1. Introduction to... Teacher Evaluation System Teacher Effectiveness 12/6/2015 1

2. Wisdom of Practice What are the qualities of teaching most tightly tied to student learning? 12/6/2015 2

3. A Framework for Teaching Charlotte Danielson 12/6/2015 3 National Board for Professional Teaching Standards Praxis III Teaching Performance Assessments State Teaching Standards

4. The Domains 1.Planning and Preparation 1.The Classroom Environment 2.Instruction 3.Professional Responsibilities 12/6/2015 4

5. pbevan 5 12/6/2015 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. Showing 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 Off Stage On Stage 12/6/20155

6. pbevan 6 12/6/2015 Features of A Framework for Teaching Generic: applies to all grade levels, content areas Not a checklist Not prescriptive: tells the “what” of teaching, not “how” Comprehensive: not just what we can see Inclusive: Novice to Master teacher 12/6/20156

7. pbevan 7 12/6/2015 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 12/6/20157

8. 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 12/6/2015 8

9. pbevan 9 12/6/2015 Domain 2:The Classroom Environment 2a: Creating an Environment of Respect and Rapport 2b: Establishing a Culture for Learning 2c: Managing Classroom Procedures 2d: Managing Student Behavior 2e: Organizing the Physical Space 12/6/20159

10. 3a: Communicating with Students 3b: Using Questioning and Discussion Techniques 3c: Engaging Students in Learning 3d: Using Assessment During Instruction 3e: Demonstrating Flexibility and Responsiveness 12/6/201510 Domain 3: Instruction

11. pbevan 11 12/6/2015 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. Showing 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 12/6/201511

12. The Card Sort Identify –Domain –Component

13. pbevan 13 12/6/2015 13 Domain 2: Classroom Environment

14. pbevan 14 12/6/2015 Conclusions About the Levels of Performance Failing: Potential for harm Needs Improvement: Inconsistent, novice Proficient: Consistent, competent Distinguished: Unusually excellent, no one “lives” here permanently in all components 12/6/201514

15. Benefits of Using a Framework for Teaching Common Language Similarity of vision for teaching that improves teaching: the qualities of the distinguished level Greater validity and reliability potential for teacher evaluation Changes in novice thinking Opportunities for collaboration 12/6/201515

16.  Teacher completes Step #1: Lesson Plan in advance and sends to evaluator two days in advance of planning conference  Teacher and Evaluator meet to discuss the upcoming lesson framed around question stems. Step # 1: Pre-Observation (Focused on Domains 1 & 4) Before Observation Before Observation

17.  Evaluator arrives 5 minutes prior to beginning of lesson to ‘walk the walls’ (D2)  Types of Observation Evidence:  Scripting of Teacher or Student comments  Descriptions of Teacher and Student behaviors  Numeric information  Environment Remember:  Collect evidence from Students – “What are you learning?; Is what you’re doing hard in a good way?  Non-negotiable - Record observation on standard form  Optional – May use T-charts, seating charts, or similar templates to record relative numeric data (tally marks)  Evaluator does NOT retype observation Step # 2: Observation (Focused on Domains 1,2, & 3) During Observation During Observation

18.  Teacher and Evaluator do not need to meet in Step #3.  With prerequisite training, the Teacher can engage in Step #3 independently or with the support of a coach.  Evaluator provides Teacher with completed observation form from Step #2.  Teacher is provided with an opportunity to add evidence to the observation form that may have been overlooked by Evaluator  Teacher returns the observation form to Evaluator with their additions  Teacher completes the self-assessment rubric (he/she may highlight phrases in multiple levels of the same component) and returns back to Evaluator prior to the post-teaching conference  Evaluator highlights or checks ONLY the areas on the self-assessment with which he/she agrees Step # 3: Preparing for the Post-Conference (Focused on Domains 1,2, 3, & 4) After Observation After Observation

19.  Teacher meets with Evaluator to reflect on lesson - Evidence not required for each D4 component for this one lesson  Evaluator notes components of agreement and then invites teacher to take the lead in discussing the other components.  Components are collaboratively rated. Evaluator is the “rater of record” in the event of non- agreement. Evidence is the basis. Conversation Stems:  Comment on the evidence for...  Let’s look at the rubric for...  Tell me more about ….  What’s the backstory for...  Let’s look at the language that was highlighted here…talk about the evidence for that in this lesson Step # 4: Post-Teaching Collaborative Assessment (Focused on Domains 1,2, 3, & 4) After Observation After Observation

20. During the Post Observation Conference – an area of focus is determined Plan of action determined Walkthrough is conducted to monitor and provide feedback on the actions being taken to reach goals. Teacher given a copy of the evidence by the end of the day Step # 5: Walk-Through (Focused on agreed upon area of concentration) After Observation After Observation

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22. 12/6/2015 22 The Wisdom of Practice reflects “good teaching”. The Danielson Framework defines “good teaching”. Research supports the Danielson Framework. Practicing the Danielson Framework is “good teaching” Do you demonstrate “good teaching”? Remember…. The Wisdom of Practice