1. Citywide Expectations for 2011-2012
In the summer of 2011:
• Adopt Danielson’s Framework for Teaching, or leverage an existing research-based teaching framework that articulates clear expectations, to serve as the focus for observations and feedback.
• Explore ways to free up time for school leaders to engage in classroom observations and feedback cycles.
• Finalize plan for gathering and looking at current student work
Begin planning for engaging teacher teams in selecting/adapting/designing CC-aligned, curriculum-embedded tasks

2. Citywide Expectations for 2011-2012
 Fall 2011
Establish regular cycles of teacher observation using a framework
Establish regular meeting times for teacher teams
Engage in a protocol to look at current student work
Analyze the selected Common Core standards to identify gaps between what students are doing currently, and what the CCLS asks them to know and be able to do
Teacher teams begin to plan for selection/adaptation/design of CCLS aligned curriculum with embedded tasks
Familiarize teachers with task bundles available on the Common Core Library
Plan for professional learning opportunities to deepen understanding of Universal Design for Learning

3. Citywide Expectations for 2011-2012
  Winter/ Early Spring 2012
Implement CCLS aligned curriculum with embedded literacy and math tasks
Examine student work resulting from CCLS aligned tasks
Reflect on teacher work related to implementation of a framework
Continue observation and feedback cycles
Incorporate UDL into task and curriculum design to ensure accessibility for all students

4. August Summer Institute: Overview
City Wide Instructional Expectations :
These are the Chancellor’s “3” ASKS:
Strengthening student work by examining and refining curriculum, assessment and classroom instruction
Strengthening teacher practice by examining and refining the feedback teachers receive through a framework
Curriculum Mapping / ELA & Math task:
Engaging all students in at least one literacy task and one math task aligned to strategically selected Common Core Learning Standards
Guiding Questions:
How do Danielson’s Domains and Components support those aspects of a teacher’s responsibilities that promote improved student learning?

5. Introducing “The Danielson Framework”
Here are the “4” Domains….
Planning and Preparation
The Classroom Environment
Instruction
Professional Responsibilities

6. The 6 Central DOE-selected from Charlotte Danielson Framework for Teaching Competency Elements
1e: Learning activities, instructional materials and resources, instructional groups, lesson and unit structure 2b: Importance of the content, expectations for learning and achievement, student pride in work 2d: Expectations, monitoring of student behavior, response to student misbehavior 3b: Quality of questions, discussion techniques, student participation 3c: Activities and assignments, grouping of students, instructional materials and resources, structure and pacing 3d: Assessment criteria, monitoring of student learning, feedback to students, student self- assessment and monitoring of progress
1e: Designing Coherent Instruction
2b: Establishing a Culture for Learning
2d: Managing Student Behavior
3b: Questioning and Discussion
3c: Engaging Students in Learning
3d: Using Assessment in Instruction

7. Activity 1: Envisioning Good Teaching …
Guiding Question:
When you’re in the presence of greatness/excellence, what would you expect to see/hear from students and your colleagues?
Classroom intervisitations
Principals/AP’s will chart an insight of how they would respond to this essential question
Small group share
Whole group discussion

8. Unpacking the Danielson Framework
Big Ideas:
To support schools with CCLS implementation and teacher effectiveness, Central DOE has selected 6 components from Danielson’s Framework for Teaching to help build pedagogical and observational/feedback skills and capacity
Schools must develop a shared understanding of what highly effective teaching looks like in order to determine how to adjust teacher practice to support student development along the continuum of college and career readiness
Guiding Questions:
What are the fundamental ideas behind the 6 Central-DOE selected and supported Danielson components?
How do Danielson’s Domains and Components support those aspects of a teacher’s responsibilities that promote improved student learning?
What evidences “Distinguished” performance for each Component? What are the classroom/pedagogical “look fors”?
What are the subsequent implications for teacher practice, planning, and preparation?
Unpacking Danielson’s Teaching Framework Components Activity with a focus on 2B & 2D
2B Establishing a Culture for Learning and 2D Managing Student Behavior

9. Activity 2: Taking a Close Look at “1e”
Competency
1e: Designing Coherent Instruction
Elements
1e: Learning Activities, Instructional Materials and
Resources, Instructional Groups, Lesson and
Unit Structure.
Table Facilitators will support the “Instructional Leaders”
as they uncover the understandings of Domain 1, Competency
e and its Elements

10. 1e – Designing Coherent Instruction
Competency
1e – Designing Coherent Instruction
Elements
1e – Learning Activities, Instructional Materials and Resources, Instructional Groups and Lesson and Unit Structure
Look Fors:
In Unit Plans – at least three weeks with daily topics and activities that reflect organization and sequencing, and variety of materials and groups
In Lesson Plans – description of students, instructional objectives, assessments, strategies for activating, cognitive demand, and summarizing, varied instructional materials, and potential misunderstandings
Unpacking Danielson’s Teaching Framework Components Activity with a focus on 3B & 3C –
3B Using Questioning and Discussion Techniques and 3C Engaging Students in Learning

11. Steps for Reading and Template Completion:
Individually read selected pages that cover assigned Domain/Component. Participants may wish to jot their findings on the “Unpacking Danielson’s Teaching Framework Components” template while reading or may wish to hold off on note-taking until the triad discussion. This is up to the triad/individual participants.
After reading the respective pages for the assigned Component, triads engage in a discussion and come to consensus around the big ideas of the Component. Once consensus is reached, triad members record their ideas on the template. Triads may choose to use one template to capture the ideas of all triad members or capture triad’s ideas on individual templates.
Triads are now ready to engage in a discussion around and notate on the template what would evidence “Distinguished” level of performance for that Component. Participants should look closely at the rubric for the Component and focus on the information in the “Distinguished” column in order to generate ideas. The objective is to not only identify the classroom and pedagogical “look fors”, but also to refrain from “eduspeak” and provide teacher-friendly language and specific examples/evidence that will support teachers be they in their first or 20th year of teaching.
Upon completion of the evidence/look fors, triads will share out their ideas and notes. Facilitator will capture and triangulate these ideas and notes on large poster paper to serve as the table’s chart for the room share out and suggested gallery walk at lunch.

12. Whole Group Share Component 1e
Component 1e and supporting evidence of the Elements
Followed by a 15 minute break

13. Activity 3: 2b – Establishing a Culture for Learning
Competency
2b – Establishing a Culture for Learning
Elements
2b – Importance of the Content, Expectations for Learning and Achievement and Student Pride in Work
Look Fors:
Evidence must be in the classroom – the look of the room, student work displayed (scored or rated with written feedback); nature of the interactions and tone of conversations with and among students reflect they are interested in and value learning and hard work.
Unpacking Danielson’s Teaching Framework Components Activity with a focus on 3B & 3C –
3B Using Questioning and Discussion Techniques and 3C Engaging Students in Learning

14. Whole Group Share Component 2b
Component 2b and supporting evidence of the Elements

15. Activity 4: 2d – Managing Student Behavior
Competency
2d – Managing Student Behavior
Elements
2d – Expectations, Monitoring of Student Behavior and Response to Student Behavior
Look Fors:
Age appropriate and culturally consistent standards
Rules are made clear to all and are posted in the classroom
Rules are clearly and consistently applied (no favoritism is evident)
Teacher encourages students to monitor their own behavior
Unpacking Danielson’s Teaching Framework Components Activity with a focus on 3B & 3C –
3B Using Questioning and Discussion Techniques and 3C Engaging Students in Learning

16. Whole Group Share Component 2d
Component 2d and supporting evidence of the Elements
Followed by a 10 minute break

17. Activity 5- Using the “Danielson Framework” to Provide Feedback…
Putting “Research” into “Practice”…. As you observe the video, please take down specific notes and use the low inference observation protocol (collection of evidence) to support the teacher practice you see… What is the evidence? What does the evidence say about teacher practice? As a participant in this process, what feedback would you provide this teacher to improve on their practice?
Video

18. Activity 5: Video

19. Activity 6 – Aligning the Danielson Framework to Current Units of Study/Curriculum Maps – 1e, 2b & 2d
Pairs and/or Triads…work to capture ideas and memorialize these evidence based ideas on the template. Engage in a discussion on the “Look Fors” and how this may impact the current unit maps and instructional focus. 1e: Designing Coherent Instruction 2b: Establishing a Culture for Learning 2d: Managing Student Behavior

20. Looking at Components 1e, 2b and 2d
Curriculum Mapping
Reflecting on the details and elements of 1e, 2d, 2b think about how these understandings will help your team make “Instructionally Strategic Moves” on your current Units of Study to reflect a closer alignment to the Danielson Framework?
Review the components of your Curriculum Map and/or Unit Map
and look for ways to “strengthen” it to demonstrate a more
effective and coherent instructional approach for “ALL STUDENTS.”
What strategic change or changes did the team make?

21. We thank you for your participation at today’s institute!
Debrief/Feedback
Debrief of the Day:
Valuable take-aways
“A-ha” moments
**Please be sure to complete and submit to table facilitator your feedback form**
We thank you for your participation at today’s institute!