Evidence Evidence is a factual reporting of events. It may include teacher and student actions and behaviors. It may also include artifacts prepared by the teacher, students or others. It is not clouded with personal opinion or biases. It is selected using professional judgment by the observer and/or the teacher. 1.4.1
Evidence vs. Opinion
1. Students will be grouped by ability (independent group and strong support)
2. The students participated throughout the lesson., answering questions and explaining their thought processes during each activity willingly.
3. Some students became disengaged and unfocused in the group activity.
4. The Discussion Leader questions were answered by the groups. The question was passed two times to the group’s left for two additional groups to respond (first group) and defend or refute (second group).
5. T said, “Remember this circle is going to be on the quiz at the end of class.”
Some Key Ideas for Effective Teacher Assessment
Comprehensive Definition of Teaching
Learning is done by the learner! Charlotte Danielson - The person who does the analyzing and judging about the lesson is the person who is learning. - What do teachers DO in the assessment process that causes them to learn?
Comprehensive Definition of Teaching The Framework for Teaching
A vision without a plan is just a hallucination! Thomas El-Salome
Framework For Teaching Four Domains Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3:Instruction Domain 4: Professional Responsibilities
Framework For Teaching
Framework For Teaching
Name that Domain.. 1. Planning and Prep 3. Instruction 2. Environment 4. Professional Responsibilities
The teacher stood by the door greeting his students by name as they entered the room.
The teacher’s lesson plan stated that the students would be in 3 groups for math.
Mrs. P collaborates with her colleagues at the weekly PLC meetings.
During the lesson, the teacher assigned each student to a work station for 15 minutes.
New York State Teaching Standards
Standard 1:Knowledge of Students and Student Learning
Standard 2: Knowledge of Content and Instructional Planning
Standard 3: Instructional Practice
Standard 4: Learning Environment
Standard 5: Assessment for Student Learning
Standard 6: Professional Responsibilities and Collaboration
Standard 7: Professional Growth
A Framework for Teaching: Components of Professional Practice
Domain 4: Professional Responsibilities
Reflecting on Teaching
Maintaining Accurate Records
Communicating with Families
Participating in a Professional
Growing and Developing Professionally
Domain 3: Instruction
Communicating with Students
Using Questioning and Discussion
Engaging Students in Learning
Using Assessment in Instruction
Demonstrating Flexibility and Responsiveness
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
Structure of the Framework 2011
Rubrics – Levels of Performance
Possible Teaching Examples
Structure of the Framework 2011
Domain 2 – The Classroom Environment
Component – Establishing a Culture for Learning
Rubrics and Levels of Performance
Rubrics with levels of performance and descriptors of practice at each level
Distinguished (Highly Effective)
Using Questioning and Discussion Techniques – Basic (Developing)
Teachers questions lead students through a single path of inquiry, with answers seemingly determined in advance. Alternately, the teacher attempts to frame some questions designed to promote student thinking and understanding, but only a few students are involved.
Teacher attempts to engage all students in the discussion and to encourage them to respond to one another, with uneven results.
Using Questioning and Discussion Techniques – Distinguished (Highly Effective)
Teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high level thinking and discourse, and promote meta-cognition. Students formulate many questions, initiate topics and make unsolicited contributions. Students themselves ensure that all voices are heard in the discussion.
Critical Attributes - Basic
Teacher frames some questions designed to promote student thinking but only a few students are involved
The teacher invites students to respond directly to one another’s ideas, but few students respond.
Teacher calls on many students, but only a small number actually participate in the discussion.
Possible Examples - Basic
Many questions are of the recitation type, such as, “How many members of the House of Representatives…
The teacher asks, “ Who has an idea about this?” but the same three students offer comments
The teacher asks: “Michael, can you comment on Mary’s idea but Michael does not respond, or makes a comment directly to the teacher.
How might the Framework for Teaching and a focus on evidence of professional practice help guide professional conversations amongst educators?
What are some of the benefits of a comprehensive definition of teaching for the administrator? For the teacher? For the district?
Benefits of the Framework for Teaching
Development of Shared Values and Assumptions
Reflection on Practice
The Common Themes
Attention to Individual Students
Appropriate Use of Technology
Student Assumption of Responsibility
Participants will know…
The structure of the Framework for Teaching
How the Framework for Teaching can be used to organize and assess evidence of teaching practice
How the Framework for Teaching can foster professional conversations