Curriculum and Instruction: Management of the Learning Environment Session 1

Framework for Teaching Aspects of teacher’s responsibilities Defines what teachers should know and be able to do in their profession 22 components clustered in four domains Charlotte Danielson- Enhancing Professional Practice: Framework for Teaching

Domain 1: Planning and Preparation Domain 2: Classroom Environment Domain 3: Instruction Techniques Domain 4: Professional Responsibilities

The Six Components of Planning & Preparation Knowledge of Content and Pedagogy Knowledge of Students Setting Instructional Goals Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessment

Knowledge of Content and Pedagogy Knowledge of content and the structure of the discipline Knowledge of prerequisite relationships Knowledge of content-related pedagogy

Knowledge of Students Knowledge of child and adolescent development Knowledge of the learning process Knowledge of students’ skills, knowledge, and language proficiency Knowledge of students’ interests and cultural heritage Knowledge of students’ special needs

Setting Instructional Outcomes Value, sequence and alignment Clarity Balance Suitability for diverse learners

Knowledge of Resources Resources for classroom use Resources to extend content knowledge and pedagogy Resources for students

Designing Coherent Instruction Learning activities Instructional materials and resources Instructional groups Lesson and unit structure

Designing Student Assessments Congruency with instructional outcomes Criteria and standards Design formative assessment Use for planning

The Five Components of Classroom Management Creating an Environment of Respect and Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space

Creating an Environment Teacher interaction with students Student interactions with other students

Establishing a Culture Importance of content Expectations for learning and achievement Student pride in work

Managing Classroom Procedures Management of instructiomnal groups Management of transitions Management of materials and supplies Performance of non-instructional duties Supervision of volunteers and paraprofessionals

Manage Student Behavior Expectations Monitoring of student behavior Response to student misbehavior

Organize Physical Space Safety and accessibility Arrangement of furniture and use of physical resources

The Five Components of Instructional Techniques Communicating with Students Using Questioning and Discussion Techniques Engaging students in learning Using Assessment in instruction Demonstrating Flexibility and Responsiveness

Communicating with Students Expectations for learning Is the purpose of the lesson clear? Directions and procedures Is there an anticipation of possible student misunderstanding? Explanations of content Appropriate for students’ age, background knowledge and experiences Use of models, examples and metaphors Use of oral and written language Language that is clear, grammatically correct Vocabulary appropriate for age of student

Questioning and Discussion Quality of questions High quality Adequate wait time Students ask questions Discussion techniques Creates genuine discussion opportunities Students answer questions, not teacher Student participation Engages all students in discussion

Engaging Students Activities and Assignments Appropriate for students Students cognitively engaged Grouping students Instructional groups, large or small are productive Grouping is appropriate for the goal of lesson Instructional materials and resources Materials are suitable to goals Keeps students mentally engaged Ready for use Structure and pacing Clearly defined structure Organized activities Coherent

Using Assessment Assessment criteria Students are fully aware of criteria and standards by which their work is evaluated Rubrics, goals clearly presented/stated Monitoring of student learning Teacher monitors progress of groups of students Uses diagnostic prompts to elicit information Feedback to students Timely and consistently high quality Student self-assessment and monitoring of progress Students can monitor their own quality of work or learning

Flexibility and Responsiveness Lesson adjustment Makes minor adjustment to lesson Response to students Accommodates student’s questions or interests Persistence Seeks approaches for students who have difficulty Use a wide variety of strategies Solicits additional resources within school

The Six Components of Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism

Reflecting on Teaching Accuracy Use in future teaching

Maintaining Accurate Records Student completion of assignments Student progress in learning Non-instructional records

Communicating with Families Information about the instructional program Information about individual students Engagement of families in the instructional program

Professional Community Relationships with colleagues Involvement in culture of professional inquiry Service to the school Participation in school and district projects

Growing and Developing Professionally Enhancement of content knowledge and pedagogical skill Receptivity to feedback from colleagues Service to the profession

Showing Professionalism Integrity and ethical conduct Service to students Advocacy Decision Making Compliance with school and district regulations