1. Introduction Framework for Teaching by Charlotte Danielson
Welcome to Day 2!
Pat Hubert
ESA Region 2

2. Let’s Review 2 & 3! Using either Domain 2 or 3 Review the components
One person per component
Identify and example that might be observed
Be ready to share with the large group
Example:
2d: Managing Student Behavior:
“As group work is being completed 2 students play catch with paper ‘footballs’. Teacher does not notice and/or correct”
(element: monitoring student behavior; UNSATISFACTORY level)

3. Research and Themes

4. Research Surrounding the Framework for Teaching
Beginning on page 183…
Count off, 1-4
Read the research about your Domain and
When you are done, find three others to “teach” you about the research in their Domain
Be ready to share

5. Features of the Framework for Teaching
Comprehensive
Grounded in research
Public
Generic: not a “checklist” of specific behaviors
Organized according to a coherent structure
Independent of any particular teaching style or methodology

6. Domain 1: Planning & Preparation

7. Domain 1 Planning & Preparation
1a Demonstrating Knowledge of Content and Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessment

8. Domain 1: Planning and Preparation
Use paper template in participant’s guide. (planning Conference interview protocol)

9. Activities or goals? On your own using your handout…
Look at each of the statements and decide whether it is a goal or an activity.
Be ready to share with a partner

10. Looking at Domain 1 In Trios… Delve and Dialogue
Read page of text and make connections to your work.
Share some of your connections with your trio.
Read pages of text and make connections to your work.
Share those connections

11. Domain 1 Process Question
Does your district require lesson plans? Why or why not?
In what ways is the lesson planning in your district similar or different to what was described in the reading?

12. Domain 1: Planning and Preparation
1a: Demonstrating Knowledge of Content and Pedagogy
1b: Demonstrating Knowledge of Students
1c: Setting Instructional Outcomes
1d: Demonstrating Knowledge of Resources
1e: Designing Coherent Instruction
1f: Designing Student Assessments
Critical input

13. Domain 1: Planning and Preparation
Knowledge Components
Action Components
1a: Demonstrating Knowledge of Content and Pedagogy
1b: Demonstrating Knowledge of Students
1d: Demonstrating Knowledge of Resources
1c: Setting Instructional Outcomes
1e: Designing Coherent Instruction
1f: Designing Student Assessments
Critical input -
Think “PORTFOLIO”

14. Domain 4 Professional Responsibilities

15. Domain 4: Professional Responsibilities
4a - Reflecting on Teaching 4b - Maintaining Accurate Records 4c - Communicating with Families 4d - Participating in a Professional Community 4e - Growing and Developing Professionally 4f - Showing Professionalism
Brief review of Domain 4 and introduction to each component
Critical input-discussion
Ask: Why is PURPOSEFUL reflection important in the learning process? (Meta-cognition, etc…)

16. Domain 4: 4a - Reflecting on Teaching
Paper version of reflection interview in participant’s guide.

17. Domain 4 - Carousel In teams of 6 Jigsaw Domain 4 Teach your teammates
Discuss your experience related to the element identified.
What have you experienced that supports this element of professionalism and what inhibits or detracts from it in your setting?
1 idea per chart
Materials: chart paper, markers
No more than 3 people per chart
Use 4d involvement in a culture of professional inquiry and relationships with colleagues.
4e –receptivity to feedback
4f –service to students and advocacy and decision making
4c – engagement of families in the instructional program
4a- accuracy (use what you can for the size of the group)

18. Carousel Debrief
Can you identify any trends / patterns among the written responses?
How might the components and elements on the charts relate to Domain 2, 2b, Culture for Learning?
Debrief the carousel activity.
Note / facilitate a discussion about the relationship between the components reviewed in domain 4 and domain 2, culture for learning. E.g. reflection is part of the learning process for students and adults, etc…

19. Domain 4 Debrief What questions do you have relative to Domain 4?
How are the Components in Domain 4 typically addressed in the teacher evaluation process?
Why is Domain 4 important?
Discussion: The reason many teachers are not rehired is because of D4 issues. (E.g. did not accept feedback a work to improve his/her practice, doesn’t work well w/ peers, fails to adhere to district policy, initiatives, etc…)

20. WE KNOW…
As Educators…

21. Teaching is a performance. Performances are measured using rubrics.21

22. Performance Levels: Key Words
Choose any component from the Framework for Teaching. Scan the language used to describe each level of performance.
What “key words” would you use to characterize or describe each level?
Synthesize your thinking as a discussion pair and choose two key words that represent each level.
Blank sheets of paper – four per group. Have them put two words on a page for each LevelOfPerf Hold up during discussion.

23. Performance Levels: Key Words
Unsatisfactory
Basic
Proficient
Distinguished
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None

24. Performance Levels: Key Words
Unsatisfactory
Basic
Proficient
Distinguished
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None
Partial
Generally
Inconsistently
Attempts
Awareness
Moderate
Minimal
Some
Each of the 22 standards or components have levels of performance that describe the quality of teaching.
Levels of cognition and constructivist learning increase

25. Performance Levels: Key Words
Unsatisfactory
Basic
Proficient
Distinguished
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None
Partial
Generally
Inconsistently
Attempts
Awareness
Moderate
Minimal
Some
Consistent
Frequent
Successful
Appropriate
Clear
Positive
Smooth
Most
Levels of cognition and constructivist learning increase

26. Performance Levels: Key Words
Teacher-directed success!
Student-directed success!
Unsatisfactory
Basic
Proficient
Distinguished
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None
Partial
Generally
Inconsistently
Attempts
Awareness
Moderate
Minimal
Some
Consistent
Frequent
Successful
Appropriate
Clear
Positive
Smooth
Most
Seamless
Solid
Subtle
Skillful
Preventative
Leadership
STUDENTS
Always
Levels of cognition and constructivist learning increase

27. Using the Levels of Performance for GROWTH
What are some ways teachers can use the levels of performance to promote their learning and growth?
Lesson planning
Self assessment
Developing professional learning goals
Reflecting on teaching and learning
Talking about teaching
The purpose of this slide is the emphasis on using the rubrics BEYOND evaluation, that they can (and should) be used to support teacher growth.

28. Teacher Evaluation that Promotes Teacher Learning
We can apply what we know about student learning – what causes learning and what motivates learners to adult learning.

29. Purposes of Supervision and Evaluation
Why do schools spend so much time and energy on supervision and evaluation?
Accountability
Summative Assessments
Professional Growth and Development
Formative Assessment
Self assessment, reflection, ownership
Presumption of competence

30. A Flawed System Outdated, limited criteria
Few shared assumptions about good teaching
Lack of precision in evaluation
Same procedures for novices and experienced professionals
Limited supervisor expertise
Limited data
Too Much Time for Too Little Gain

31. Benefits of Any Framework for Teaching
Common language
Development of shared understandings
Self-assessment and reflection on practice
Structured professional conversation

32. A Blueprint for Teacher Assessment
Defensible definition of teaching (the “what”)
Instruments and procedures that provide evidence of teaching (the “how”)
A decision-making process
Trained evaluators who make consistent judgments based on evidence

33. Key Ideas in Teacher Observation
Observation is important, but insufficient
Observations must be fair, reliable, and valid
The criteria, methods, and procedures must be well-thought-out and observers must be trained.
pre and post observation conferences play a critical role

34. Evaluation Process Basis for evaluation
Quality of work – Framework for Teaching
Student progress
State Assessment
Benchmark assessments
Common assessments
Teacher-made assessments
Plan for gathering data
Processes and procedures for gathering information about quality of work
Procedures for gathering information about student progress
End result
Student learning
Teacher rating
Direction for professional growth
Determination of employment
Compensation
Career ladder

35. Evaluator’s Role
Basis for evaluation – Knowledge of the Framework for Teaching
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 educator’s work
Plan for gathering data – Fidelity to process and procedures
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

36. Evidence Evidence is a factual reporting of events.
It may include teacher and student actions and/or behaviors.
It may also include artifacts prepared by the teacher, students, or others.
It is not clouded with personal opinion or biases.
It is selected using professional judgment by the observer and / or the teacher.

37. Evidence or Opinion? Read each of the statements on page
Mark each statement
E for Evidence
O for Opinion
Discuss your answers with an elbow partner

38. Types of Observation Evidence
Verbatim scripting of teacher or student comments:
“Bring your white boards, markers and erasers to the carpet and sit on your square.”
Non-evaluative statements of observed teacher or student behavior:
Teacher presented the content from the front of room.
Numeric information about time, student participation, resource use, etc.:
Two groups started on the assigned project immediately, one group talked for five minutes before starting.
An observed aspect of the environment:
Desks were arranged in groups of four with room to walk between each group.

39. The Evidence Cycle COLLECT DATA SORT: Interpret: Clarify Conclusions
FFT Domain,
Component,
Element
Interpret:
Clarify
COLLECT DATA
Conclusions
Critical input
(Evidence)
Impact on Learning…

40. The Evidence Cycle COLLECT DATA NO! SORT: Interpret: Clarify
FFT Domain,
Component,
Element
Interpret:
Clarify
COLLECT DATA
NO!
Conclusions
Critical input
(Evidence)
Impact on Learning…

41. Formal Observation Process:
Collect Data
Planning conference
Classroom observation
Sort
Determine Domain and Component
Use element for more information
Interpret and Clarify
Reflection conference
Questions for teachers
Conclusions
Determine level of performance and rating if needed
Impact on Learning
Develop Professional Development Plan

42. With A Partner…. Complete the next pg in your handout
“Classifying Evidence”
Be prepared to share!

43. Lets Try It
3rd grade video
You script
You sort
You talk

44. You’re an expert! Lets Test it!
Each team will sort the cards based on Domain
Try to identify the component if you can!
Best team score wins!

45. Ticket Out the Door!
I came expecting….
I got…
I value…
I need…