1. The Danielson Model: What Does This Mean for Lutheran Educators?
Dr. Patricia Hoffman
Dr. Paul Sims

2. Introductions

3. KWL Please complete the following KWL chart in your packet
Topic: What do you know about the Danielson Framework?
What I Know
What I Want to Know
What I Learned

4. BEST TEACHER/ WORST TEACHER
Who was your worst teacher? Why?
Who was your best teacher? Why?
Share these stories with your neighbor

5. Wisdom of Practice
Complete a quick writing activity that distinguishes between effective and ineffective teaching. Consider some of the teachers you’ve had that have exhibited characteristics of each.
Effective Teaching Traits
Ineffective Teaching Traits
Think of when you observed an excellent teacher in the classroom or a professional context.
What would you see or hear that made you think this teacher was excellent at their profession?
What would make you think I want my child in this teacher’s class or this is what I like to see in my school?

6. 7 Habits of Highly Ineffective Teaching

7. Promotes Professional Development
Danielson’s “Framework for Teachers”:
Provides a forum for discussion about teaching (Danielson book: Talk About Teaching! 2009)
Focuses on collaboration between evaluator and teacher
Encourages the teacher to self-reflect and evaluate
“No matter how good a lesson is, we can always make it better.” (Danielson)
Video points- includes administration from Prince George County & a teacher from Chicago
-Focus on continual improvement
-Allows to collect and analyze evidence of teacher practices
-Promotes and ensures teacher quality
-Promotes professional learning community and growth

8. Correlation to National Frameworks
Interstate New Teacher Assessment and Support Consortium (INTASC pages 8 and 9)
National Council for Accreditation of Teacher Evaluation (NCATE- CAEP)
National Board for Professional Teaching Standards (NBTS)
NAEYC Standards

9. Features of the Framework
Comprehensive- The Framework describes “all teaching”
Based on large body of sound educational research
There’s no “gotcha” factor. Teachers know what and how they are evaluated.
The framework allows for all types of teaching situations.
The complexity of teaching is captured within a clear set of themes
No one approach to teaching is focused upon.

10. WHOLE CHILD TENETS
Each student enters school healthy and learns about and practices a healthy lifestyle.
Each student learns in an environment that is physically and emotionally safe for students and adults.
Each student is actively engaged in learning and is connected to the school and broader community.
Each student has access to personalized learning and is supported by qualified, caring adults.
Each student is challenged academically and prepared for success in college or further study and for employment and participation in a global environment.
(ASCD.org)

11. LUTHERAN WHOLE CHILD TENETS
SPIRITUAL
INTELLECTUAL
EMOTIONAL
SOCIAL
PHYSICAL
CREATIVITY

12. The Framework for Professional Practice
Domain I- Planning
Domain II- The Classroom Environment
Domain III- Instruction
Domain IV- Professional Responsibilities
Common Themes:
Equity
Cultural Competence
High Expectations
Developmental Appropriateness
Attention to Individual Students (Special Needs)
Appropriate Use of Technology

13. Danielson Model of Teacher Observations
The Framework for Teaching divides the complex work of teaching into four domains representing all aspects of a teacher’s responsibilities.

14. Meet Charlotte Danielson
YouTube video

16. Domain 1: Planning and Preparation
“Domain 1 describes the critical behind-the-scenes work of organizing classroom instruction.”
Demonstrating knowledge of content and pedagogy
Demonstrating knowledge of students
Setting instructional outcomes
Demonstrating knowledge of resources
Designing coherent instruction
Designing student assessments
Congruence w/inst. outcomes
Criteria and standards
Design of formative assessments
Use for planning
Content and structure of discipline
Prerequisite relationships
Content-related pedagogy
Child & adolescent development
Learning process
Students’ skills, language proficiency
Students’ interest & heritage
Students’ special needs
Sources of evidence-
*lesson plan
*preconference
*activities or assignments
Value, sequence, alignment
Clarity & balance
Suitability for diverse learners
For classroom use
To extend content & pedagogy
For students
Learning activities
Instructional materials/resources
Instructional groups
Lesson and unit structure

17. 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
Teacher interaction w/students
Student interaction w/students
Importance of content
Expectations for learning & achievement
Student pride in work
Mgmt of groups
Mgmt of transitions
Mgmt of supplies & materials
Performance of non-instructional duties
Supv of volunteers/paraprof
Expectations
Monitoring of student behavior
Response to student misbehavior
Sources of evidence-
*classroom interactions
*interviews with or surveys of students
Safety and accessibility
Arrangement of furniture and use of physical resources
“The components of Domain 2 establish a comfortable and respectful classroom environment that cultivates a culture for learning and creates a safe place for risk taking.

18. Domain 3: Instruction Communicating with students
Using questioning and discussion techniques
Engaging students in learning
Using assessment in instruction
Demonstrating flexibility and responsiveness
Expectations for learning
Directions and procedures
Explanations of content
Use of written and oral language
Quality of questions
Discussion techniques
Student participations
Activities and assignments
Grouping of students
Instructional materials & resources
Structure and pacing
Assessment criteria
Monitoring of student learning
Feedback to students
Student self assessment & monitoring of progress
Lesson adjustment
Response to students
Persistence
Domain 3 contains the components that are at the essential heart of teaching- the actual engagement of students in content.
Sources of evidence-
*classroom interactions
*observation
*samples of student work

19. Domain 4: Professional Responsibilities
“The components of Domain 4…encompass the roles assumed outside of and in addition to those in the classroom with students.”
Reflecting on teaching
Maintaining accurate records
Communicating with families
Participating in a professional community
Growing and developing professionally
Showing professionalism
Accuracy
Use in future teaching
Student completion of assignments
Student progress in learning
Non-instructional records
Information about instructional program
Information about individual students
Engagement of families in instructional program
Sources of evidence-
*teacher interaction w/others
*documentation in logs or portfolio
Relationship w/colleagues
Involvement in culture of professional inquiry
Service to school
Participation in school & district projects
Enhancement of content knowledge & pedagogical skills
Receptivity to feedback from colleagues
Service to the profession
Integrity & ethical conduct
Service to students
Advocacy
Decision making
Compliance w/school and district regulations

20. 5th Domain?
The Lutheran Dimension: the Lutheran identity that includes:
Prayer
Service
Community
Identity
Law and Gospel
Catechism
Music
Baptism
Diploma of Vocation
Bible Study

21. KWL Please complete the following KWL chart in your packet
Topic: What do you know about the Danielson Framework?
What I Know
What I Want to Know
What I Learned

22. NEXT STEP TUESDAY JANUARY 14, 2014 CONCORDIA UNIVERSITY CHICAGO
THE DANIELSON MODEL: HOW IS THIS DONE?