1. Cinnaminson Township Public Schools November 6, 2012 INTRODUCTION TO THE DANIELSON FRAMEWORK OF PROFESSIONAL PRACTICE FOR TEACHERS

2. THE COMPLEXITY OF TEACHING “After 30 years of doing such work, I have concluded that classroom teaching…is perhaps the most complex, most challenging, and most demanding, subtle, and frightening activity that our species has ever invented...The only time a physician could possibly encounter a situation of comparable complexity would be in the emergency room of a hospital during or after a natural disaster.” Lee Shulman, The Wisdom of Practice

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

4. 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 DEFINING EFFECTIVE PRACTICE

5.  October 31, 2012 : School boards must create a District Evaluation Advisory Committee.  December 31, 2012 : Districts must submit new rubric to NJDOE.  January 31, 2013 : School boards must adopt education evaluation rubrics for teachers, various levels of principals, and other categories of teaching staff members.

6. (continued)  February 1, 2013 : School boards must establish School Improvement Panels (SIP) in each school to ensure the effectiveness of the school’s teachers.  July 1, 2013 : School boards must complete training for all teaching staff so that staff has a good understanding of the new evaluation system before its implementation in the 2013-14 school year.  August 31, 2013 : Training for the personnel who will be observing teaching practices should be completed. TIMELINE

7. Must evaluate all teachers with a state approved system using state approved rating categories: Ineffective, partially effective, effective, highly effective. Notice the four category system required; there is no satisfactory and effective is aligned with our previous category of good There will be an Overall rating for the year on the summative evaluation Other categories of employees (nurses, guidance, CST, library) will have their own frameworks created by Danielson which will be available for distribution soon Principals and supervisors will have their own framework: investigating those Teacher effectiveness only partially based on observation, partially on student achievement. Exactly how that information will be calculated is not yet clear Number of evaluations still not clear but they will be multiple There will be short visits as part of the process; we are experimenting with that part

8. STATE REQUIREMENT S School Improvement Panels are required which include principal, assistant principal and one teacher. They will work with mentoring, professional development, teacher effectiveness Tenure: employed (start working) after 8/6/12 it takes 4 consecutive years, mentorship, rating of effective or highly in 2/3 evals after mentoring year Overall summative ratings of ineffective and/or partially effective over a two year period may result in tenure charges for inefficiency. May receive some ineffective or partially effective ratings during an observation with no consequence to tenure as long as the overall rating for the year is not ineffective or partially effective. There will be a process for Corrective Action Plans for teachers rated ineffective or partially effective

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

10.  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.

11.  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.

12.  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.

13.  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

14. A Framework for Teaching: Components of Professional Practice Domain 4: Professional Responsibilities a.Reflecting on teaching b.Maintaining accurate records c.Communicating with families d.Participating in a professional Community e.Growing and developing professionally f.Demonstrating professionalism Domain 3: Instruction a.Communicating with students b.Using questioning and discussion techniques c.Engaging students in learning d.Using assessment in instruction e.Demonstrating flexibility and responsiveness Domain 1: Planning and Preparation a.Demonstrating knowledge of content and pedagogy b.Demonstrating knowledge of students c.Setting instructional outcomes d.Demonstrating knowledge of resources e.Designing coherent instruction f.Designing student assessments Domain 2: The Classroom Environment a.Creating an environment of respect and rapport b.Establishing a culture for learning c.Managing classroom procedures d.Managing student behavior e.Organizing physical space

15. A Framework for Teaching: Components of Professional Practice Domain 4: Professional Responsibilities a.Reflecting on teaching b.Maintaining accurate records c.Communicating with families d.Participating in a professional Community e.Growing and developing professionally f.Demonstrating professionalism Domain 3: Instruction a.Communicating with students b.Using questioning and discussion techniques c.Engaging students in learning d.Using assessment in instruction e.Demonstrating flexibility and responsiveness Danielson 2007 Domain 1: Planning and Preparation a.Demonstrating knowledge of content and pedagogy b.Demonstrating knowledge of students c.Setting instructional outcomes d.Demonstrating knowledge of resources e.Designing coherent instruction f.Designing student assessments Domain 2: The Classroom Environment a.Creating an environment of respect and rapport b.Establishing a culture for learning c.Managing classroom procedures d.Managing student behavior e.Organizing physical space ©2009 McKay Consulting, LLC 15 PLANTEACHREFLECTAPPLY

17. TURN AND TALK

19.  Component  Critical Attributes  Possible Examples

20. IneffectivePartially Effective Effective (= GOOD+) Highly Effective 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 20 Teacher-directed success! Student-directed success!

21.  Discuss the critical attributes and differences for each of the ratings.  1e  2a  3b What is the essential difference between partially effective and effective? What is the essential difference between effective and highly effective? GROUPS OF 4-5

22.  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  These are things to keep in mind when doing your lesson plans. doing your lesson plans.

23. Reflection Questions: Pre Conference 1.To which part of your curriculum does your lesson relate? 2.How does this learning fit in the sequence of learning for this class? 3.Briefly describe the students in this class, including those with special needs. 4.What are your learning outcomes for this lesson? What do you want the students to understand?

24. 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?

25. Reflection Questions: Post-Conference 1.In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do you know? 2.If you were able to bring samples of student work, what do those samples reveal about those students’ levels of engagement and understanding? 3.Comment on your classroom procedures, student conduct, and your use of physical space. To what extent did these contribute to student learning?

26. 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?

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

28.  Complete Danielson framework  Introductory Powerpoint