1. Domain 1: Planning and Preparation

2.  Take a few minutes to respond to the following reflection questions:  What brought you into the teaching profession?  What do you value about your experiences as a teacher?  What are your strengths as a teacher?  What do you think it means to be a “good teacher”?  What do you think “good teaching” looks like?

3.  Charlotte Danielson’s Framework for Professional Practice is broken into 4 domains and 22 components.  Domain 1: Planning and Preparation  Domain 2: Classroom Environment  Domain 3: Instruction  Domain 4: Professional Responsibilities

4.  Using your responses to “What do you think ‘good teaching’ looks like?”, write characteristics of good teaching on post-it notes.  Then, place your characteristics under one of the four Danielson rubric domains.

5.  Under which of the Domains did most of your responses fall?  Why do you think teachers focus more on these domains than others?  Which domains do you think impact students more?  Which domains do you think administrators focus more on?

6.  Initially, the Charlotte Danielson Framework was designed to help teachers self-evaluate their practice. It was not intended to be used by administrators to evaluate teachers.  But, since it has been used as such, Danielson has stressed that all evaluation of teacher practice should be based on what evaluators hear, see and experience in the classroom.

7.  Domain 1 has 6 components and 23 elements.  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

8.  Using the Evidence grid, take a few minutes to determine which of the components of Domain 1 each piece of evidence would fall under.

9.  1- f  2- c  3- b  4- a  5- f  6-e  7-b  8-b  9- d  10-a  11-c  12-e

10.  Choose one of the four organizer on page 4 and reflect on how the components listed are visible and observable in your classroom?

11.  Key words= “Accomplished Teachers”  Crosswalk with the NYS Teaching Standards  Crosswalk with the National Board Standards for Teachers  Highly aligned with the skills needing to be taught for students to achieve the Common Core Learning Standards

12.  Charlotte Danielson intended this framework to be used for self-evaluation.  85% of teachers should fall within the “Proficient” range.  The Framework should give teachers ideas on how to improve their practice to better meet student’s needs.

13.  Knowledge of content and the structure of the discipline  Knowledge of prerequisite relationships  Knowledge of content related pedagogy

14. ElementDistinguished LevelWhat this means Knowledge of the content and the structure of the discipline Teacher displays extensive knowledge of the discipline and how these relate both to one another and other disciplines -interconnectivity -history of content area Knowledge of prerequisite relationships Teacher’s plans and practices reflect understanding of prerequisite relationships among topics and concepts and link to necessary cognitive structure to ensure understanding -link learning together -address students at their cognitive readiness level Knowledge of content- related pedagogy Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline, anticipating students misconceptions -varied approaches to instruction -identifies areas that may be confusing for students

15.  What this looks/sounds like   The teacher’s plan for area and perimeter invites students to determine the shape that will yield the largest area for a given perimeter.    The teacher realized her students are not sure how to use a compass, so she plans to practice that before introducing the activity on angle measurement.    The teacher plans to expand a unit on civics by having students simulate a court trial.    In a unit on 19th century literature, the teacher incorporates information about the history of the same period.    Before beginning a unit on the solar system, the teacher surveys the class on their beliefs as to why it is hotter in the summer than in the winter.

16.  Group 1- Component 1b (page 10)  Group 2- Component 1c (page 14)  Group 3- Component 1d (page 18)  Group 4- Component 1e (page 21)  Group 5- Component 1f (page 24)

17.  Knowledge of child and adolescent development  Knowledge of the learning process  Knowledge of student’ skills, knowledge and language proficiency  Knowledge of students’ interests and cultural heritage  Knowledge of students’ special needs

18.  What this looks/sounds like   The teacher creates an assessment of students’ levels of cognitive development.   The teacher examines students’ previous year’s folders to ascertain the proficiency levels of groups of students in the class.   The teacher administers a student interest survey at the beginning of the school year.   The teacher plans his lesson with three different follow-up activities, designed to meet the varied ability levels of his students.   The teacher plans to provide multiple project options; students will self- select the project that best meets their individual approach to learning.   The teacher attended the local Mexican heritage day, meeting several of his students’ extended family members.   The teacher regularly creates adapted assessment materials for several students with learning disabilities.

19.  Value, sequence, and alignment  Clarity  Balance  Suitability for diverse learners

20.  What this looks/sounds like   One of the learning outcomes is for students to “appreciate the aesthetics of 18th century English poetry.”    The outcomes for the history unit include some factual information, as well as a comparison of the perspectives of different groups in the run-up to the Revolutionary War.    The teacher reviews the project expectations and modifies some goals to be in line with students’ IEP objectives.    The teacher encourages his students to set their own goals; he provides them a taxonomy of challenge verbs to help them strive for higher expectations.    Students will develop a concept map that links previous learning goals to those they are currently working on.    Some students identify additional learning.

21.  Resources for classroom use  Resources to extend content knowledge and pedagogy  Resources for students

22.  What this looks/sounds like   The teacher provides her 5 th graders a range of non-fiction texts about the American Revolution; no matter their reading level, all students can participate in the discussion of important concepts.    The teacher took an online course on Literature to expand her knowledge of great American writers.    The teacher is not happy with the out-of-date textbook; his students will critique it and write their own text for social studies.    The teacher spends the summer at Dow Chemical learning more about current research so she can expand her knowledge base for teaching Chemistry.    The teacher matches students in her Family and Consumer Science class with local businesses; the students spend time shadowing employees to understand how their classroom skills might be used on the job.

23.  Learning activities  Instructional materials and resources  Instructional groups  Lesson and unit structure

24.  What this looks/sounds like   The teacher reviews her learning activities with a reference to high level “action verbs” and rewrites some of the activities to increase the challenge level.   The teacher creates a list of historical fiction titles that will  expand her students’ knowledge of the age of exploration.   The teacher’s unit on ecosystems lists a variety of high level activities in a menu; students choose those that suit their approach to learning.   While completing their projects, the teacher’s students will have access to a wide variety of resources that she has coded by reading level so they can make the best selections.   The lesson plan clearly indicates the concepts taught in the last few lessons; the teacher plans for his students to link the current lesson outcomes to those they previously learned.

25.  Congruence with instructional outcomes  Criteria and standards  Design of formative assessments  Use for planning

26.  What this looks/sounds like   Mr. K knows that his students will write a persuasive essay on the state assessment; he plans to provide them with experiences developing persuasive writing as preparation.   Mr. C creates a short questionnaire to distribute to his students at the end of class; based on their responses, he will organize them  into different groups during the next lesson’s activities.   Based on the previous morning’s formative assessment, Ms. D plans to have five students to work on a more challenging project, while she works with 6 other students to reinforce the concept.   To teach persuasive writing, Ms. H plans to have her class research and write to the principal on an issue that is important to the students: the use of cell phones in class.   After the lesson Mr. L asks students to rate their understanding on a scale of 1 to 5; the students know that their rating will indicate their activity for the next lesson.   Mrs. T has developed a routine for her class; students know that if they are struggling with a math concept, they sit in a small group with the teacher during workshop time.

27.  APPR observations based on the Charlotte Danielson rubric are to be based on evidence.  Observation scores should not be finalized before the post-conference.  You should arrive at your post-conference having completed a reflection and brining pieces of evidence to demonstrate proficiency in the teaching practice.