1. Curriculum and Instruction: Management of the Learning Environment
Session 1

2. Framework for Teaching
Aspects of teacher’s responsibilities
Defines what teachers should know and be able to do in their profession
22 components clustered in four domains
Charlotte Danielson- Enhancing Professional Practice: Framework for Teaching

3. Domain 1:
Planning and Preparation
Domain 2:
Classroom Environment
Domain 3:
Instruction Techniques
Domain 4:
Professional Responsibilities

4. The Six Components of Planning & Preparation
Knowledge of Content and Pedagogy
Knowledge of Students
Setting Instructional Goals
Demonstrating Knowledge of Resources
Designing Coherent Instruction
Designing Student Assessment

5. Knowledge of Content and Pedagogy
Knowledge of content and the structure of the discipline
Knowledge of prerequisite relationships
Knowledge of content-related pedagogy

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

7. Setting Instructional Outcomes
Value, sequence and alignment
Clarity
Balance
Suitability for diverse learners

8. Knowledge of Resources
Resources for classroom use
Resources to extend content knowledge and pedagogy
Resources for students

9. Designing Coherent Instruction
Learning activities
Instructional materials and resources
Instructional groups
Lesson and unit structure

10. Designing Student Assessments
Congruency with instructional outcomes
Criteria and standards
Design formative assessment
Use for planning

11. The Five Components of Classroom Management
Creating an Environment of Respect and Rapport
Establishing a Culture for Learning
Managing Classroom Procedures
Managing Student Behavior
Organizing Physical Space

12. Creating an Environment
Teacher interaction with students
Student interactions with other students

13. Establishing a Culture
Importance of content
Expectations for learning and achievement
Student pride in work

14. Managing Classroom Procedures
Management of instructiomnal groups
Management of transitions
Management of materials and supplies
Performance of non-instructional duties
Supervision of volunteers and paraprofessionals

15. Manage Student Behavior
Expectations
Monitoring of student behavior
Response to student misbehavior

16. Organize Physical Space
Safety and accessibility
Arrangement of furniture and use of physical resources

17. The Five Components of Instructional Techniques
Communicating with Students
Using Questioning and Discussion Techniques
Engaging students in learning
Using Assessment in instruction
Demonstrating Flexibility and Responsiveness

18. Communicating with Students
Expectations for learning
Is the purpose of the lesson clear?
Directions and procedures
Is there an anticipation of possible student misunderstanding?
Explanations of content
Appropriate for students’ age, background knowledge and experiences
Use of models, examples and metaphors
Use of oral and written language
Language that is clear, grammatically correct
Vocabulary appropriate for age of student

19. Questioning and Discussion
Quality of questions
High quality
Adequate wait time
Students ask questions
Discussion techniques
Creates genuine discussion opportunities
Students answer questions, not teacher
Student participation
Engages all students in discussion

20. Engaging Students Activities and Assignments Appropriate for students
Students cognitively engaged
Grouping students
Instructional groups, large or small are productive
Grouping is appropriate for the goal of lesson
Instructional materials and resources
Materials are suitable to goals
Keeps students mentally engaged
Ready for use
Structure and pacing
Clearly defined structure
Organized activities
Coherent

21. Using Assessment Assessment criteria
Students are fully aware of criteria and standards by which their work is evaluated
Rubrics, goals clearly presented/stated
Monitoring of student learning
Teacher monitors progress of groups of students
Uses diagnostic prompts to elicit information
Feedback to students
Timely and consistently high quality
Student self-assessment and monitoring of progress
Students can monitor their own quality of work or learning

22. Flexibility and Responsiveness
Lesson adjustment
Makes minor adjustment to lesson
Response to students
Accommodates student’s questions or interests
Persistence
Seeks approaches for students who have difficulty
Use a wide variety of strategies
Solicits additional resources within school

23. The Six Components of Professional Responsibilities
Reflecting on Teaching
Maintaining Accurate Records
Communicating with Families
Participating in a Professional Community
Growing and Developing Professionally
Showing Professionalism

24. Reflecting on Teaching
Accuracy
Use in future teaching

25. Maintaining Accurate Records
Student completion of assignments
Student progress in learning
Non-instructional records

26. Communicating with Families
Information about the instructional program
Information about individual students
Engagement of families in the instructional program

27. Professional Community
Relationships with colleagues
Involvement in culture of professional inquiry
Service to the school
Participation in school and district projects

28. Growing and Developing Professionally
Enhancement of content knowledge and pedagogical skill
Receptivity to feedback from colleagues
Service to the profession

29. Showing Professionalism
Integrity and ethical conduct
Service to students
Advocacy
Decision Making
Compliance with school and district regulations