Enhancing Professional PracticeA Framework For Teaching                            --Charlotte Danielson                  ...
AGENDA   Welcome   Review D1 and D4   Memorable Experience Activity   Investigations:    ◦ Domain 2: Classroom Environ...
Learning OutcomesAt the end of this book study, participantswill be able to:•   Understand the components of Domains 2 and...
Norms   Phone on silent or vibrate   Honor talk-free zones   Be intellectually engaged   Share with one another   Tak...
Table Group Roles:         FACILITATOR             RECORDER             REPORTER         TIME KEEPER   MATERIALS MANA...
Framework for TeachingComponents of Professional Practice  Domain 1            Domain 2Planning and       The Classroom Pr...
Levels of Performance                    (pages 38-42)Unsatisfactory   Basic       Proficient   Distinguished
Common Themes (Revisited)             (Embedded in all Domains)   Equity                       Cultural competence   Hi...
Memorable ExperienceThink back to your days as a student.What memory stands out for you?Think about what makes it memorabl...
Memorable Experience   Talk with your elbow/shoulder partner about    your memory.   When asked, you will move to 4 Corn...
“…the challenge of teaching includes not only organizing the group but also attending to the particular characteristics of...
DOMAINS 2 & 3:THE CLASSROOM ENVIRONMENT             &        INSTRUCTION
Domain 2                                      Domain BFramework for Teaching                        Pathwise Mentoring   ...
Domain 3                                          Domain CFramework for Teaching                            Pathwise Mento...
DOMAIN 2:THE CLASSROOM ENVIRONMENT
Domain 2: The Classroom Environment Jigsaw: count off, 1 - 5 Move to Expert Group Expert Group assignments:    *Group 1...
Domain 2: The Classroom Environment2a: Creating an Environment of Respect and Rapport (p. 64)2b: Establishing a Culture fo...
DOMAIN 3:INSTRUCTION
Component 3c:    Engaging Students in Learning“If one component can claim to bethe most important, it is studentengagement...
Domain 2: The Classroom Environment   Jigsaw, modified: at your table,    determine the following criterion    “expert” a...
Domain 3: Instruction3a: Communicating with Students (p. 77)3b: Using Questioning and Discussion Techniques (p. 79)3c: Eng...
D2 and D3 Rubrics Individually: examine the rubrics for  Domain 2 and Domain 3 Highlight the key-word differences in  th...
Levels of Performance(common terms, revisited) Unsatisfactory      Basic         Proficient     Distinguished  *Not       ...
Before observing teaching,  let’s clarify evidence.
Evidence:   is a factual statement of what is observed    or heard.   may also be comprised of physical artifacts.   do...
EVIDENCE SHOULD BE:      *Factual      *Representative      *Relevant
Evidence or Opinion? Activity   At your table, sort the statements into two    groups: Evidence and Opinion   Move to a ...
Observing Teaching for  Domains 2 and 3
Observing Teaching:           Domains 2 and 3   Use D2/D3 Evidence Collection Form   Watch video and record evidence   ...
Preparing for aFull Observation, D1-D4
Vignette Activity With your table group, determine the cards’  color significance. (Need table groups of 4, be  ready to ...
Framework for TeachingComponents of Professional Practice  Domain 1            Domain 2Planning and       The Classroom Pr...
Domains 1-4   This time, a complete observation will    take place   Watch each video segment, collecting    evidence  ...
Crosswalk of:  FFT, Domains 2 and 3          andPathwise, Domains B and C
Exit slip (on post-its)           How do you plan to use what you           have learned in these 3 book study           s...
Sources:   Primary Source:    ◦ Danielson, C. (2007). Enhancing      professional practice: A framework for      teaching...
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Enhancing Professional Practice Book Study Day 3, 2011

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This Powerpoint presentation is for the book study on Charlotte Danielson's book: Enhancing Professional Practice: A Framework for Teaching, Day 3 of 3. This presentation is intended for use by those individuals participating in the Arch Ford ESC book study, days 1-3.

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Enhancing Professional Practice Book Study Day 3, 2011

  1. 1. Enhancing Professional PracticeA Framework For Teaching --Charlotte Danielson Book study developed by: DAY 3 Ginny Huckaba, Professional Development Specialist Arch Ford Education Service Cooperative
  2. 2. AGENDA Welcome Review D1 and D4 Memorable Experience Activity Investigations: ◦ Domain 2: Classroom Environment ◦ Domain 3: Instruction Preparing to Observe and Score D2/D3 ◦ Evidence Activity ◦ Observing Teaching ◦ Scoring using Rubrics D1-D4 Vignette Activity (if time permits) Full Observation ◦ Videos for Domains 1 to 4 ◦ Scoring using Rubrics D1 to D4 Reflection/Close 2
  3. 3. Learning OutcomesAt the end of this book study, participantswill be able to:• Understand the components of Domains 2 and 3• Identify evidences for Domains 2 and 3• Collect evidence and use the scoring rubrics for Domains 2 and 3• Conduct a full observation and use the scoring rubrics for Domains 1 through 4• Serve as a resource for introducing others to Enhancing Professional Practice: A Framework for Teaching
  4. 4. Norms Phone on silent or vibrate Honor talk-free zones Be intellectually engaged Share with one another Take care of your needs Return from break Sharpen Your Saw and enjoy…you deserve it!
  5. 5. Table Group Roles:  FACILITATOR  RECORDER  REPORTER  TIME KEEPER MATERIALS MANAGER
  6. 6. Framework for TeachingComponents of Professional Practice Domain 1 Domain 2Planning and The Classroom Preparation Environment Domain 4 Domain 3 Professional InstructionResponsibilities 6
  7. 7. Levels of Performance (pages 38-42)Unsatisfactory Basic Proficient Distinguished
  8. 8. Common Themes (Revisited) (Embedded in all Domains) Equity  Cultural competence High expectations  Developmental appropriateness Attending to individual  Appropriate use of students, including technology those with special needs  Student assumption of responsibility
  9. 9. Memorable ExperienceThink back to your days as a student.What memory stands out for you?Think about what makes it memorablefor you. (Note: it may be a positive or anegative memory.)
  10. 10. Memorable Experience Talk with your elbow/shoulder partner about your memory. When asked, you will move to 4 Corners, based on your memory of that teacher. 4 Corners ◦ (+/- Made you feel) ◦ (+/- How you were taught) ◦ Do you see any trends? ◦ What conclusion may be drawn from those trends?
  11. 11. “…the challenge of teaching includes not only organizing the group but also attending to the particular characteristics of individuals. This is not a trivial matter…” --Charlotte Danielson
  12. 12. DOMAINS 2 & 3:THE CLASSROOM ENVIRONMENT & INSTRUCTION
  13. 13. Domain 2 Domain BFramework for Teaching Pathwise Mentoring Creating an environment of  Creating a climate that respect and rapport promotes fairness Establishing a culture for  Establishing and maintaining rapport with students learning  Communicating challenging Managing classroom learning expectations to each procedures student Managing student behavior  Establishing and Maintaining consistent standards of classroom behavior Organizing physical space  Making the physical environment as safe and conducive to learning as possible 13
  14. 14. Domain 3 Domain CFramework for Teaching Pathwise Mentoring Communicating with  Making learning goals and students instructional procedures clear to students Using questioning and discussion techniques  Making content comprehensible to students Engaging students in learning  Encouraging students to extend their thinking Using assessment in instruction  Monitoring students’ understanding through a Demonstrating flexibility and variety of means, providing responsiveness feedback, adjusting learning activities Showing professionalism  Using instructional time effectively 14
  15. 15. DOMAIN 2:THE CLASSROOM ENVIRONMENT
  16. 16. Domain 2: The Classroom Environment Jigsaw: count off, 1 - 5 Move to Expert Group Expert Group assignments: *Group 1 = 2a *Group 4 = 2d *Group 2 = 2b *Group 5 = 2e *Group 3 = 2c Read Plan instructional “set” Move to group representing all 5 criteria “experts” Teach your assigned criterion to the group 16
  17. 17. Domain 2: The Classroom Environment2a: Creating an Environment of Respect and Rapport (p. 64)2b: Establishing a Culture for Learning (p. 67)2c: Managing Classroom Procedures (p. 68)2d: Managing Student Behavior (p.71)2e: Organizing Physical Space (p. 73) 17
  18. 18. DOMAIN 3:INSTRUCTION
  19. 19. Component 3c: Engaging Students in Learning“If one component can claim to bethe most important, it is studentengagement. All the rest of theFramework is at the service ofstudent engagement.” --Charlotte Danielson 19
  20. 20. Domain 2: The Classroom Environment Jigsaw, modified: at your table, determine the following criterion “expert” assignments: *Expert 1 = 3a *Expert 4 = 3d *Expert 2 = 3b *Expert 5 = 3e *Expert 3 = 3c Read and highlight assigned criterion Teach your assigned criterion to your table group 20
  21. 21. Domain 3: Instruction3a: Communicating with Students (p. 77)3b: Using Questioning and Discussion Techniques (p. 79)3c: Engaging Students in Learning (p. 82)3d: Using Assessment in Instruction (p.86)3e: Demonstrating Flexibility and Responsiveness (p. 88) 21
  22. 22. D2 and D3 Rubrics Individually: examine the rubrics for Domain 2 and Domain 3 Highlight the key-word differences in the levels of performance Discuss with your group the key points of the differences you have identified
  23. 23. Levels of Performance(common terms, revisited) Unsatisfactory Basic Proficient Distinguished *Not *Some *Consistent *All students *No *Attempts to *High quality *Highly *Not clear *Limited *Timely effective *Unaware *Moderate *Accurate *Entirely *Does not *Uneven *Appropriate appropriate respond *Inconsistent *Clear *Adapted for *Poor individual *Rudimentary *Effective students *Not *High congruent *Fully aligned expectations *Extensive 23
  24. 24. Before observing teaching, let’s clarify evidence.
  25. 25. Evidence: is a factual statement of what is observed or heard. may also be comprised of physical artifacts. does not contain subjective or judgmental language. is selected using the professional judgment of the observer or the teacher.
  26. 26. EVIDENCE SHOULD BE: *Factual *Representative *Relevant
  27. 27. Evidence or Opinion? Activity At your table, sort the statements into two groups: Evidence and Opinion Move to a new table, check for your agreement with the previous group’s work. For statements sorted as Opinion, use a large sticky note to rewrite each as Evidence and stick to the strip…leave the strip in the Opinion group. Move one more time; check for agreement. Debrief
  28. 28. Observing Teaching for Domains 2 and 3
  29. 29. Observing Teaching: Domains 2 and 3 Use D2/D3 Evidence Collection Form Watch video and record evidence Use scoring rubric to highlight and score D2 and D3 As a group, reach a consensus Post Conduct carousel Debrief
  30. 30. Preparing for aFull Observation, D1-D4
  31. 31. Vignette Activity With your table group, determine the cards’ color significance. (Need table groups of 4, be ready to adjust if asked) Determine each card’s domain and component; write on a sticky note for each card and attach to the card. Divide the cards by colors with your table group. All like colors move to one table; read/share answers with color group. Use answer key to “check” answers.
  32. 32. Framework for TeachingComponents of Professional Practice Domain 1 Domain 2Planning and The Classroom Preparation Environment Domain 4 Domain 3 Professional InstructionResponsibilities 32
  33. 33. Domains 1-4 This time, a complete observation will take place Watch each video segment, collecting evidence After all videos have been viewed, use the rubrics to score D1 to D4 Discuss with your table group Debrief with whole group
  34. 34. Crosswalk of: FFT, Domains 2 and 3 andPathwise, Domains B and C
  35. 35. Exit slip (on post-its) How do you plan to use what you have learned in these 3 book study sessions with your faculty?What concerns do you have aboutThe book study you are conducting orPlan to conduct with your faculty?
  36. 36. Sources: Primary Source: ◦ Danielson, C. (2007). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development. Secondary Sources: ◦ A Framework for Teaching Teacher Introductory Training, Ginny Huckaba, Arch Ford Education Service Cooperative ◦ Arkansas Department of Education Teacher-Evaluation Resources, http://arkansased.org/educators/index.html
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