NYC DOE – Office of Teacher Effectiveness B. Examining the Framework Mini-module #2, 30 minutes Materials needed: this deck; copies of the rubric components; component exploration organizers

Objectives Participants will be able to articulate what the components are and how they can support improving teacher practice. Facilitator should read the objective, or ask a participant to do so.

Domain Focus Re-sort your post-its, using the four domains of Danielson’s Framework for Teaching. Planning and Preparation Professional Responsibilities Classroom Environment Instruction What a teacher knows and does in preparation for teaching. Professional responsibilities and behavior in and out of the classroom. Intro - 2 minutes Return to this slide from the session #1 – as a review of the four Domains. In the Danielson Framework for Teaching, a teacher’s practice includes these four categories of actions. All aspects of teaching that lead to a culture for learning in the classroom. What a teacher does to engage students in learning.

Danielson’s Framework for Teaching Domain 1: Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessments 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 Domain 3: Instruction Communicating With Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness Domain 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism Examining the full Framework - 5 minutes Distribute copies of this slide to participants. Introduce the targeted components the group will be examining/using for the year, highlighted here in red.   Describe the structure of the Framework: The four domains are divided into 22 competencies, each of which has a rubric that identifies core elements and the range of performance from “Ineffective” to “Highly Effective.” Components that are highlighted in red are the priority components being supported centrally this year. The full list of components for use in the new system for evaluation is still being determined. Resources in ARIS Learn will be available for school leaders and teachers on these components.

Example: Using Questioning and Discussion Techniques Domain 3: Instruction Component 3b: Questioning and Discussion Techniques Description (of each level of practice) E.g., “At a Highly Effective level, “The teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high level thinking and discourse, and promote metacognition.” Rubric Review - 4 minutes This slide shows an example of one component (1e) at one level of practice, shown as part of its domain and with its sub-elements (critical attributes and description). Like this example, each component speaks to several elements of teaching. Pass out copies of the rubric for participants to review. Allow the majority of this four-minute period for participants to read on their own.

Reflection In what ways do these components capture classroom practice? Which of the priority components are most relevant to your work? Why? Workshop Reflection – 5 minutes In what ways do these components capture classroom practice? Which…are most relevant to your work?   Reflection can be a turn-and-talk at tables or in small groups, a group share, or a written reflection.

Activity: Danielson Component Exploration In groups Assigned one component from the rubric, Highlight key words that show the difference between levels of practice e.g., some students v. all students; convergent v. open-ended Discuss and record examples of practice at each level of practice, from your own professional experience, on the organizer provided. Activity: Component Exploration - 12 minutes Pass out the component exploration organizer. Assign components – 1e, 3b, and 3d - table by table. (If participants want to explore a component they are less familiar with than the one they are assigned, facilitator may allow them to choose one as a group.) Participants should follow the instructions on this slide, highlighting differences they notice between ratings, and then articulating examples of practice at each rating level. Encourage groups to be explicit in their examples, giving details that show the distinctions between levels of practice. Leave a few minutes for groups to share out.

2. Prepare and Share Feedback A collaborative cycle of observations and feedback drives teacher growth. 1. Observe The school leader gathers low-inference evidence of teacher practice. 2. Prepare and Share Feedback The school leader assesses practice; school leader and teacher prioritize and determine 2-3 next steps. 3. Develop The teacher implements next steps with support from the school leader. Closing - 2 min Preview the next module by overviewing the whole observation, feedback, and development cycle – the rubric comes into play in the second two steps, “prepare and share feedback” and “develop.” School leaders use the rubric to rate and give constructive feedback. The rubric provides a common language about instruction, opening dialogue between the teacher and school leader that leads to targeted development. Let participants now that the coming modules will involve watching a video, taking notes on it, and rating the instructional practice observed.