1. Framework For Teaching (FFT)

2. Learning how to learn is life’s most important skill.
“Quote of the Day”
Learning how to learn is life’s most important skill.
Anonymous

3. Outcomes The purpose of FFT How Schools have implemented FFT
Teachers will gain an understanding of:
The purpose of FFT
How Schools have implemented FFT
Resources available to assist teachers with FFT
How the FFT will be better able to support teachers in enhancing teaching and learning.

4. Outcomes The language of the 8 component areas of the FFT rubric
The language of the rubric as it applies to teachers and students levels of performance

5. Warm Up
(10 minutes)
Group staff in two’s and have one face the screen and one’s back to the screen. They will give hints like the game show “Pyramid” to guess the words in the fastest time.

6. You Talk a Mile a Minute

7. You Talk a Mile a Minute
Self Assessment
Research
Student Centered
Cognitive
Constructivist
Reflective
Domains
Observation 1 19 20 18 15 21 16 17 23 26 27 25 24 14 22 12 04 05 03 02 00 01 06 07 11 28 10 09 08 13 29 50 51 49 48 46 47 52 53 58 59 57 56 54 55 45 44 35 36 34 33 31 32 37 38 42 43 41 40 39 30

8. You Talk a Mile a Minute
Self Assessment
Research
Student Centered
Cognitive
Constructivist
Reflective
Domains
Observation 19 18 20 16 15 21 17 23 26 27 25 24 14 22 12 04 05 03 02 00 01 06 07 11 28 10 09 08 13 29 49 50 48 47 45 46 51 52 57 58 56 55 53 54 44 43 34 35 33 32 30 31 36 37 41 42 40 39 38 59

9. Round 2

10. You Talk a Mile a Minute
Culture
Question
Planning and preparation
Rigor
Activity
Discussion
Turn and talk
Professional responsibility 1 19 20 18 15 21 16 17 23 26 27 25 24 14 22 12 04 05 03 02 00 01 06 07 11 28 10 09 08 13 29 50 51 49 48 46 47 52 53 58 59 57 56 54 55 45 44 35 36 34 33 31 32 37 38 42 43 41 40 39 30

11. You Talk a Mile a Minute
Culture
Question
Planning and preparation
Rigor
Activity
Discussion
Turn and talk
Professional responsibility 19 18 20 16 15 21 17 23 26 27 25 24 14 22 12 04 05 03 02 00 01 06 07 11 28 10 09 08 13 29 49 50 48 47 45 46 51 52 57 58 56 55 53 54 44 43 34 35 33 32 30 31 36 37 41 42 40 39 38 59

12. I’m a little familiar with the FfT
Rate yourself
I’m brand new at the FfT
I’m a little familiar with the FfT
I’ve trained or participated in the Pilot or FIRST
The Framework for Teaching Charlotte Danielson

13. Chart the information with your school team and share out

14. The Framework for Teaching
The Framework for Teaching is a researched based set of components of instruction, grounded in a constructivist view of learning and teaching.

15. In a nutshell….. Builds teacher capacity Enhance Professional Growth
Foundation for mentoring, coaching and PD
Builds Instructional Leadership Capacity
Helps promote professional conversations
Helps promote teacher reflection
Two priorities of FFt – constructivist learning
Cognitive engagement

16. What FFT is Not… I Gotcha Not an evaluation tool
Not sole data point to teacher evaluation
Not a personal assessment
It DOES NOT ASSESS THE PERSON, IT ASSESS THE PRACTICE!

17. This shows the various teaching styles and the average retention rate for the learner.

18. Jigsaw Activity
(20 minutes)

19. The Framework for Teaching Jigsaw Table
Domain 4
Professional Responsibilities
Domain 1
Planning and Preparation
Domain 2
The Classroom Environment
Domain 3
Instruction
Ask participants “Which components do you think you could use to gage the RT’s performance? Each person should have at least six stickies. If you are doing this by yourself then they should come up with 12 likes and dislikes. 19

20. Jigsaw
You have 10 minutes to place the elements under the appropriate elements, and the components under the appropriate Domains.
All staff members will be asked to group in three’s or four’s to complete this activity. The jigsaw pieces will be cut-outs of the 26 elements. Direct them to group each element under the component that they think matches the appropriate domain.

21. Share out

22. The Framework for Teaching
Domain 4
Professional Responsibilities
Reflecting on Teaching
Maintaining Accurate Records
Communicating with Families
Participating in a Professional Community
Growing and Developing Professionally
Showing Professionalism
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
Ask participants “Which components do you think you could use to gage the RT’s performance? 22

23. The 8 Essential Components
Domain 1:
Planning and Preparation
1c: Establishing Instructional Outcomes
1e: Designing Coherent Instruction
Domain 2:
Classroom Environment
2b: Establishing a Culture for Learning
2d: Managing Student Behavior
Domain 4:
Professional Responsibility
4a: Reflecting on Teaching
4c: Communicating with Families
Domain 3:
Instruction
3b: Using Questioning and Discussion Techniques
3c: Engaging Student in Learning
Off Stage
On Stage
Share on stage off stage

24. JIGSAW ANSWERS Domain 1 Domain 2 Domain 4 Domain 3
Professional Responsibilities
4a: Reflecting on Teaching
4c: Communicating with Families
Domain 1
Planning and Preparation
1c: Establishing Instructional Outcomes
1e: Designing Coherent Instruction
Domain 2
The Classroom Environment
2b: Establishing a Culture for Learning
2d: Managing Student Behavior
Domain 3
Instruction
3b: Using Questioning and Discussion Techniques
3c: Engaging Student in Learning
Ask participants “Which components do you think you could use to gage the RT’s performance? Each person should have at least six stickies. If you are doing this by yourself then they should come up with 12 likes and dislikes. 24

25. The Observation Process
Group staff in two’s and have one face the screen and one’s back to the screen. They will give hints like the game show “Pyramid” to guess the words in the fastest time.

26. Informal Observations
Informal observations will be conducted using the PGCPS Instructional “Look-Fors” at anytime.

27. Formal Observations Step 1: Self-Assessment (All teachers)
Step 2: Goal Setting Conference (All teachers)
Step 3: Goal Review Conference (Optional for Tenured teachers/off-cycle)
Step 4: First Formal Observation (Tenured & Non-tenured teachers/on-cycle)
Step 5: Second Formal Observation (Tenured & Non-tenured teachers/on-cycle)

28. Formal Observations
Step 6: Interim (Mid-year) Evaluation (Non-tenured/Performance Issues)
Step 7: Third Formal Observation (Non-tenured/Performance Issues)
Step 8: Fourth Formal Observation (Non-tenured/Performance Issues)
Step 9: Second Self-Assessment (Tenured & Non-tenured teachers/on-cycle)
Step 10: Final Evaluation (Tenured & Non-tenured teachers/on-cycle)

29. Framework for Teaching Organization
Domains
(1, 2, 3, and 4)
Components
(8 Essentials)
Page 3 and 4 in FFT book)
Elements
(26) 29

30. The 8 Essential Components
Domain 1:
Planning and Preparation
1c: Establishing Instructional Outcomes
1e: Designing Coherent Instruction
Domain 2:
Classroom Environment
2b: Establishing a Culture for Learning
2d: Managing Student Behavior
Domain 4:
Professional Responsibility
4a: Reflecting on Teaching
4c: Communicating with Families
Domain 3:
Instruction
3b: Using Questioning and Discussion Techniques
3c: Engaging Student in Learning
Share on stage off stage

31. Share out: Questions? Comments? Concerns?

32. ADDITIONAL RESOURCES
Framework for Teaching Resources:
Office of Talent and Development:
Office of Employee Performance:

33. Thank you !!!!!