CFN 609 Principals’ Meeting December 6, 2012 Providing Effective Feedback Domain 1: Planning and Preparation Component 1e: Designing Coherent Instruction

Teacher Effectiveness Program Roles NETWORKS SCHOOL LEADERS TEACHERS Teachers are the most critical factor in improving student outcomes. A ll teachers will have a deep understanding of what great student work looks like and how they can strengthen their own practice to achieve better student outcomes. School leaders are best-positioned to evaluate and manage their staff. All school leaders will be committed to observing teachers and providing feedback that helps teachers improve. They will be responsible for the quality of their staff and the identification of future leaders. Networks are in a key position to support program implementation in schools. All networks will provide ongoing professional development for teachers and school leaders, as well as in-school coaching and support.

Alignment of Danielson to Other Initiatives The Teacher Effectiveness Program aligns to other DOE initiatives, including: Citywide Instructional Expectations (CIE) Common Core Learning Standards (CCLS) implementation Quality Review

Danielson 1e: Designing Coherent Instruction “Designing coherent instruction is the heart of planning and requires educators to have a clear understanding of the content; the curriculum; and the state, district and school expectations for student learning.” “Thoughtfully constructed lessons contain cognitively engaging learning activities, incorporate appropriate resources and materials, and involve intentional student groupings.” Implementing the Framework for Teaching in Enhancing Professional Practice

Danielson 1e: Designing Coherent Instruction UFT CONTRACT, Article 8E. Lesson Plan Format The development of lesson plans by and for the use of the teacher is a professional responsibility vital to effective teaching. The organization, format, notation and other physical aspects of the lesson plan are appropriately within the discretion of each teacher. A principal or supervisor may suggest, but not require, a particular format or organization, except as part of a program to improve deficiencies of teachers who receive U-ratings or formal warnings

What are the various components of Domain 1: Planning and Preparation Activity 1: Lift one quote from the reading that sums up the importance of effective planning for instruction. Danielson 1e: Designing Coherent Instruction

Making Connections Activity 2: How is the component reflected in the Quality Review Rubric? Danielson 1e: Designing Coherent Instruction

Activity 3: How can the rubric be used to provide effective feedback and support teachers for planning the CCLS aligned units and daily classroom instruction? Danielson 1e: Designing Coherent Instruction