONENTS CLUSTERED INTO 4 DOMAINS OF TEACHING RESPONSIBILITY Domain1 – Planning and Preparation 2 – The Classroom Environment 3 - Instruction4 - Responsibilities

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

2 – The Classroom Environment 2a: Creating an Environment of Respect and Rapport 2b: Establishing a Culture for Learning 2c: Managing Classroom Procedures 2d: Managing Student Behavior 2e: Organizing Physical Space

3 - Instruction 3a: Communicating with Students 3b: Using Questioning and Discussion Techniques 3c: Engaging Students in Learning 3d: Using Assessment in Instruction 3e: Demonstrating Flexibility and Responsiveness

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

22 COMPONENTS CLUSTERED INTO 4 DOMAINS OF TEACHING RESPONSIBILITY Domain1 – Planning and Preparation 2 – The Classroom Environment 3 - Instruction4 – Professional Responsibilities Component 1a: Demonstrating Knowledge of Content and Pedagogy 2a: Creating an Environment of Respect and Rapport 3a: Communicating with Students 4a: Reflecting on Teaching 1b: Demonstrating Knowledge of Students 2b: Establishing a Culture for Learning 3b: Using Questioning and Discussion Techniques 4b: Maintaining Accurate Records 1c: Setting Instructional Outcomes 2c: Managing Classroom Procedures 3c: Engaging Students in Learning 4c: Communicating with Families 1d: Demonstrating Knowledge of Resources 2d: Managing Student Behavior 3d: Using Assessment in Instruction 4d: Participating in a Professional Community 1e: Designing Coherent Instruction 2e: Organizing Physical Space 3e: Demonstrating Flexibility and Responsiveness 4e; Growing and Developing Professionally 1f: Designing Student Outcomes 4f: Showing Professionalism

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 2 – The Classroom Environment 2a: Creating an Environment of Respect and Rapport 2b: Establishing a Culture for Learning 2c: Managing Classroom Procedures 2d: Managing Student Behavior 2e: Organizing Physical Space 3 - Instruction 3a: Communicating with Students 3b: Using Questioning and Discussion Techniques 3c: Engaging Students in Learning 3d: Using Assessment in Instruction 3e: Demonstrating Flexibility and Responsiveness 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

Digging Into the Domains – Common Themes Equity Cultural sensitivity High expectations Developmental appropriateness Accommodating individual needs Appropriate use of technology Student Assumption of responsibility

ACTIVITY - At your table, assign each member (can be more than one if the numbers don’t work out), to a common theme. Looking through the elements (use slide 27), which items would your common theme fall under (could be multiple) Please write down the Domain, the component and the element Example: Planning and Preparation - 1a: Demonstrating Knowledge of Content and Pedagogy – Content Pedagogy) Theme Reminder: Equity, Cultural sensitivity, High expectations, Developmental appropriateness, Accommodating individual needs, Appropriate use of technology, Student Assumption of responsibility

EQUITY Valued Invited and encouraged to participate Given feedback Expected to work to their potential (w/o) preconceived ideas about abilities)

CULTURAL SENSITIVITY Recognizing different cultures of students Learning about students’ backgrounds Lesson is prepared and presented to suit varied cultures

HIGH EXPECTATIONS Belief that all students are capable of high levels of learning Awareness of expectations on students in classroom Establishing a culture of hard work and persistence

DEVELOPMENTALLY APPROPRIATE Awareness of students’ abilities based on such things as: age of students previous knowledge subject being taught

ATTENTION TO INDIVIDUAL STUDENTS Awareness of each individual students needs Designing lessons to meet a variety of levels of ability Sensitivity to any special accommodations needs Special needs ESL etc

APPROPRIATE USE OF TECHNOLOGY Appropriate Use of Technology Knowledge of instructional technologies Use of technology in all aspects of teaching (planning, act of teaching, and reflection Willingness to learn technologies to enhance own learning or instruction

STUDENT ASSUMPTION OF RESPONSIBILITY Allowing students opportunity to take responsibility for their own learning. Planning so students have chance to give input Conducting lessons where students have some say in what they are doing and how they do it Establishing a “learning community

22 COMPONENTS CLUSTERED INTO 4 DOMAINS OF TEACHING RESPONSIBILITY Domain1 – Planning and Preparation 2 – The Classroom Environment 3 - Instruction4 – Professional Responsibilities Component 1a: Demonstrating Knowledge of Content and Pedagogy 2a: Creating an Environment of Respect and Rapport 3a: Communicating with Students 4a: Reflecting on Teaching 1b: Demonstrating Knowledge of Students 2b: Establishing a Culture for Learning 3b: Using Questioning and Discussion Techniques 4b: Maintaining Accurate Records 1c: Setting Instructional Outcomes 2c: Managing Classroom Procedures 3c: Engaging Students in Learning 4c: Communicating with Families 1d: Demonstrating Knowledge of Resources 2d: Managing Student Behavior 3d: Using Assessment in Instruction 4d: Participating in a Professional Community 1e: Designing Coherent Instruction 2e: Organizing Physical Space 3e: Demonstrating Flexibility and Responsiveness 4e; Growing and Developing Professionally 1f: Designing Student Outcomes 4f: Showing Professionalism Domains 2 and 3 include observable classroom practice -8 Components covered in the Training, Practice Videos, and Proficiency Test

BINDERS Binder for artifacts Brainstorm your list Share your lists and weaknesses

PTHS EVALUATION SCALE Link

STEPS TO ENSURING A QUALITY EVALUATION PROCESS The “What” is clearly defined The standards and expectations we have for each student are clearly laid out for both staff and students to understand The “How” is clearly supported Staff are provided access to resources (instruments and procedures) that help provide evidence of their teaching Trained Evaluators All evaluators are certified in the process, helping to ensure consistent judgments based on evidence Teacher PD (Today and Future Opportunities) Staff have an opportunity to learn about the standards, the evaluation criteria, and the thinking behind the framework A process for making the final decisions

35 OVER HOURS OF TRAINING CONTENT OBSERVER TRAINING – MATERIAL ACCESS Over 15 hours of training content including 12 online learning modules and more than 100 master scored videos

HOW IT WORKS EFFECTIVE OBSERVATION FROM PLANNING THROUGH POST-OBSERVATION CONFERENCE 2 Collect Evidence 3 Align Feedback with Framework Components 1 Schedule an Observation 4 Summarize and Report