1. South Dakota Framework for Teaching February 13 th, 2012 Lacey Hoogland Education Technology Specialists TIE

2. Review-Paired Verbal Fluencey 1.Find a partner. 2.Who is A and who is B? 3.Round 1: A speaks for 60 seconds about the topic. B listens and doesn’t respond. 4.At the signal, B begins to speak not repeating anything that A has said, but may elaborate. 5.Round 2: 45 seconds 6.Round 3: 30 seconds Topic: Anything you can remember from Day 1.

3. Review and Wrap up of Day 1 Exit Card Themes: What will it look like in our district? What about specialized areas? Framework uses Differentiation of levels of performance Actual vs. Perceived levels of performance How does one determine a level of performance? Days 3 – 5 of training The Framework for Teaching Charlotte Danielson

4. Review and Wrap up of Day 1 Hear what Charlotte has to say about the lesson. The Framework for Teaching Charlotte Danielson

5. Outcomes At the end of this training you will...  Develop a working knowledge of the Framework for Teaching as a tool for improving teaching practice.  Site examples of what evidence for components from the Framework for Teaching looks like in a classroom.  Communicate the structure of the Framework for Teaching. The Framework for Teaching Charlotte Danielson

6. 4 AGENDA  Welcome  Examining Outcomes/Agenda/Review  About the FfT:  Benefits, Common Themes  Introduction to Domain 1  About the FfT:  Uses, Features  Introduction to Domain 4  Closure The Framework for Teaching Charlotte Danielson

7. Benefits of Any Framework for Teaching  Common language  Development of shared understandings  Self-assessment and reflection on practice  “Am I doing that”? “How can I do that?”  Structured professional conversation The Framework for Teaching Charlotte Danielson

8. Common Themes  Equity  Cultural sensitivity  High expectations  Developmental appropriateness  Accommodating individual needs  Appropriate use of technology  Student assumption of responsibility The Framework for Teaching Charlotte Danielson

9. First Turn, Last Turn T. pages 32-38 1.Get into Groups of 7 2.Oldest person in your group begins, person on his right cultural sensitivity… 3.While reading highlight 3-4 areas that stand out to you 4.When everyone is done reading the Equity reader, reads one of his highlighted areas 5.Going clockwise each group member comments on the shared area with no cross talk 6.When the circle gets back to the Equity person he shares his thoughts on Equity as a whole 7.Repeat process beginning with the 2 nd person The Framework for Teaching Charlotte Danielson

10. Domain 1 Components 1a: Demonstrating Knowledge of Content and Pedagogy p. 44 1b: Demonstrating Knowledge of Students p. 46 1c: Setting Instructional Outcomes p. 51 1d: Demonstrating Knowledge of Resources p. 53 1e: Designing Coherent Instruction p. 55 1f: Designing Student Assessments p. 59 The Framework for Teaching Charlotte Danielson

11.  Delve and Dialogue in trios: Seek understanding through words, not come up with a product or decision – simply understanding.  Read pages T., 51-53 silently and make connections to your own work.  Individually, complete B., page 20.  Check with your partners.  Check with large group. The Framework for Teaching Charlotte Danielson 1c: Setting instructional outcomes

12.  For the component you have been assigned; Read the text, Talk about the differences from one level of performance to the next level.  For example, for component 1b (knowledge of students), how do teachers come to know their students? What are some of the methods teachers would use to address your assigned component? Record on top half of chart paper.  1b Knowledge of Students: Student Inventory, Student Letter  Next, consider how teachers demonstrate their skills if they were proficient in this component? Write these ideas on the bottom half of the chart paper.  1b: Classroom displays, Lessons centered on student interests  Post on your chart paper on the wall. The Framework for Teaching Charlotte Danielson Domain 1, T. pages 44-59

13. Team person #1: Give a brief description of the component. Team person #2: Talk about the methods. Team person #3: Talk about how teachers demonstrate their skill. Team person #4: Ask for comments and additions from the Large Group. Record. The Framework for Teaching Charlotte Danielson Domain 1, Report to Large Group

14. Uses of The Framework for Teaching  Teacher preparation  Supervising student teachers  Teacher recruitment and hiring  Mentoring beginning teachers  Structuring professional development  Evaluating teacher performance The Framework for Teaching Charlotte Danielson

15. Uses of The Framework for Teaching 1.The individual facing the clock writes “Teacher Preparation” on an index card. The individual to her left writes “Supervising student teachers”, etc. 2.Write a response to this statement on your card How would using the FfT affect ________... 3.Stack the cards and pass clockwise to the next table 4.At the new table the person looking at the clock selects a card and reads it to the group 5.Identify possible assumptions related to what was read 6.Explore implications of the assumptions 7.Repeat with remaining cards The Framework for Teaching Charlotte Danielson

16. Features of The Framework for Teaching  Public – no “gotcha”; not a secret  Comprehensive – covers all areas of good teaching  Generic – not content specific  Coherent in structure – action research  Independent of any particular teaching methodology – based on the constructivist approach The Framework for Teaching Charlotte Danielson

17. Domain 4 Components 4a. Reflecting on Teaching p. 92 4b. Maintaining Accurate Records p. 94 4c. Communicating with Families p. 96 4d. Participating in a Professional Community p. 99 4e. Growing and Developing Professionally p. 102 4f. Showing Professionalism p. 106 The Framework for Teaching Charlotte Danielson

18. Domain 4 Components, B. page 21 1.1. Read the quotes and choose one that speaks 2. to you 3.2. Pick up your books and form same groups 4.3. Read the pages associated with your 5. component only. 6.4. Have a conversation about your understanding of this component. The Framework for Teaching Charlotte Danielson

19.  In your table group, consider each of the components in Domain 4 in this way:  Determine the extent to which each component is important in your setting.  Lastly, determine how teachers can demonstrate their skill in the component. The Framework for Teaching Charlotte Danielson Domain 4, B., page 22

20.  3 words  2 words  1 word The Framework for Teaching Charlotte Danielson Closure

21. South Dakota Framework for Teaching February 20 th, 2012 Lacey Hoogland Education Technology Specialists TIE

22. Review Collaboration, Networking, Discussion Reflective Professionalism We’re ready, Doable, Common Sense, Known Thought Provoking, Inspiring

23. Outcomes To deepen our understanding of the FfT Determine evidence for components To avoid assumption when we observe

24. Domain 3 Carousel 1.Form groups of 5 based on Red Letters. 2.Find your assigned component in the book. ▫ 3a: Communicating with studentsp. 80 ▫ 3b: Questioning and discussionp. 82 ▫ 3c: Student engagementp. 85 ▫ 3d: Using assessment in instructionp. 89 ▫ 3e: Flexibility and responsivenessp. 91

25. Domain 3 Carousel 3.Review each level of performance. 3.Identify and highlight the words that differentiate each level.

27. Domain 3 Carousel 5. On Chart paper create a grid for the domain you have been assigned. 6. What evidence would you find for each element at each level of performance? 7. Record this evidence on the grid you created

28. Domain 3 Carousel ElementUnsatisfactoryBasicProficientDistinguished Expectations for learning Lesson objective is not posted Lesson objective is posted and verbalized Lesson objective is connected to the world outside of school Lesson objective has been created from student feedback on a topic Directions and Procedures Explanations of content Use of oral and written language

29. Domain 3 Carousel 1.Choose a leader. 2.Record your evidence on the chart paper. 3.Leader stays with the chart. 4.Group moves to the next chart. 5.Leader explains/summarizes the evidence. 6.New group adds evidence. 7.Leaders summarize the work for the whole group.

30. Summary of The Framework for Teaching  A research-based definition of good teaching  A roadmap to, and for navigating through, the complex territory of teaching  A framework for novice-level practitioners, through accomplished teaching The Framework for Teaching Charlotte Danielson

31. Recognizing Bias in an Educational Setting, Number a piece of paper 1 – 16. As the following words appear write down the first two words that come to mind. Low-Income The Framework for Teaching Charlotte Danielson

32. Recognizing Bias in an Educational Setting, White Male Teacher The Framework for Teaching Charlotte Danielson

33. Recognizing Bias in an Educational Setting, Rich The Framework for Teaching Charlotte Danielson

34. Recognizing Bias in an Educational Setting, African-American Youth The Framework for Teaching Charlotte Danielson

35. Recognizing Bias in an Educational Setting, Urban The Framework for Teaching Charlotte Danielson

36. Recognizing Bias in an Educational Setting, Hispanic Male Teacher The Framework for Teaching Charlotte Danielson

37. Recognizing Bias in an Educational Setting, Well equipped- classroom The Framework for Teaching Charlotte Danielson

38. Recognizing Bias in an Educational Setting, Affluent The Framework for Teaching Charlotte Danielson

39. Recognizing Bias in an Educational Setting, Rural The Framework for Teaching Charlotte Danielson

40. Recognizing Bias in an Educational Setting, Hispanic Female Teacher The Framework for Teaching Charlotte Danielson

41. Recognizing Bias in an Educational Setting, Poor The Framework for Teaching Charlotte Danielson

42. Recognizing Bias in an Educational Setting, Asian Female Teacher The Framework for Teaching Charlotte Danielson

43. Recognizing Bias in an Educational Setting, Poorly equipped classrooms The Framework for Teaching Charlotte Danielson

44. Recognizing Bias in an Educational Setting, White Female Teacher The Framework for Teaching Charlotte Danielson

45. Recognizing Bias in an Educational Setting, Immigrant The Framework for Teaching Charlotte Danielson

46. Recognizing Bias in an Educational Setting, Irritating Accent The Framework for Teaching Charlotte Danielson

47. Recognizing Bias in an Educational Setting, 1.Partner up and share what you wrote with one another 1.What implications can these words have on your practice as a teacher or when observing teaching and learning? The Framework for Teaching Charlotte Danielson

48. The Framework for Teaching Charlotte Danielson

49. Recognizing Bias in an Educational Setting, B. page ___ For each square give an example of what you might hear or see in a classroom with those characteristics. Do you have a preference for seeing one characteristic over another? The Framework for Teaching Charlotte Danielson

50. Individual Professional Bias, B. page ___ Directions List your individual biases inside the “yield” sign and then draw an arrow in the direction that your bias tends to lead you - to the left if it is negative and to the right if it is positive. The Framework for Teaching Charlotte Danielson

51.  With your group, for the component you have been assigned, complete the 3-2-1 worksheet.  Designate one person as a spokesperson.  Report to the large group the three “big ideas” about the component, and pose your question. The Framework for Teaching Charlotte Danielson 3-2-1 Domain 2 H. page 25

52. For the component you have been assigned: Read the levels of performance; determine the critical differences between the different levels – if possible, highlight key words Determine a context for your thinking (for example high school science, middle school math or First Grade) Create examples of practice for each level of performance, related to one of the elements within your component. The Framework for Teaching Charlotte Danielson Domain 2 Activity (Part one) H. pages 9-13, & 24

53. In your new group:  Explain the important ideas in the component you investigated  Describe the examples generated in your previous group.  If desired, write examples from others on the next worksheet The Framework for Teaching Charlotte Danielson Domain 2 Activity (Part two)

54. Overall Reflection On your own… Decide which Domain and which component each of the statements on page 2 belong. Debrief Large Group The Framework for Teaching Charlotte Danielson