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Dana Berg, Ed.S.  The Framework for Teaching Using the FfT for Professional Growth
Norms <ul><li>Participate </li></ul><ul><li>Discuss </li></ul><ul><li>Collaborate </li></ul><ul><li>Question </li></ul>
Today’s Overview <ul><li>What Good Teaching Looks Like </li></ul><ul><li>Four Domains and Their Components </li></ul><ul><...
Knows   Need To Knows
Uses of The Framework for Teaching <ul><li>Uses </li></ul><ul><li>Teacher preparation </li></ul><ul><li>Supervising studen...
A Road Map…. <ul><li>“ Because teaching is    </li></ul><ul><li>complex, it is helpful to have a road map through the terr...
What Good Teaching Looks Like <ul><li>What are some of the characteristics of exemplary teaching?  </li></ul><ul><li>Consi...
The Domains
Framework for Teaching: Components of Professional Practice <ul><li>Domain 4:  Professional Responsibilities </li></ul><ul...
Domain 1  Planning & Preparation <ul><li>Demonstrating knowledge of content and pedagogy  </li></ul><ul><li>Demonstrating ...
Domain 2  Classroom Environment <ul><li>Creating an environment of respect and rapport </li></ul><ul><li>Establishing a cu...
Domain 3  Classroom Instruction <ul><li>Communicating with students </li></ul><ul><li>Using questioning and discussion tec...
Domain 4 Professional Responsibilities <ul><li>Reflecting on teaching </li></ul><ul><li>Maintaining accurate records </li>...
What Good Teaching Looks Like <ul><li>What are some of the characteristics of exemplary teaching? </li></ul><ul><li>Sort y...
Carousel Walk
Brain Break We will begin promptly at 2:30pm
A Speed Date with Charlotte
Performance Level Rubrics <ul><li>For Evaluating Teaching </li></ul>
Teaching is  a performance .  Performances are measured using  rubrics .
Vocabulary  76 Elements 22 Components 4 Domains
Components/Elements
Performance Levels:  Key Words Unsatisfactory Basic Proficient Distinguished Unsafe Lack of Unaware Harmful Unclear Poor U...
Performance Levels:  Key Words Levels of cognition/constructivist learning increase Unsatisfactory Basic Proficient Distin...
Performance Levels:  Key Words Levels of cognition/constructivist learning increase Unsatisfactory Basic Proficient Distin...
Performance Levels:  Key Words Student-directed  Levels of cognition/constructivist learning increase Unsatisfactory Basic...
Performance Level Sort <ul><li>As a table group,  </li></ul><ul><ul><li>Sort the descriptors under the performance level h...
Personal Professional Growth <ul><li>What are some ways you can use the levels of performance to promote professional lear...
Evidence of Practice <ul><li>What it is  </li></ul><ul><ul><li>It is factual reporting of events </li></ul></ul><ul><ul><l...
Evidence or Opinion? <ul><li>Read each of the statements </li></ul><ul><li>Mark each statement </li></ul><ul><ul><li>E for...
Observing Professional Practice <ul><li>Watch the video and jot down any evidence you may observe. </li></ul><ul><li>The f...
Calibrating Evidence <ul><li>After sharing your evidence with a partner, share with your table group </li></ul><ul><ul><li...
Reflection <ul><li>As you consider the what we have talked about today regarding the framework….. </li></ul>How might you ...
Contact Information <ul><li>Dana Berg </li></ul><ul><li>605-728-8268 </li></ul><ul><li>[email_address] </li></ul><ul><li>w...
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Danielson FfT

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  • Gather ideas from the group as to norms
  • Table group conversations. One or two ideas from each group
  • Handout FFT Placemat Card
  • Table group conversations. One or two ideas from each group
  • D34_Tenured Pilot 2010 Show book look at your books show wiki space
  • D34_Tenured Pilot 2010 Guts of the framework starts on page 44 Refer back to pp 3 and 4 for outline The book breaks down the domains to the element level within each component. That makes 76 individual rubrics. For most districts there is a framework with a component level set of rubrics that makes the use of the framework more manageable 22 pieces rather than 76. This version is not included in the book, but is available through us for district use. Page 41 for breakdown at the Domain level
  • Look at the rubrics at your table and with your table group highlight the differences that distinguish each level
  • Each of the 22 standards or components have levels of performance that describe the quality of teaching.
  • Table talk with a thought partner about ways you can use the framework to grow.
  • Questions at this time
  • Transcript of "Danielson FfT"

    1. 1. Dana Berg, Ed.S. The Framework for Teaching Using the FfT for Professional Growth
    2. 2. Norms <ul><li>Participate </li></ul><ul><li>Discuss </li></ul><ul><li>Collaborate </li></ul><ul><li>Question </li></ul>
    3. 3. Today’s Overview <ul><li>What Good Teaching Looks Like </li></ul><ul><li>Four Domains and Their Components </li></ul><ul><li>Performance Level Rubrics </li></ul><ul><li>Evidence of Good Teaching </li></ul>
    4. 4. Knows Need To Knows
    5. 5. Uses of The Framework for Teaching <ul><li>Uses </li></ul><ul><li>Teacher preparation </li></ul><ul><li>Supervising student teachers </li></ul><ul><li>Teacher recruitment and hiring </li></ul><ul><li>Mentoring beginning teachers </li></ul><ul><li>Structuring professional development </li></ul><ul><li>Evaluating teacher performance </li></ul><ul><li>Benefits </li></ul><ul><li>Common language </li></ul><ul><li>Development of shared understandings </li></ul><ul><li>Self-assessment and reflection on practice </li></ul><ul><li>Structured professional conversation </li></ul>
    6. 6. A Road Map…. <ul><li>“ Because teaching is </li></ul><ul><li>complex, it is helpful to have a road map through the territory, structured around a shared understanding of teaching.” </li></ul><ul><li>~ Charlotte Danielson </li></ul>
    7. 7. What Good Teaching Looks Like <ul><li>What are some of the characteristics of exemplary teaching? </li></ul><ul><li>Consider settings both in and beyond the classroom. </li></ul><ul><li>Write one idea per post-it note. </li></ul>
    8. 8. The Domains
    9. 9. Framework for Teaching: Components of Professional Practice <ul><li>Domain 4: Professional Responsibilities </li></ul><ul><li>Reflecting on teaching </li></ul><ul><li>Maintaining accurate records </li></ul><ul><li>Communicating with families </li></ul><ul><li>Participating in a professional Community </li></ul><ul><li>Growing and developing professionally </li></ul><ul><li>Demonstrating professionalism </li></ul><ul><li>Domain 3: Instruction </li></ul><ul><li>Communicating with students </li></ul><ul><li>Using questioning and discussion techniques </li></ul><ul><li>Engaging students in learning </li></ul><ul><li>Using assessment in instruction </li></ul><ul><li>Demonstrating flexibility and responsiveness </li></ul><ul><li> </li></ul><ul><li>Domain 1: Planning and Preparation </li></ul><ul><li>Demonstrating knowledge of content and pedagogy </li></ul><ul><li>Demonstrating knowledge of students </li></ul><ul><li>Setting instructional outcomes </li></ul><ul><li>Demonstrating knowledge of resources </li></ul><ul><li>Designing coherent instruction </li></ul><ul><li>Designing student assessments </li></ul><ul><li>Domain 2: The Classroom Environment </li></ul><ul><li>Creating an environment of respect and rapport </li></ul><ul><li>Establishing a culture for learning </li></ul><ul><li>Managing classroom procedures </li></ul><ul><li>Managing student behavior </li></ul><ul><li>Organizing physical space </li></ul>
    10. 10. Domain 1 Planning & Preparation <ul><li>Demonstrating knowledge of content and pedagogy </li></ul><ul><li>Demonstrating knowledge of students </li></ul><ul><li>Setting instructional outcomes </li></ul><ul><li>Demonstrating knowledge of resources </li></ul><ul><li>Designing coherent instruction </li></ul><ul><li>Designing student assessments </li></ul>
    11. 11. Domain 2 Classroom Environment <ul><li>Creating an environment of respect and rapport </li></ul><ul><li>Establishing a culture for learning </li></ul><ul><li>Managing classroom procedures </li></ul><ul><li>Managing student behavior </li></ul><ul><li>Organizing physical space </li></ul>
    12. 12. Domain 3 Classroom Instruction <ul><li>Communicating with students </li></ul><ul><li>Using questioning and discussion techniques </li></ul><ul><li>Engaging students in learning </li></ul><ul><li>Using assessment in instruction </li></ul><ul><li>Demonstrating flexibility and responsiveness </li></ul>
    13. 13. Domain 4 Professional Responsibilities <ul><li>Reflecting on teaching </li></ul><ul><li>Maintaining accurate records </li></ul><ul><li>Communicating with families </li></ul><ul><li>Participating in a professional community </li></ul><ul><li>Growing and developing professionally </li></ul><ul><li>Demonstrating professionalism </li></ul>
    14. 14. What Good Teaching Looks Like <ul><li>What are some of the characteristics of exemplary teaching? </li></ul><ul><li>Sort your post-it notes onto the chart paper into their domain . </li></ul>
    15. 15. Carousel Walk
    16. 16. Brain Break We will begin promptly at 2:30pm
    17. 17. A Speed Date with Charlotte
    18. 18. Performance Level Rubrics <ul><li>For Evaluating Teaching </li></ul>
    19. 19. Teaching is a performance . Performances are measured using rubrics .
    20. 20. Vocabulary 76 Elements 22 Components 4 Domains
    21. 21. Components/Elements
    22. 22. Performance Levels: Key Words Unsatisfactory Basic Proficient Distinguished Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None
    23. 23. Performance Levels: Key Words Levels of cognition/constructivist learning increase Unsatisfactory Basic Proficient Distinguished Unsafe Lack of Unaware Harmful Unclear Poor Unsuitable None Partial Generally Inconsistently Attempts Awareness Moderate Minimal Some
    24. 24. Performance Levels: Key Words Levels of cognition/constructivist learning increase Unsatisfactory Basic Proficient Distinguished 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
    25. 25. Performance Levels: Key Words Student-directed Levels of cognition/constructivist learning increase Unsatisfactory Basic Proficient Distinguished 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
    26. 26. Performance Level Sort <ul><li>As a table group, </li></ul><ul><ul><li>Sort the descriptors under the performance level headings </li></ul></ul><ul><ul><li>Your group must come to a consensus, so conversation is critical </li></ul></ul>
    27. 27. Personal Professional Growth <ul><li>What are some ways you can use the levels of performance to promote professional learning and growth? </li></ul><ul><li>Lesson planning </li></ul><ul><li>Self assessment </li></ul><ul><li>Developing professional learning goals </li></ul><ul><li>Reflecting on teaching and learning </li></ul><ul><li>Talking about teaching </li></ul>
    28. 28. Evidence of Practice <ul><li>What it is </li></ul><ul><ul><li>It is factual reporting of events </li></ul></ul><ul><ul><li>It may include teacher and student actions and/or behaviors. </li></ul></ul><ul><ul><li>It may also include artifacts prepared by the teacher, students, or others. </li></ul></ul><ul><ul><li>It is selected using professional judgment by the observer and/or the teacher. </li></ul></ul><ul><li>What its not </li></ul><ul><ul><li>It is not opinion </li></ul></ul><ul><ul><li>Does not reflect personal biases. </li></ul></ul><ul><li>It is not based on judgments or assumptions </li></ul>
    29. 29. Evidence or Opinion? <ul><li>Read each of the statements </li></ul><ul><li>Mark each statement </li></ul><ul><ul><li>E for Evidence </li></ul></ul><ul><ul><li>O for Opinion </li></ul></ul><ul><li>Discuss your answers with an elbow partner </li></ul><ul><li>If the statement is an opinion re-write it to reflect an evidence statement </li></ul>
    30. 30. Observing Professional Practice <ul><li>Watch the video and jot down any evidence you may observe. </li></ul><ul><li>The focus will be on Domains 2 & 3. </li></ul><ul><li>Use the handout to organize the evidence you collected </li></ul><ul><li>Share your evidence with a partner </li></ul><ul><li>Draw a conclusion as to where this teacher would fall on the rubric </li></ul>
    31. 31. Calibrating Evidence <ul><li>After sharing your evidence with a partner, share with your table group </li></ul><ul><ul><li>What did you find? </li></ul></ul><ul><ul><li>Did you have the same evidence? </li></ul></ul><ul><ul><li>Were there examples of opinion mixed in with the evidence? </li></ul></ul><ul><ul><li>Were there any biases mixed in with the evidence </li></ul></ul>
    32. 32. Reflection <ul><li>As you consider the what we have talked about today regarding the framework….. </li></ul>How might you imagine making use of the levels of performance in your practice? How might you imagine the level of performance being used in your school? What dangers might you foresee using the levels of performance?
    33. 33. Contact Information <ul><li>Dana Berg </li></ul><ul><li>605-728-8268 </li></ul><ul><li>[email_address] </li></ul><ul><li>www.danaberg.wikispaces.com </li></ul><ul><li>@danaberg81 </li></ul><ul><li>@sdesa2 </li></ul>

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