YEAR 1 INDUCTION Day One Workshop Pennsbury School District

WELCOME! Please… Sign-in for either Act 48 or Stipend Find your seat Help yourself to refreshments Get to know your colleagues Discuss how Back-to-School went Peruse the provided materials

AGENDA Welcome/Introductions/ Housekeeping Educator Effectiveness Frameworks for Teaching Overview Domain 1 Domain 2

SDR ORIENTATION

ACT 48 REQUIREMENTS _-_continuing_professional_education/ _-_continuing_professional_education/8622 Educators must maintain their certificates as active by earning six collegiate credits or six PDE-approved in-service credits or 180 continuing education hours or any combination of the above every five calendar years. For all educators issued certificates prior to July 2000, the five-year period began on July 1, 2000 For those issued certificates after July 1, 2000, the five-year period begins the effective date of issuance of the initial certificate. The requirements will be renewed at the end of each five-year period.

TRADE DAY REQUIREMENTS All contracted teachers are to work three Trade Days each school year Trade Days were completed during the summer of 2014 or are to be completed during the school year on the following dates: Monday, December 1, 2014 Tuesday, February 17, 2015 Monday, April 6, 2015 You are to sign-up for all Trade Days using My Learning Plan ( Contact Mandy Gancarz (x10034) with any questions involving My Learning Plan

DEMONSTRATION TEACHER REQUIREMENTS Process Feedback Completion Chart

MENTOR COACHING Your mentor will serve as your peer coach for Year 1 Induction You should expect to be coached by your mentor at least two times during this school year

EDUCATOR EFFECTIVENESS

FRAMEWORKS FOR TEACHING: WHAT IS IT? It is a framework that contains aspects of a teacher’s responsibility that are documented by research that promote improved student learning. It is a road map for teachers. It is a structure for improving instruction. It outlines 22 critical components of successful teaching practices committed to equity, developmental appropriateness, inclusion, and high expectations.

FRAMEWORKS FOR TEACHING: FEATURES Applicable to all teaching situations Comprehensive, public, general NOT a checklist of teaching behaviors NOT an endorsement of a particular teaching style or organizational style Dependent on context Allows for diversity in demonstration

FRAMEWORKS FOR TEACHING: ASSUMPTIONS Derived from research Reflects a new paradigm for learning and teaching that is grounded in a constructive approach to learning Focuses on a purposeful nature of teaching Creates a community of learners Recognizes the role of appropriateness in making decisions Asserts that teaching in a profession

FRAMEWORKS FOR TEACHING: USES IN PENNSBURY Self-assessment Supervision/coachi ng – as a means to improve instruction Observation Evaluation

FRAMEWORKS FOR TEACHING The framework for teaching identifies those aspects of a teacher’s responsibilities that have been documented through empirical studies and theoretical research as promoting improved student learning. Although they are not the only possible description of practice, these responsibilities seek to define what teachers should know and be able to do in the exercise of their profession. In this framework, the complex activity of teaching is divided into 22 components clustered into the following 4 domains of teaching responsibility: Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities

DANIELSON VIDEO CLIP

FRAMEWORKS FOR TEACHING OVERVIEW Domain 1: Planning and Preparation Component 1a: Demonstrating Knowledge of Content and Pedagogy Component 1b: Demonstrating Knowledge of Students Component 1c: Setting Instructional Outcomes Component 1d: Demonstrating Knowledge of Resources Component 1e: Designing Coherent Instruction Component 1f: Designing Student Assessments Domain 2: The Classroom Environment Component 2a: Creating an Environment of Respect and Rapport Component 2b: Establishing a Culture for Learning Component 2c: Managing Classroom Procedures Component 2d: Managing Student Behavior Component 2e: Organizing Physical Space

FRAMEWORKS FOR TEACHING OVERVIEW Domain 3: Instruction Component 3a: Communicating with Students Component 3b: Using Questioning and Discussion Techniques Component 3c: Engaging Students in Learning Component 3d: Using Assessment in Instruction Component 3e: Demonstrating Flexibility and Responsiveness Domain 4: Professional Responsibilities Component 4a: Reflecting on Teaching Component 4b: Maintaining Accurate Records Component 4c: Communicating with Families Component 4d: Participating in a Professional Community Component 4e: Growing and Developing Professionally Component 4f: Showing Professionalism

LET’S LOOK AT THE 6 COMPONENTS… Your current table groups will serve as your base group Each member of the base group will choose a number from 1-6 There will now be 6 expert groups Each expert group will be assigned a component to study Each expert will report back to their base group to share their information in number order

WELCOME! Please… Sign-in for either Act 48 or Stipend Find your seat Help yourself to refreshments Get to know your colleagues Peruse the provided materials

AGENDA Welcome/Housekeeping Domain 1 Domain 2 Domain 3 Domain 4