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

2. 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…

3. October 31, 2012: School boards must create a District Evaluation Advisory Committee. DEAC met October 19, 2012. Meeting again December 12, 2012.October 31, 2012: School boards must create a District Evaluation Advisory Committee. DEAC met October 19, 2012. Meeting again December 12, 2012. December 31, 2012: Districts must submit new rubric to NJDOE.December 31, 2012: Districts must submit new rubric to NJDOE. January 31, 2013: School boards must adopt education evaluation rubrics for teachers, principals, and other categories of staff members.January 31, 2013: School boards must adopt education evaluation rubrics for teachers, principals, and other categories of staff members.

4. (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.  Districts will be required to submit implementation reports to NJDOE in February and August of 2013. TIMELINE

5. 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 annual rating for the year on the summative evaluation. 2013-14 is the first year ratings will impact tenure. Other categories of employees (nurses, guidance, CST, library, therapist) have their own frameworks created by Danielson. Principals and supervisors 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.

6. School Improvement Panels are required which include principal, assistant principal and one teacher. They will work with mentoring, professional development, teacher effectiveness. There will be a process for Corrective Action Plans for teachers rated ineffective or partially effective. 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 can 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. Year A RatingYear B (Consecutive) Rating Ineffective Partially EffectiveIneffective Partially Effective Action The superintendent shall file a charge of inefficiency. The superintendent may file a charge of inefficiency or may defer the filing until the next year; in the following year (i.e., the third consecutive year), the superintendent shall file a charge of inefficiency if the annual rating is ineffective or partially ineffective.

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

8. Evidence: JUST THE FACTS! 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.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.

9. Types of Observation Evidence Verbatim scripting of teacher or student comments: “Could one person from each table collect materials?”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.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.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.An observed aspect of the environment: Student work is displayed on the wall.

10. Evidence or Opinion? Students are seated in rows.Students are seated in rows. The teacher manages transitions effectively.The teacher manages transitions effectively. The students enjoyed the lesson.The students enjoyed the lesson. Two students volunteered to hand out materials.Two students volunteered to hand out materials. The classroom is very disorganized.The classroom is very disorganized. Students were confused about directions.Students were confused about directions. Students are on task.Students are on task.

11. 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

12. Cinnaminson Township Public Schools Framework of Professional Practice for Teachers Domain 1: Planning and Preparation Component IneffectivePartially EffectiveEffectiveHighly Effective 1a: Demonstrating Knowledge of Content and Pedagogy In planning and practice, teacher makes content errors or does not correct errors made by students. Teacher ’ s plans and practice display little understanding of prerequisite relationships important to student learning of the content. Teacher displays little or no understanding of the range of pedagogical approaches suitable to student learning of the content. Teacher is familiar with the important concepts in the discipline but displays lack of awareness of how these concepts relate to one another. Teacher ’ s plans and practice indicate some awareness of prerequisite relationships, although such knowledge may be inaccurate or incomplete. Teacher ’ s plans and practice reflect a limited range of pedagogical approaches to the discipline or to the students. Teacher displays solid knowledge of the important concepts in the discipline and how these relate to one another. Teacher ’ s plans and practice reflect accurate understanding of prerequisite relationships among topics and concepts. Teacher ’ s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline. Teacher displays extensive knowledge of the important concepts in the discipline and how these relate both to one another and to other disciplines. Teacher ’ s plans and practice reflect understanding of prerequisite relationships among topics and concepts and a link to necessary cognitive structures by students to ensure understanding. Teacher ’ s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline, anticipating student misconceptions. Critical Attributes  Teacher makes content errors.  Teacher does not consider prerequisite relationships when planning.  Teacher ’ s plans use inappropriate strategies for the discipline.  Teacher is familiar with the discipline but does not see conceptual relationships.  Teacher ’ s knowledge of prerequisite relationships is inaccurate or incomplete.  Lesson and unit plans use limited instructional strategies and some are not be suitable to the content. The teacher can identify important concepts of the discipline, and their relationships to one another.  The teacher consistently provides clear explanations of the content.  The teacher answers student questions accurately and provides feedback that furthers their learning.  The teacher seeks out content related professional development. In addition to the characteristics of “ effective, ”  Teacher cites intra- and interdisciplinary content relationships.  Teacher is proactive in uncovering student misconceptions and addressing them before proceeding. Possible Examples  The teacher says, “ The official language of Brazil is Spanish, just like other South American countries. ”  The teacher says, “ I don ’ t understand why the math book has decimals in the same unit as fractions. ”  The teacher has students copy dictionary definitions each week to help his students learn to spell difficult words.  The teacher plans lessons on area and perimeter independently of one another, without linking the concepts together.  The teacher plans to forge ahead with a lesson on addition with regrouping, even though some students have not fully grasped place value.  The teacher always plans the same routine to study spelling: pre-test on Monday, copy the words 5 times each on Tuesday and Wednesday, test on Friday.  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.

13. 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 13 Teacher-directed success! Student-directed success!

14. TrainingTraining –Inservice –On-line –Department/Building meetings –District website for documents Practicing with the rubricPracticing with the rubric

15. Complete Danielson frameworkComplete Danielson framework Introductory PowerpointIntroductory Powerpoint