1. Danielson’s Framework for Teaching
Sister Edward Quinn

2. A ROAD MAP… Because teaching is complex, it is helpful
to have a road map through the
territory, structured around a
shared understanding of teaching.
Charlotte Danielson

3. DEFINING EFFECTIVE PRACTICE
In order to create the conditions for improved teaching, one must first define it. Without such a definition of good practice, educators are, in effect, wandering in a swamp.
Charlotte Danielson

4. SELECTION PROCESS Why was Danielson picked over other models?
- Provides a detailed rubric using evidence and artifacts.

5. Evidence: JUST THE FACTS!
Evidence is a factual reporting of events. It may include teacher and student actions and behaviors. It may also include artifacts prepared by the teacher or
students. It is not clouded with personal opinion or bias.

6. Types of Observation Evidence
Verbatim scripting of teacher or student comments: “Could one person from each table collect materials?”
Non-evaluative statements of teacher or student actions: The teacher stands by the door, greeting students as they enter.
Numeric information about time, student participation, resource use, etc.: “Four students of the eighteen respond to teacher’s questions during the discussion.
An observed aspect of the environment: Student work is displayed on the wall.

7. Evidence or Opinion? Students are seated in rows.
The teacher manages transitions effectively.
The students enjoyed the lesson.
Two students volunteered to hand out materials.
The classroom is very disorganized.
Students were confused about directions.
Students are on task.

8. Evidence Beyond the Classroom
Planning documents
Professional portfolio
Student work samples, student reflections
Teacher created materials
Professional development log
Family contact log
Teacher’s reflection and self assessment
Artifacts from supervisor, parents, students, colleagues

9. Domain Focus
Domain 1 – Planning and Preparation
What a teacher knows and does in preparation for teaching.
Domain 2 – The Classroom Environment
All aspects of teaching that lead to a culture for learning in the classroom.
Domain 4 – Professional Responsibilities
Professional responsibilities and behavior in and out of the classroom.
Domain 3 – Instruction
What a teacher does to engage students in learning.
Mention that the framework is laid out in this fashion to represent the cyclical nature of teacher’s work.
D34_Tenured Pilot 2010 9

10. A Framework for Teaching: Components of Professional Practice
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 4: Professional Responsibilities
Reflecting on teaching
Maintaining accurate records
Communicating with families
Participating in a professional Community
Growing and developing professionally
Demonstrating professionalism
Domain 3: Instruction
Communicating with students
Using questioning and discussion techniques
Engaging students in learning
Using assessment in instruction
Demonstrating flexibility and responsiveness

11. A Framework for Teaching: Components of Professional Practice
Domain 4: Professional Responsibilities
Reflecting on teaching
Maintaining accurate records
Communicating with families
Participating in a professional Community
Growing and developing professionally
Demonstrating professionalism
Domain 3: Instruction
Communicating with students
Using questioning and discussion techniques
Engaging students in learning
Using assessment in instruction
Demonstrating flexibility and responsiveness
Danielson 2007
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
PLAN
TEACH
REFLECT
APPLY 11
©2009 McKay Consulting, LLC

12. Lesson Planning and Preparation
Domain #1: Planning, Preparation & Assessment
Main Points:
It’s time to devote attention to the power of the lesson plan and preparation as the first step in addressing many of the issues we struggle with across our own district. As most obviously noted through student achievement results and most recently through JIT and SQR review findings, we are struggle in certain areas of teaching in learning. Many of these challenges or stressors can be alleviated or reduced through the steps it takes to effectively plan and prepare for each lesson that is delivered. These areas of concern, which are noted on our state ed. review documents, include:
Student engagement
Differentiated Instruction
Co-teaching
And most obviously noted was the lack of evidence in instruction to support the occurrence of effective lesson planning

13. Consider the factors that affect student learning
Consider the factors that affect student learning. Social, economic, family environment, school environment, the teacher, class size, available materials and resources, technology….the list goes on and on. Which factor, according to the research, has the greatest impact?
©2009 McKay Consulting, LLC

14. Teaching Makes the Difference
“The most important factor affecting student learning is the teacher….. an influence many times greater than poverty or per-pupil expenditures.”
Sanders, Wright and Horn 1997
“The effect of increases in teacher quality swamps the impact of any other educational investment, such as reductions in class size.”
Goldhaber, 2009
©2009 McKay Consulting, LLC

15. Key Factors in Planning
Catholic Identity
Talk to the 3 Components
Data application
Standards

16. Purpose of Our Work Today
Domain #1: Planning, Preparation & Assessment
Purpose: Training Today
Laser-focus on Domain #1: Looking at Planning, Preparation and Assessment.
However, you will be working hands-on with your Content Director to specifically address Component 1A: Demonstrating knowledge of content and pedagogy - - after this presentation.

17. Lesson Planning and Preparation
The greater the structure of a lesson and the more precise the directions on what is to be accomplished, the higher the achievement rate.
Harry Wong, The First Days of Teaching

18. Consider This Research …
According to Emma McDonald, co-author of Survival Tips for New Teachers (2006), “One of the best ways to lower the amount of stress you deal with on a daily basis is to be prepared.” She adds, “Preparation is absolutely the key to being a successful teacher. The more thought and effort you put into your lessons and your job, the better you will be. You also will be less stressed during the year.”
Teachers are not the only ones to benefit greatly from effective lesson planning. Research indicates that all students benefit from, and appreciate, well-structured lessons. (Kizlik, 2010).
Students are very observant. They generally know when teachers are prepared. Students today seem to have a need for constant momentum or stimulation (Marcotte, 2010). When there is “down time”, or hesitation from teachers trying to decide what to do, students can shift quickly from being on-track to off and away from the task at hand. Teachers who have planned well for a lesson are more likely to have attentive students. An atmosphere that helps them be more attentive is a definite benefit to students from effectively planned lessons.
Our Students Are Depending on Us!

19. The Advantages Increased Student Performance
Clear purposes for learning for students
Teacher and student ownership of learning
Increase student productivity
Decreased need for intervention
Improved classroom learning environment
More strategic use of resources
Why Lesson Planning?
Here are some Advantages…
All of these are good first teaching practices - - when Lesson Planning is done effectively!

20. Activity # 1

21. 10 Min Table / Group Discussion
Effective Practice
What are some of the characteristics of effective teaching? What would you expect to see and hear if you were in the presence of an exemplary teacher?
..... What would you see and hear from the students in the classroom?
Table group conversations. One or two ideas from each group
Report Out:
Depending on how many groups – 4 groups to share some characteristics….
10 Min Table / Group Discussion

22. DOMAIN 1: PLANNING, PREPARATION AND ASSESSMENT
Domain 1 Rubric
DOMAIN 1: PLANNING, PREPARATION AND ASSESSMENT
Teachers demonstrate how they design instruction beginning with a deep understanding of content and pedagogy and an understanding of the students and how they learn. All elements of the instructional design---learning activities, materials and strategies--- must be appropriate to both the content and the students and aligned with instructional goals. Assessment techniques must also reflect the instructional outcomes and should serve to document student progress. The design of instruction must account for a range of assessment strategies: formative and summative, formal and informal. High quality assessment practice makes students fully aware of criteria and performance standards, informs teacher’s instructional decisions and leverages both teacher and student feedback.
Highly Effective
Effective
Developing
Ineffective
Teacher lesson planning demonstrates extensive knowledge of current research about student development, student learning, and language acquisition theories. Teacher applies this knowledge to the whole class and makes accommodations for individual students.
Teacher lesson planning demonstrates accurate knowledge of current research about student development, student learning, and language acquisition theories. Teacher applies this knowledge to the whole class.
Teacher recognizes the value of current research and makes some attempt to apply this knowledge when planning, but does not always apply it accurately.
Teacher’s lesson planning demonstrates limited understanding or is unfamiliar with current research about student development, student learning, and language acquisition theories or does not attempt to apply it.
The teacher’s planning demonstrates extensive understanding of students’ interests, prior knowledge, cultural background, and diverse learning needs. Teacher applies this knowledge to the whole class and makes accommodations for individual students.
The teacher’s planning demonstrates an accurate understanding of students’ interests, prior knowledge, cultural background, and diverse learning needs. Teacher applies this knowledge to the class as a whole; however the needs of some individuals may not be accommodated.
Teacher recognizes the value of understanding students’ interests, prior knowledge and cultural heritage but does not usually apply the knowledge when planning lessons.
The teacher ‘s planning demonstrates a lack of knowledge of students’ interests and cultural knowledge and/or indicates that the teacher does not value it.
The teacher’s planning demonstrates extensive knowledge of the important concepts in the subject and how these relate both to one another and to other subjects. The plans reflect an understanding of the prerequisite relationships among topics, concepts and other subjects through the use of multiple explanations.
The teacher ‘s planning demonstrates
solid knowledge of the important
concepts in the subject and reflects
an understanding of the relationships
among topics and concepts within the
subject. .
The teacher’s planning displays familiarity with the important concepts in the subject but displays a lack of awareness of the relationships among topics and concepts within the subject.
Teacher’s lesson plan displays limited knowledge of the important concepts and/or includes content errors. Relationships among topics and concepts are not made.
The teacher’s lesson planning is aligned with NYS Common Core Standards/RCSD Standards and reflects a familiarity with a wide range of effective instructional strategies and anticipates student misconceptions.
The teacher’s lesson planning is aligned with NYS Common Core Standards/RCSD Standards and reflects a familiarity with a wide range of effective instructional strategies.
The teacher’s lesson planning demonstrates an attempt to align some NYS Common Core Standards/RCSD Standards with the lesson and an attempt is made to use a few different instructional strategies in the lesson plan.
The teacher‘s lesson planning demonstrates little or no alignment with NYS Common Core Standards/RCSD Standards and/or does not vary instructional strategies.
Reminder: Our focus is Domain #1
What is Domain #1:
---Teachers demonstrate how they design instruction beginning with a deep understanding of content and pedagogy and an understanding of the students and how they learn.
---All elements of the instructional design---learning activities, materials and strategies--- must be appropriate to both the content and the students and aligned with instructional goals.
--- Assessment techniques must also reflect the instructional outcomes and should serve to document student progress.

23. Student Achievement Depends on Effective Lesson Planning
APPR—Domain 1
See Guidance Document for Instructionally Focused Conversations
In order to guide student learning, teachers must have command of the subject they teach. (Demonstrate knowledge of content and pedagogy)
In order to ensure student learning, teachers must not only know content and related pedagogy, but they must know students to whom they will teach that content. (Demonstrating Knowledge of Students)
Teaching must be purposeful through established outcomes that focus on what the students will learn, not on what the students will do. (Setting Rigorous Instructional Outcomes)
Instruction must be based on the coordination of knowledge and resources in ways that give all students access through differentiated but cognitively challenging learning experiences, allowing for different pathways that accommodate diverse learners. (Demonstrating Knowledge of Resources and Designing Coherent Instruction)
Teaching requires assessments of learning and for learning. (Designing Student Assessments)
These criteria don’t just happen! It takes careful planning and preparation. It takes understanding your content, utilizing effective teaching practices and strategies, knowing your students interests, strengths and challenges, and planning so strategically that learning outcomes are able to be achieved in MOST cases.

24. Demonstrating Knowledge of Content and Pedagogy.
Curriculum guidelines based on standards
Programs
Online Resources
Professional Organizations.
Do you use your guidelines as a foundation for planning? How do you use the program resources?
What outside resources do you use?

25. Demonstrating Knowledge of Students

26. Setting Rigorous Instructional Outcomes

27. (Demonstrating Knowledge of Resources and Designing Coherent Instruction)

28. (Designing Student Assessments)

29. Activity # 2

30. Identify three Things For Each…
Components of Domain #1
Identify three Things For Each…
Demonstrate knowledge of content and pedagogy
Demonstrating Knowledge of Students
Setting Rigorous Instructional Outcomes
Demonstrating Knowledge of Resources and Designing Coherent Instruction
Designing Student Assessments
5 Different Things: Plan for 15 – 20 Mins
At the Tables for the Teachers…… Make a Sign for Each Component
Signs: 5 Diff Groups
Directions:
Each Table Has a Sign with one of the Components of Domain #1
As a Group / Table - - Identify Three Things that you as the Teacher would plan / show evidence of in your Lesson Planning for your Content Area
Use the Easel Paper, to Post your Results as a Team
Give the Room Additional 5 Mins: Gallery Walk Around the Room - - to see ideas / strategies / resources you can leverage for your upcoming Lesson Planning for the upcoming School Year.
Open the Floor: A couple of Volunteers - - Share A Few Things You Observed - - GREAT to Leverage in you Toolkit Any Questions? Walking Around the Room To Assist…….
Post Table's Results on Easel Paper

31. Great teaching is always mapped out!
Model a culture that values and attends to effective lesson planning and preparation.
Articulate clear expectations around your lesson plans for your students.
Demonstrate effective use of time during planning periods or team meetings.
Prepare: Instructional Focused Conversations with Administrator….

32. TURN AND TALK

33. TURN AND TALK

34. TURN AND TALK

35. TURN AND TALK

36. Explanation of Framework
Component
Critical Attributes
Possible Examples

37. PRE-CONFERENCES
Biggest question: “But I thought observations were supposed to be unannounced”?
Interview protocol for pre-conferences for observations that ARE scheduled.
These are things to keep in mind when
doing your lesson plans.

38. Reflection Questions: Pre Conference
To which part of your curriculum does your lesson relate?
How does this learning fit in the sequence of learning for this class?
Briefly describe the students in this class, including those with special needs.
What are your learning outcomes for this lesson? What do you want the students to understand?

39. Reflection Questions: Pre Conference
5. How will you engage the students in the learning? What will you do? What will the students do? Will the students work in groups, or individually, or as a large group? Provide any worksheets or other materials the students will be using.
6. How will you differentiate instruction for different individuals or groups of students in the class?
7. How and when will you know whether the students have learned what you intend?

40. Post Conference

41. Reflection Questions:
Post-Conference
In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do you know?
If you were able to bring samples of student work, what do those samples reveal about those students’ levels of engagement and understanding?
Comment on your classroom procedures, student conduct, and your use of physical space. To what extent did these contribute to student learning?

42. Reflection Questions: Post-Conference (con’t)
4. Did you adjust your plan based on the needs of your students?
5. Comment on different aspects of your instructional delivery (e.g., activities, grouping of students, materials and resources). To what extent were they effective?
6. If you had an opportunity to teach this lesson again to the same group of students, what would you do differently?

43. IMPLEMENTATION Training Practicing with the rubric
Inservice
On-line
Department/Building meetings
District website for documents
Practicing with the rubric
Understanding first: technology second

44. QUESTIONS

45. Why EFFECTIVE lessons Are Important!!!!…
Thank You!

46. Examples: Domain and Component

47. Framework Vocabulary - p. 3
4 Domains
22 Components
76 Elements
Guts of the framework starts on page 44
Refer back to pp 3 and 4 for outline
The book breaks down the domains to the element level within each component. That makes 76 individual rubrics. For most districts there is a framework with a component level set of rubrics that makes the use of the framework more manageable 22 pieces rather than 76. This version is not included in the book, but is available through us for district use.
Page 41 for breakdown at the Domain level
D34_Tenured Pilot 2010 47

48. Priorities of the FfT Cognitive Engagement
“Proficient” = students must be engaged cognitively.
“Distinguished” = cognition, meta-cognition, and student ownership of their learning.
Constructivist Learning
Proficient practice must have evidence of learning experiences designed to facilitate students construction of knowledge.
Provide an example of a continuum of practice from basic to distinguished in writing / essay assignment.
Basic: feedback is grade only, praise, lacks specifics, is not useful to “move learning forward”
Proficient: Feedback causes students to engage cognitively with the work… provides specific directions for improvement; e.g. a teacher uses editing marks in the margin and requires students to peer correct / find - fix – revise errors using the margin edits as a guide. A teacher places numbers at the top of the essay indicating which elements of a school-wide rubric are not yet proficient, and then requires the student to find those errors, revised them, and make the appropriate corrections (elements of self-assessment present)
Distinguished – the teacher incorporates all strategies at the proficient level, and has student editors in the class. After the revisions are made, students review their revisions with the class editors, and the paper is ONLY submitted to the teacher after the edits as signed-off by the peer editors (writing workshop model)

49. Initial Teaching Certification National Board Certification
A Framework for a career…
Novice
Initial Teaching Certification
Master Teacher
National Board Certification
Look at Roman numeral vii
FFT comes from 2 bodies of research and is intended to describe teacher development throughout a career
It is a good reference tool helps you identify specific aspects as well as big picture issues
D34_Tenured Pilot 2010 49

50. Levels of Performance
Ask participants to look down the Unsatisfactory column of several rubrics and identify some words that they see in the language. Share the definition of unsatisfactory after they have called out a few words. Do the same with each level. The definitions will appear one at a time. 50
D34_Tenured Pilot 2010 50

51. Evaluation as an intervention to improve student achievement
ESEA views teacher evaluation as an intervention to improve student achievement
“Addressing gaps in access to teacher quality is the most critical element of a successful education reform agenda….students whose initial achievement levels are comparable have vastly different academic outcomes as a result of the sequence of teachers to which they are assigned… ” (Peske, Haycock, 2006)

52. RESEARCH FINDINGS: Use of the Framework for Teaching
Teachers have substantial effect on student achievement
Correlation between evaluation using the FFT and student achievement
Evaluation using the FFT found:
Unsatisfactory and basic: students had lower gains than expected (based on test scores from previous years)
Proficient: students made expected gains
Distinguished: students made positive gains
IDENTIFYING EFFECTIVE CLASSROOM PRACTICES USING STUDENT ACHIEVEMENT DATA , National Bureau of Economic Research, 2010

53. Therefore… …. Quality teaching = improved student learning
ESEA / RTTT emphasizes teacher evaluation models that emphasize feedback to improve learning and growth, and the use of research based criteria to assess teacher effectiveness

54. Evaluation Process Basis for evaluation
Quality of work – Standards of Practice
Student progress
Professionalism
Plan for gathering data
Processes and procedures for gathering information about quality of work
Procedures for gathering information about student progress
Information about professionalism
End result
Rating
Direction for professional growth
Determination of Employment
Money
Other

55. Evaluators Role Basis for evaluation – Knowledge of the Standards
Evaluators must understand the Framework
Evaluators must have a focus on constructing meaning through cognitive engagement
Evaluators must be able to identify appropriate data (evidence) to paint an accurate picture of educators work
Plan for gathering data – Fidelity to Process
Evaluator must understand the process including it’s intent or purpose.
Evaluator must follow process with fidelity, engaging the educator in discussion along the way
Evaluator must maintain consistency and fairness from educator to educator
End result – Quality of the Product
Evaluator must align evidence to appropriate component
Evaluator must level evidence accurately
Evaluator must have sufficient evidence to support rating
Evaluator must have skill in engaging educator in conversation around level and direction for future

56. Considerations Differentiation for career stages
Novice
Experienced
Needing assistance
Role of collaboration in teacher growth
Examination of the culture for learning in the district and the schools
Importance of a focus on cognitive engagement from “top” down
Being clear about expectations

57. Trends & Practices in Teacher Evaluation
Teacher Evaluation – an Intervention to Improve Student Achievement
Importance of assessing practice with valid criteria, fair practices, and reliable procedures
Emphasis on Performance Standards
Clear criteria with levels of performance to assess teacher effectiveness
Multiple Measures
Student achievement data, surveys…
Peer review / assessment