Enhancing Professional Practice

A Framework for Teaching

Based on the work of Charlotte Danielson, 2007

DAY 1

Charlotte Danielson Training

This workshop is not about the teacher; it is about effective teaching.

Teacher Quality
...is the single most important factor in a students achievement.
Linda Darling Hammond

Envisioning Quality Practice

What might you observe in the classroom where truly high quality teaching was happening? What might the teacher/students be saying and/or doing? Please discuss what you might observe with your group and be prepared to share with all of us.

We Have to be Good but,

How good is good enough? Good enough at what?

How do we know?
Who decides? (activity)

Table Discussion/Share
Discuss your question; generate three (3) key points. Be prepared to share your thinking with the community. Determine how your group will share (one reporter or shared reporters).

How good is good enough?

Jim Collins, in his book Good to Great, states that the ENEMY of GREAT is GOOD. Accepting good is to settle. We should be in pursuit of greatness this Danielson framework is the rubric to get there.

Good enough at what?

Research states that an overriding factor in a students achievement is the teachers ability to provide meaningful FEEDBACK.

How do we know?
How a student speaks (vocabulary) and writes The students ability to critically analyze text, a math problem, a science or social issue,

Who decides?
Benefactor Bill and Melinda Gates, Mark Zuckerberg Governor Christie The Community People who are not EDUCATORS

Teacher Quality Graph- Sanders

Read the narrative accompanying figure 1.1 and discuss with partner. Now analyze figure 1.2 and discuss its findings. What does this data tell us about quality teaching? Its the effective teacher who makes the difference.

Good, better, best-never let it rest till your good is better and your better is best.

Goals At the end of these sessions, you will know and be able to:
Communicate the structure of the
Framework for Teaching. Determine the domain of classroom examples. Indicate words which best describe practice for each Level of Performance. Understand the use of the Framework for Teaching in your setting.

A Memorable Teacher
Consider your years as a high school student. Recall an occasion (or a pattern of occasions) that you still remember. The memory can be either positive or negative. What makes this so memorable? Please share this memory with a partner.

A Quote from Maya Angelou

People will forget what you said. People will forget what you did. But they will never forget how you make them feel.
Commencement Address, 2002

The Wisdom of Practice

Think of a lesson in your classroom where there was truly high quality teaching. What might the teacher be saying and/or doing? What might the students be saying and/or doing?

Write examples on 4 separate post-it notes, one example per post-it.

Does anyone know what Danielsons domains are named? How many are there?

The Domains
Domain 1: Planning and Preparation
Winging it is for the birds; we must plan.

Domain 2: The Classroom Environment

Chaos is good in science theory but not in classroom behavior.

Domain 3: Instruction
Song?

Domain 4: Professional Responsibilities

How does a teacher reflect professionalism in the eyes of colleagues?

DAY 2
Enhancing Professional Practice
A Framework for Teaching
Based on the work of Charlotte Danielson, 2007

Identifying the Domains

Read each statement.
Place the number of the domain that you think is represented by the statement. (individual) Compare your paper w/ a partner.

A Framework for Teaching:

Components of Professional Practice
Domain 1: Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Selecting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessment Domain 2: The Classroom Environment Creating an Environment of Respect and Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space Domain 3: Instruction Communicating with Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness

Domain 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism

2.4

Consider
Which domain is of particular importance to new teachers? Why? Which domain is the most important domain? Why?

Domain 3 is the HEART of the framework!

Observation Process
Domains 2 and 3 - observable domains (on stage). Capture what teacher/students say/do; note artifacts; note time. Domain 1 pre-conference/planning Domain 4 post-conference/reflection (back stage)

Domain 3 works well when Domain 1 is well planned!

Can we separated activities from objectives?

Observation Process
The components will be the statements on your written evaluations.

Elements are helpful for planning and discussing the Framework for Teaching with colleagues or evaluators. These will not be evaluated.

Lets Review
What are the overarching categories in the Danielson model? Domains What are the key concepts regarding each domain? Components

What are the most specific points for planning and reflecting on lessons? Elements

The Framework for Teaching is a rubric!

In your groups, discuss : Do you use rubrics in your classroom? Why or why not? What are the benefits? Are there any negatives?

The Danielson Framework

Charlotte Danielson devised rubrics for the act of teaching based on her domains and components.

The Framework for Teaching model was created as a How To guide for becoming an effective teacher.
It was later modified to become an evaluation model.

Levels of Performance
Unsatisfactory doing harm Basic knowledge and skills, inconsistent performance due to lack of experience ineffective partially effective

Proficient successful, professional, effective teaching

Distinguished community of learners; student assumption of responsibility

effective

highly effective

4 Corners Activity
On the chart paper which is hung in the four corners of the room, discuss words or phrases that can be associated with the assigned performance level. With your new group, carousel around the room and record the words and phrases for each performance level indicator so you have them as a reference.

Observation Process
Remember This is not a Gotcha model; it is a Growth model.

Reflections:
For each domain, what are your strengths and where are your growth opportunities. Record your responses on the charts provided. No sharing necessary, please make this reflective and meaningful for you.