Materials Needed: Videos: – Wisdom of Practice – Levels of Performance – (optional) Classroom video to look for engagement Mr. Holland’s Opus ( Chapter 7) Jerry Seinfeld – Social Studies Teacher (SNL) – You Tube Slide Show: Introduction to the FFT (add your name to the title slide) Participant Packet (add your name to the cover sheet) for each participant Book: Enhancing Professional Practice for each participant Chart paper, pens, post-it notes for each group table, plus a set for presenter Computer LCD projector Speakers for videos

Danielson and Teacher Evaluation An effective system of teacher evaluation accomplishes two things: it ensures quality teaching and it promotes professional learning. The quality of teaching is the single most important determinant of student learning; a school district’s system of teacher evaluation is the method by which it ensures that teaching is of high quality. The system developed for teacher evaluation must have certain characteristics: rigorous, valid, reliable, defensible and grounded in research and accepted definition of good teaching. The Framework for Teaching provides such a foundation. In addition, however, the procedures used in teacher evaluation can be used to promote professional learning.

Enhancing Professional Practice Introduction to the Framework for Teaching

Outcomes An introduction to the Danielson Framework as a tool for examining and improving teaching practice Understand the structure and the language of the Framework for Teaching Know the domains and components of the Framework for Teaching Identify the essential characteristics of each of the Framework’s levels of performance Identify examples of practice that illustrate the domains and components of the framework for teaching

What is good teaching? Domain Overview Levels of Performance Domain 2: The Classroom Environment The Nature of Engagement Domain 3: Instruction Domain 1: Planning and Preparation Domain 4: Professional Responsibilities Reflection Agenda

Norms Equity of voice Attentive listening Safety to share different perspectives Commitment to the work

“I know it seems crazy when everyone else in the world wants to be a film director, but for me, teaching is one of the few heroic jobs left. All the biggest miracles take place in classrooms. Nothing happens without teachers.” Stephen Frears, Film Director

“Teaching is perhaps the most complex, most challenging, and most demanding, subtle, nuanced, and frightening activity that our species has ever invented… The only time a physician could possibly encounter a situation of comparable complexity would be in the emergency room of a hospital during a natural disaster.” Lee Shulman, Educational Psychologist

The Wisdom of Practice 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 would you see and hear that would make you think: “Oh, this is good; if I had a child this age, I would want my child in this class.” Using one post-it per idea, jot down 4-6 things you might see or hear in the classroom of a highly effective teacher.

Watch a Video

Domain 3 Instruction Domain 2 Classroom Environment Domain 3 Instruction 3aCommunicating with Students 3bUsing Questioning and Discussion Techniques 3cEngaging Students in Learning 3dUsing Assessment in Instruction 3eDemonstrating Flexibility & Responsiveness Domain 3 Instruction 3aCommunicating with Students 3bUsing Questioning and Discussion Techniques 3cEngaging Students in Learning 3dUsing Assessment in Instruction 3eDemonstrating Flexibility & Responsiveness Domain 2 Classroom Environment 2aCreating an Environment of Respect & Rapport 2bCreating a Culture of Learning 2cManaging Classroom Procedures 2dManaging Student Behavior 2eManaging Physical Space Domain 2 Classroom Environment 2aCreating an Environment of Respect & Rapport 2bCreating a Culture of Learning 2cManaging Classroom Procedures 2dManaging Student Behavior 2eManaging Physical Space Domain 4 Professional Responsibilities Domain 1 Planning and Preparation Domain 4 Professional Responsibilities 4aReflecting on Teaching 4bMaintaining Accurate Records 4cCommunicating with Families 4dParticipating in a Professional Community 4eGrowing and Developing Professionally 4fShowing Professionalism Domain 1 Planning and Preparation 1aDemonstrating Knowledge of Content & Pedagogy 1bDemonstrating Knowledge of Students 1cSetting Instructional Outcomes 1dDemonstrating Knowledge of Resources 1eDesigning Coherent Instruction 1fDesigning Student Assessment The Danielson Framework for Teaching

DOMAIN = COMPONENT = ELEMENT = 3. Instruction c. Engaging Students in Learning Grouping of Students The Framework for Teaching 4Domains 22Components 76Elements

Handout pages 14-15

4 Domains Theme Search Domain 3 Instruction Domain 2 The Classroom Environment Domain 4 Professional Responsibilities Domain 1 Planning and Preparation Handout page 2-3

Checking for Understanding: The Domain Quiz DOMAIN 1 Planning and Preparation DOMAIN 2 The Classroom Environment DOMAIN 3 Instruction DOMAIN 4 Professional Responsibilities

The desks in Mr. T’s 2 nd grade classroom are arranged in groups of four. A couch and beanbag chairs are provided for students in the reading corner.

Ms. A was unable to locate her list of which students had returned their permission slips for the field trip.

Ms. K asks students to create a concept map illustrating the connection among the different ideas in the history unit.

Mr. J. Stands by the classroom door, greeting the students as they enter the classroom, conversing with each of them briefly.

Mr. E, like all the teachers on his 5 th grade team, meets with the other teachers in his grade level on a regular basis.

For one of her flexible grouping assignments, Ms. R plans to create cooperative groups that will each include two English language learners.

Ms. C has her class watch a clip on Martin Luther King Jr.’s “I Have a Dream” speech, using a video guide containing questions that are factual, interpretive, and analytic in nature. After the film clip, students work in pairs to respond to the questions.

After his 1 st hour geography class, Mr. M concluded that the lesson was successful because everyone received an A on the quiz.

Mr. B has designed a rubric for student presentation. It identifies key elements of a good presentation and three levels of performance for each of the elements.

When students enter the classroom, they begin work on a brief assignment that is written on the board while Ms. L takes attendance.

Levels of Performance Read through the domain rubrics (pgs. 41 and 42). Identify and highlight key words and phrases that capture the essence of each level of performance and record key words (Handout page 11). Find someone from another table and compare notes. Handout pg 10

Handout pp. 4-11

Levels of Performance UNSATISFACTORYBASICPROFICIENTDISTINGUISHED Lack of Unsafe Harmful Unclear Unaware Poor Unsuitable Inconsistent Partial General Attempts Awareness Moderate Minimal Whole class Consistent Frequent Successful Appropriate Clear Positive Smooth Group Solid Seamless Subtle Skillful Preventative Leadership Students Individual TEACHER DIRECTED SUCCESS STUDENT DIRECTED SUCCESS

There is a strong relationship between observation ratings and VAM (CCSR) Results: Ratings explained a significant portion of variation in VAM in reading and math Relationship stronger in reading than in math Teachers with high observation ratings had high VAMs (and vice- versa)

Domain 3 Instruction Domain 2 Classroom Environment Domain 3 Instruction 3aCommunicating with Students 3bUsing Questioning and Discussion Techniques 3cEngaging Students in Learning 3dUsing Assessment in Instruction 3eDemonstrating Flexibility & Responsiveness Domain 3 Instruction 3aCommunicating with Students 3bUsing Questioning and Discussion Techniques 3cEngaging Students in Learning 3dUsing Assessment in Instruction 3eDemonstrating Flexibility & Responsiveness Domain 2 Classroom Environment 2aCreating an Environment of Respect & Rapport 2bCreating a Culture of Learning 2cManaging Classroom Procedures 2dManaging Student Behavior 2eManaging Physical Space Domain 2 Classroom Environment 2aCreating an Environment of Respect & Rapport 2bCreating a Culture of Learning 2cManaging Classroom Procedures 2dManaging Student Behavior 2eManaging Physical Space Domain 4 Professional Responsibilities Domain 1 Planning and Preparation Domain 4 Professional Responsibilities 4aReflecting on Teaching 4bMaintaining Accurate Records 4cCommunicating with Families 4dParticipating in a Professional Community 4eGrowing and Developing Professionally 4fShowing Professionalism Domain 1 Planning and Preparation 1aDemonstrating Knowledge of Content & Pedagogy 1bDemonstrating Knowledge of Students 1cSetting Instructional Outcomes 1dDemonstrating Knowledge of Resources 1eDesigning Coherent Instruction 1fDesigning Student Assessment The Danielson Framework for Teaching

Consider your life as a student. Recall an occasion (or pattern of occasions) involving a teacher that you still remember (positive or negative). What makes this so memorable? Sidney Poitier in “To Sir, With Love”

The Framework for Teaching Charlotte Danielson School Memories +- Domain 2 Domain 3 Other

The Framework for Teaching Charlotte Danielson School Memories +- Domain 2 Domain 3 Other

Maya Angelou, author “People will forget what you said. People will forget what you did. But they will never forget how you made them feel.”

Give One, Get One 1. Using the grid, jot down 3 ideas that were intriguing from the morning’s session. 2.Get up and find someone from another table group. 3.GIVE ONE idea from your list to your partner. 4.GET ONE idea for your list from your partner. 5.Move to a new colleague and repeat the process. If your list and your partner’s list are identical, brainstorm together an idea that can be added to both your lists. NOTE: Exchange no more than one idea with any given partner. 6.Return to your table and share themes with your group.

Domain 3 Instruction Domain 2 Classroom Environment Domain 3 Instruction 3aCommunicating with Students 3bUsing Questioning and Discussion Techniques 3cEngaging Students in Learning 3dUsing Assessment in Instruction 3eDemonstrating Flexibility & Responsiveness Domain 3 Instruction 3aCommunicating with Students 3bUsing Questioning and Discussion Techniques 3cEngaging Students in Learning 3dUsing Assessment in Instruction 3eDemonstrating Flexibility & Responsiveness Domain 2 Classroom Environment 2aCreating an Environment of Respect & Rapport 2bCreating a Culture of Learning 2cManaging Classroom Procedures 2dManaging Student Behavior 2eManaging Physical Space Domain 2 Classroom Environment 2aCreating an Environment of Respect & Rapport 2bCreating a Culture of Learning 2cManaging Classroom Procedures 2dManaging Student Behavior 2eManaging Physical Space Domain 4 Professional Responsibilities Domain 1 Planning and Preparation Domain 4 Professional Responsibilities 4aReflecting on Teaching 4bMaintaining Accurate Records 4cCommunicating with Families 4dParticipating in a Professional Community 4eGrowing and Developing Professionally 4fShowing Professionalism Domain 1 Planning and Preparation 1aDemonstrating Knowledge of Content & Pedagogy 1bDemonstrating Knowledge of Students 1cSetting Instructional Outcomes 1dDemonstrating Knowledge of Resources 1eDesigning Coherent Instruction 1fDesigning Student Assessment Domain 1 Planning and Preparation 1aDemonstrating Knowledge of Content & Pedagogy 1bDemonstrating Knowledge of Students 1cSetting Instructional Outcomes 1dDemonstrating Knowledge of Resources 1eDesigning Coherent Instruction 1fDesigning Student Assessment The Danielson Framework for Teaching

The Classroom Environment Handout page 15 Individually read the narrative for your assigned component. With your table group, focused on one component, write a brief summary, on the top half of your chart paper, of the key ideas of your component. What would it look like at the proficient level? How would this be different at the distinguished level? Watch the video, and identify examples of your component in the classroom; write these on the bottom half of the chart paper. Participate in a gallery walk, and review the work of the other groups.

Domain 3 Instruction Domain 2 Classroom Environment Domain 3 Instruction 3aCommunicating with Students 3bUsing Questioning and Discussion Techniques 3cEngaging Students in Learning 3dUsing Assessment in Instruction 3eDemonstrating Flexibility & Responsiveness Domain 3 Instruction 3aCommunicating with Students 3bUsing Questioning and Discussion Techniques 3cEngaging Students in Learning 3dUsing Assessment in Instruction 3eDemonstrating Flexibility & Responsiveness Domain 2 Classroom Environment 2aCreating an Environment of Respect & Rapport 2bCreating a Culture of Learning 2cManaging Classroom Procedures 2dManaging Student Behavior 2eManaging Physical Space Domain 2 Classroom Environment 2aCreating an Environment of Respect & Rapport 2bCreating a Culture of Learning 2cManaging Classroom Procedures 2dManaging Student Behavior 2eManaging Physical Space Domain 4 Professional Responsibilities Domain 1 Planning and Preparation Domain 4 Professional Responsibilities 4aReflecting on Teaching 4bMaintaining Accurate Records 4cCommunicating with Families 4dParticipating in a Professional Community 4eGrowing and Developing Professionally 4fShowing Professionalism Domain 1 Planning and Preparation 1aDemonstrating Knowledge of Content & Pedagogy 1bDemonstrating Knowledge of Students 1cSetting Instructional Outcomes 1dDemonstrating Knowledge of Resources 1eDesigning Coherent Instruction 1fDesigning Student Assessment The Danielson Framework for Teaching

The Nature of Engagement Enhancing Professional Development: A Framework for Teaching 1’s read book pp : The Nature of Learning 2’s read book pp : 3c Engaging Students in Learning 3’s read book pp : 1e Designing Coherent Instruction 1.Share highlights from your reading and jointly create a definition of engagement 2.Discuss and identify specific strategies that would result in engagement 3.Display your thinking on a poster and be prepared to share Handout page 16-17

The Framework for Teaching Charlotte Danielson Engaging Activities and Assignments Students are answering a question or solving a problem Permit student choice and initiative Encourage depth rather than breadth Require student thinking Offer multiple levels of challenge Designed to be relevant and authentic

Connecting Design with Engagement Learning Activities Instructional materials and resources Instructional groups Lesson and unit structure Activities and assignments Instructional materials and resources Grouping of students Structure and pacing COMPONENT 1e Designing Coherent Instruction COMPONENT 3c Engaging Students in Learning

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Domain 3 Instruction Domain 2 Classroom Environment Domain 3 Instruction 3aCommunicating with Students 3bUsing Questioning and Discussion Techniques 3cEngaging Students in Learning 3dUsing Assessment in Instruction 3eDemonstrating Flexibility & Responsiveness Domain 3 Instruction 3aCommunicating with Students 3bUsing Questioning and Discussion Techniques 3cEngaging Students in Learning 3dUsing Assessment in Instruction 3eDemonstrating Flexibility & Responsiveness Domain 2 Classroom Environment 2aCreating an Environment of Respect & Rapport 2bCreating a Culture of Learning 2cManaging Classroom Procedures 2dManaging Student Behavior 2eManaging Physical Space Domain 2 Classroom Environment 2aCreating an Environment of Respect & Rapport 2bCreating a Culture of Learning 2cManaging Classroom Procedures 2dManaging Student Behavior 2eManaging Physical Space Domain 4 Professional Responsibilities Domain 1 Planning and Preparation Domain 4 Professional Responsibilities 4aReflecting on Teaching 4bMaintaining Accurate Records 4cCommunicating with Families 4dParticipating in a Professional Community 4eGrowing and Developing Professionally 4fShowing Professionalism Domain 1 Planning and Preparation 1aDemonstrating Knowledge of Content & Pedagogy 1bDemonstrating Knowledge of Students 1cSetting Instructional Outcomes 1dDemonstrating Knowledge of Resources 1eDesigning Coherent Instruction 1fDesigning Student Assessment The Danielson Framework for Teaching

Domain 3: Instruction Handout page 18 With your table partners, review the remaining components and elements of Domain 3. 3a Communicating with Students: p. 80 3b Using Questioning and Discussion Techniques: p. 82 3d Using Assessment in Instruction: p. 89 3e Demonstrating Flexibility and Responsiveness: p. 92 Complete the concept map that indicates the relationship of each component to the “heart of the framework” (3c: Engaging Students in Learning).

Connecting Design with Engagement Learning Activities Instructional materials and resources Instructional groups Lesson and unit structure Activities and assignments Instructional materials and resources Grouping of students Structure and pacing COMPONENT 1e Designing Coherent Instruction COMPONENT 3c Engaging Students in Learning

Domain 3 Instruction Domain 2 Classroom Environment Domain 3 Instruction 3aCommunicating with Students 3bUsing Questioning and Discussion Techniques 3cEngaging Students in Learning 3dUsing Assessment in Instruction 3eDemonstrating Flexibility & Responsiveness Domain 3 Instruction 3aCommunicating with Students 3bUsing Questioning and Discussion Techniques 3cEngaging Students in Learning 3dUsing Assessment in Instruction 3eDemonstrating Flexibility & Responsiveness Domain 2 Classroom Environment 2aCreating an Environment of Respect & Rapport 2bCreating a Culture of Learning 2cManaging Classroom Procedures 2dManaging Student Behavior 2eManaging Physical Space Domain 2 Classroom Environment 2aCreating an Environment of Respect & Rapport 2bCreating a Culture of Learning 2cManaging Classroom Procedures 2dManaging Student Behavior 2eManaging Physical Space Domain 4 Professional Responsibilities Domain 1 Planning and Preparation Domain 4 Professional Responsibilities 4aReflecting on Teaching 4bMaintaining Accurate Records 4cCommunicating with Families 4dParticipating in a Professional Community 4eGrowing and Developing Professionally 4fShowing Professionalism Domain 1 Planning and Preparation 1aDemonstrating Knowledge of Content & Pedagogy 1bDemonstrating Knowledge of Students 1cSetting Instructional Outcomes 1dDemonstrating Knowledge of Resources 1eDesigning Coherent Instruction 1fDesigning Student Assessment The Danielson Framework for Teaching

1a Content & Pedagogy 1b Students 1d Resources Knowing 1c Instructional Outcomes 1f Designing Assessments 1e Designing Instruction Doing

3-2-1: Domain 1 (Planning and Preparation) Handout page 19 For the component your table has been assigned, complete page ___ in your materials, on which you indicate: Three “big ideas” about the component Two examples of how teachers can do this well, and One question you have about the component Designate a spokesperson to report for the table

Domain 1 (Planning and Preparation) – Evidence Handout page 19 Review the Domain 1 rubric in the handout and/or element rubrics in the book. Discuss as a table, what are some evidence that might reflect proficient for each component in Domain 1?

Domain 3 Instruction Domain 2 Classroom Environment Domain 3 Instruction 3aCommunicating with Students 3bUsing Questioning and Discussion Techniques 3cEngaging Students in Learning 3dUsing Assessment in Instruction 3eDemonstrating Flexibility & Responsiveness Domain 3 Instruction 3aCommunicating with Students 3bUsing Questioning and Discussion Techniques 3cEngaging Students in Learning 3dUsing Assessment in Instruction 3eDemonstrating Flexibility & Responsiveness Domain 2 Classroom Environment 2aCreating an Environment of Respect & Rapport 2bCreating a Culture of Learning 2cManaging Classroom Procedures 2dManaging Student Behavior 2eManaging Physical Space Domain 2 Classroom Environment 2aCreating an Environment of Respect & Rapport 2bCreating a Culture of Learning 2cManaging Classroom Procedures 2dManaging Student Behavior 2eManaging Physical Space Domain 4 Professional Responsibilities Domain 1 Planning and Preparation Domain 4 Professional Responsibilities 4aReflecting on Teaching 4bMaintaining Accurate Records 4cCommunicating with Families 4dParticipating in a Professional Community 4eGrowing and Developing Professionally 4fShowing Professionalism Domain 1 Planning and Preparation 1aDemonstrating Knowledge of Content & Pedagogy 1bDemonstrating Knowledge of Students 1cSetting Instructional Outcomes 1dDemonstrating Knowledge of Resources 1eDesigning Coherent Instruction 1fDesigning Student Assessment The Danielson Framework for Teaching

Domain 4: Professional Responsibilities Handout pages 20 With your group, skim the components in Domain 4. Independently, identify ways in which you already exhibit the components reflected in Domain 4? As a group, share strategies that may help a new or beginning teacher.

Handout pages Considering your role as a teacher, specialist, administrator, or evaluator, reflect on strengths and opportunities for increasing professional expertise in each of the Framework’s Domains. Note one or two next steps you might take to improve your practice.