1. Cheryl Giles-Rudawski cgiles@caiu.org
2/16/2019
Supporting Virtual Teacher Growth Using the Framework for Teaching November 29, 2018
Cheryl Giles-Rudawski
Region 5

2. Supporting Virtual Teacher Growth…
In this presentation we will discuss how the Danielson Framework for Teaching applies to virtual and blended learning classrooms to enhance learning, improve teacher effectiveness and promote growth. The framework defines good teaching and easily applies to virtual learning environments. This session will discuss the process of collecting evidence in virtual classrooms and provoking rich, professional and thoughtful conversations around practice that engages teacher in reflection & growth.

3. TODAY… Welcome Review of the Framework for Teaching
Effective Virtual Teaching
Applying the Framework

4. WHY do we observe and evaluate Teachers...
We want a system that provides teachers a tool to grow their practice and advance student learning.
We want a system that promotes growth and development using a rubric.
We want a system that determines a teacher’s effectiveness.
We want a system that identifies and acknowledges GREAT, EFFECTIVE teachers with evidence of student learning.

5. Write down 5-8 characteristics of good practice
What is GOOD Teaching?
Think of the qualities of GOOD teaching in the virtual environment...
that are tied to student learning …
Write down 5-8 characteristics of good practice
Direct Participants to Worksheet #1 (pg. 2, Day 1 Materials).

6. Framework for Teaching
Planning and Preparation
The Classroom Environment
Instruction
Professional Responsibilities
(5 minutes total)
The goal of this activity is to connect participants’ qualities of good teaching to the domains of the Framework.
Give Directions: Show the slide “The Domains” and explain that these are the four domains of the Framework. Tell participants to put a #1 beside any item on their list that is related most to Domain 1, a #2 beside any items that most relate to domain 2 and so on for all four domains of the Framework
Remind: Only one number per item on the list; decide on ‘best fit’.
Allow @ 3 minutes.

7. A Framework for Teaching: Components of Professional Practice
Domain 4: Professional Responsibilities
Reflecting on Teaching
Maintaining Accurate Records
Communicating with Families
Contributing to the School and District
Growing and Developing Professionally
Showing Professionalism
Domain 3: Instruction
Communicating Clearly and Accurately
Using Questioning and Discussion Techniques
Engaging Students in Learning
Using Assessment in Instruction
Demonstrating Flexibility and Responsiveness
Domain 1: Planning and Preparation
Demonstrating Knowledge of Content and Pedagogy
Demonstrating Knowledge of Students
Selecting Instruction Goals
Demonstrating Knowledge of Resources
Designing Coherent Instruction
Assessing Student Learning
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
Remind participants that we experienced the four domains yesterday, and we learned that two of the four domains are “off-stage” and that, to learn more about these in a teacher’s practice, we can talk with the teacher, pose questions, examine artifacts, and so on.

8. Still asking the same questions.....
What is the content to be taught?
What prerequisite learning is required?
How will you modify this lesson for groups or individual students?
What do you want students to learn during this lesson?
What resources were considered? Why? Rejected?
Steps in the lesson...
How will you measure the goals?
What does success look like?
C. Giles-Rudawski Fall 2014

9. Characteristics of Highly Qualified Virtual Teachers...
Creating an Active Online Community Content Knowledge/Expertise Technology Skills Online Presence/Encouraging Attitude Effective Communication Skills Questioning Reaching Out to Students

10. Depth of Knowledge (DOK)
9/24/2012
Depth of Knowledge (DOK)
Webb’s Depth of Knowledge
Recall and Reproduction
Level 1
Skills and Concepts
Level 2
Strategic Thinking
Level 3
Extended Thinking
Level 4
Webb’s Four Depth of Knowledge Levels are:
Level 1—Recall and Reproduction
Level 2—Skills & Concepts
Level 3—Strategic Thinking
Level 4—Extended Thinking
Although there are reasons to assess at each of these levels, the Common Core and PACCS requires us to shift our assessment focus towards those higher DOK levels.

12. Danielson Cluster 4....

13. What are we looking for.... Teaching Presence
Can those inspirational traits actually translate in an online learning environment to bridge the transactional distance between learner and instructor?
An instructor is perceived as “present” in the online classroom when “visible” to the student. In other words, the student knows the instructor is attending to and participating in the class.

14. Engaging Learning…
Relevant: The learner understands how the topic and materials are important and related to their academic programs, as well as the potential for future application and learning transfer. 
Participatory: Engaging learning is more than just a presentation of information. Students are active participants in the learning process interacting with the content, each other, and their instructor, and involved in conversations and decisions related to their learning. 
Collaborative: Instructional strategies that promote engagement often leverage collaborative activities in which students work together to solve problems, practice new skills, and create products that demonstrate their learning.
Challenging: Students are more likely to become engaged with learning activities when working toward a challenging, but reasonably achievable, goal. 

15. Engaging Learning Activities…
Specific feedback: Students should receive feedback that extends beyond “correct/incorrect,” with explanations of why they were correct or incorrect, and suggestions for further improvement.
A friendly climate: Student engagement often hinges on the comfort level of the student in the learning environment. The culture of this environment should foster a safe classroom in which questions and input are encouraged and not subject to inappropriate criticism.
Connections: Students that feel like they are part of the group and know each other may be more likely to engage in class activities in a meaningful way. 

16. What enhances processing?
Regular opportunities for processing that are planned…
Shorter intervals – every 5-7 minutes – easier to process smaller chunks
Purposeful – what will happen if?
Social - sharing of ideas, interpretations, experiences
Language-rich - build as much student language as possible around ideas and content
Accountability – all students respond and teacher is formally and informally assessing learning
Take notes on the scaffolded notes page in handout.
Opportunities for processing should be planned – every day, several times per class – Emphasize CONCISTENT AND PERVASIVE (all classes, everyday, whole school)
Shorter intervals – every 5 to 7 minutes, students need to process (the activities should be brief)
Purposeful – what are 2..? What will happen if..?
Social – builds language and meets a human need
Language rich – students have to compose orally and in writing using academic language
Accountability – all students respond and teacher is formally or informally assessing learning
Reflection – teacher can’t do this for them
Copying and listening at the same time – cancel each other out
Common Core Standards state that students have to do this on their own, therefore we have to do it regularly
Use many modalities: paper, screen, something to create, act out
Need to produce, explain, write, define, defend
Assessment for learning is done on a Short-Cycle is within and between lessons
Day by day – 24 to 48 hours (should have some kind of assessment)
Minute by minute – 5 seconds to 2 hours
When we do this, we see:
Improved classroom practice
Improved student engagement

17. In closing... Brick and Mortar or virtual you still have
Rock Solid & Rock Star...
Use the language of the rubric...
... teacher coordinates and aligns knowledge of content, of students and of resources to design a series of learning experiences aligned to instructional outcomes, differentiated where appropriate to make suitable to all students
... students are highly intellectually engaged throughout the lesson in significant learning and make relevant contributions
... teacher’s reflection accurately and effectively assesses the lesson’s effectiveness and the degree to which outcomes were met, cites specific examples; offers specific alternative actions
...Vibrant classroom???

18. Questions