Impacting Professional Practice: An Overview of  The Framework for Teaching  Shirley Hall - Facilitator Syracuse, New York...
Learning outcomes: <ul><li>Participants will know… </li></ul><ul><ul><li>The structure of the Framework for Teaching </li>...
Teacher Evaluation Been There…Done That!
Been There…Done That! <ul><li>http://www.youtube.com/watch?v=sDlaf7-JJ14&feature=related </li></ul>
Flaws in Typical Teacher Evaluation Processes <ul><li>Outdated, limited criteria </li></ul><ul><li>Few shared assumptions ...
Flaws in Typical Teacher Evaluation Processes <ul><li>Same procedures for novices and experienced professionals </li></ul>...
In Your Setting <ul><li>To what extent does your assessment system represent some of the ideas in the previous slide? </li...
Extreme Makeover   (Classroom Observation  Edition)
New York State Teaching Standards   <ul><li>Standard 1:Knowledge of Students and Student Learning </li></ul><ul><li>Standa...
Looking for Evidence <ul><li>http://www.bing.com/videos/search?q=gorrilla+in+the+room+video&mid=2017A711B1AC2535DE792017A7...
Evidence Evidence is a factual reporting of events. It may include teacher and student actions and behaviors. It may also ...
Evidence vs. Opinion <ul><li>1. Students will be grouped by ability (independent group and strong support) </li></ul><ul><...
Some Key Ideas for Effective  Teacher Assessment <ul><li>Comprehensive Definition of Teaching </li></ul><ul><li>Evidence-b...
Learning is done by the learner! Charlotte Danielson -  The person who does the analyzing and judging about the lesson is ...
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:Instru...
Framework For Teaching
Framework For Teaching
Name that Domain.. 1. Planning and Prep  3. Instruction 2. Environment  4. Professional Responsibilities <ul><li>The teach...
New York State Teaching Standards   <ul><li>Standard 1:Knowledge of Students and Student Learning </li></ul><ul><li>Standa...
A Framework for Teaching: Components of Professional Practice <ul><li>Domain 4:  Professional Responsibilities </li></ul><...
Structure of the Framework 2011 <ul><li>Domain </li></ul><ul><ul><li>Component </li></ul></ul><ul><ul><ul><li>Element </li...
Structure of the Framework 2011 <ul><li>Domain 2 – The Classroom Environment </li></ul><ul><li>Component – Establishing a ...
Rubrics with levels of performance and descriptors of practice at each level <ul><li>Unsatisfactory (Ineffective) </li></u...
Using Questioning and Discussion Techniques – Basic (Developing) <ul><li>Teachers questions lead students through a single...
Using Questioning and Discussion Techniques – Distinguished (Highly Effective) <ul><li>Teacher uses a variety or series of...
Critical Attributes - Basic <ul><li>Teacher frames some questions designed to promote student thinking but only a few stud...
Possible Examples - Basic <ul><li>Many questions are of the recitation type, such as, “How many members of the House of Re...
Professional Conversations <ul><li>How might the Framework for Teaching and a focus on evidence of professional practice h...
Benefits of the Framework for Teaching  <ul><li>Common Language </li></ul><ul><li>Professional Conversations </li></ul><ul...
The Common Themes <ul><li>Equity </li></ul><ul><li>Cultural Competence </li></ul><ul><li>High Expectations </li></ul><ul><...
Learning outcomes: <ul><li>Participants will know… </li></ul><ul><ul><li>The structure of the Framework for Teaching </li>...
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Danielson framework overview syracuse new york pptx copy 2.2003 version

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  • This points out the cyclical nature of the framework It is similar to Deming’s work in TQM (total quality management) Plan/ Do/ Reflect/Apply
  • Danielson framework overview syracuse new york pptx copy 2.2003 version

    1. 1. Impacting Professional Practice: An Overview of The Framework for Teaching Shirley Hall - Facilitator Syracuse, New York November 5, 2011
    2. 2. Learning outcomes: <ul><li>Participants will know… </li></ul><ul><ul><li>The structure of the Framework for Teaching </li></ul></ul><ul><ul><li>How the Framework for Teaching can be used to organize and assess evidence of teaching practice </li></ul></ul><ul><ul><li>How the Framework for Teaching can foster professional conversations </li></ul></ul>
    3. 3. Teacher Evaluation Been There…Done That!
    4. 4. Been There…Done That! <ul><li>http://www.youtube.com/watch?v=sDlaf7-JJ14&feature=related </li></ul>
    5. 5. Flaws in Typical Teacher Evaluation Processes <ul><li>Outdated, limited criteria </li></ul><ul><li>Few shared assumptions about good teaching </li></ul><ul><li>Lack of precision in evaluation </li></ul><ul><li>Hierarchical communication </li></ul>
    6. 6. Flaws in Typical Teacher Evaluation Processes <ul><li>Same procedures for novices and experienced professionals </li></ul><ul><li>Limited supervisor expertise </li></ul><ul><li>Limited data </li></ul><ul><li>Too Much Time for Too Little Gain </li></ul>
    7. 7. In Your Setting <ul><li>To what extent does your assessment system represent some of the ideas in the previous slide? </li></ul><ul><li>How clear and how widely understood are the evaluative criteria? </li></ul><ul><li>How appropriate are the instruments and procedures? </li></ul><ul><li>To what extent do assessors make consistent judgments based on evidence ? </li></ul>1.3.4
    8. 8. Extreme Makeover (Classroom Observation Edition)
    9. 9. New York State Teaching Standards   <ul><li>Standard 1:Knowledge of Students and Student Learning </li></ul><ul><li>Standard 2: Knowledge of Content and Instructional Planning </li></ul><ul><li>Standard 3: Instructional Practice </li></ul><ul><li>Standard 4: Learning Environment </li></ul><ul><li>Standard 5: Assessment for Student Learning </li></ul><ul><li>Standard 6: Professional Responsibilities and Collaboration </li></ul><ul><li>Standard 7: Professional Growth </li></ul>
    10. 10. Looking for Evidence <ul><li>http://www.bing.com/videos/search?q=gorrilla+in+the+room+video&mid=2017A711B1AC2535DE792017A711B1AC2535DE79&view=detail&FORM=VIRE6 </li></ul>
    11. 11. 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
    12. 12. Evidence vs. Opinion <ul><li>1. Students will be grouped by ability (independent group and strong support) </li></ul><ul><li>  </li></ul><ul><li>2. The students participated throughout the lesson., answering questions and explaining their thought processes during each activity willingly. </li></ul><ul><li>3. Some students became disengaged and unfocused in the group activity. </li></ul><ul><li>  </li></ul><ul><li>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). </li></ul><ul><li>5. T said, “Remember this circle is going to be on the quiz at the end of class.” </li></ul>
    13. 13. Some Key Ideas for Effective Teacher Assessment <ul><li>Comprehensive Definition of Teaching </li></ul><ul><li>Evidence-based </li></ul><ul><li>Teacher Learning </li></ul><ul><li>Collaborative Process </li></ul>1.3.3
    14. 14. 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?
    15. 15. Comprehensive Definition of Teaching The Framework for Teaching
    16. 16. A vision without a plan is just a hallucination! Thomas El-Salome
    17. 17. Framework For Teaching Four Domains Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3:Instruction Domain 4: Professional Responsibilities
    18. 18. Framework For Teaching
    19. 19. Framework For Teaching
    20. 20. Name that Domain.. 1. Planning and Prep 3. Instruction 2. Environment 4. Professional Responsibilities <ul><li>The teacher stood by the door greeting his students by name as they entered the room. </li></ul><ul><li>The teacher’s lesson plan stated that the students would be in 3 groups for math. </li></ul><ul><li>Mrs. P collaborates with her colleagues at the weekly PLC meetings. </li></ul><ul><li>During the lesson, the teacher assigned each student to a work station for 15 minutes. </li></ul>
    21. 21. New York State Teaching Standards   <ul><li>Standard 1:Knowledge of Students and Student Learning </li></ul><ul><li>Standard 2: Knowledge of Content and Instructional Planning </li></ul><ul><li>Standard 3: Instructional Practice </li></ul><ul><li>Standard 4: Learning Environment </li></ul><ul><li>Standard 5: Assessment for Student Learning </li></ul><ul><li>Standard 6: Professional Responsibilities and Collaboration </li></ul><ul><li>Standard 7: Professional Growth </li></ul>
    22. 22. A 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 </li></ul><ul><li>Community </li></ul><ul><li>Growing and Developing Professionally </li></ul><ul><li>Showing Professionalism </li></ul><ul><li>Domain 3: Instruction </li></ul><ul><li>Communicating with Students </li></ul><ul><li>Using Questioning and Discussion </li></ul><ul><li>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>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>Selecting Instructional Outcomes </li></ul><ul><li>Demonstrating Knowledge of Resources </li></ul><ul><li>Designing Coherent Instruction </li></ul><ul><li>Designing Student Assessment </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>
    23. 23. Structure of the Framework 2011 <ul><li>Domain </li></ul><ul><ul><li>Component </li></ul></ul><ul><ul><ul><li>Element </li></ul></ul></ul><ul><ul><ul><ul><li>Rubrics – Levels of Performance </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Critical Attributes </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Possible Teaching Examples </li></ul></ul></ul></ul>
    24. 24. Structure of the Framework 2011 <ul><li>Domain 2 – The Classroom Environment </li></ul><ul><li>Component – Establishing a Culture for Learning </li></ul><ul><li>Rubrics and Levels of Performance </li></ul>
    25. 25. Rubrics with levels of performance and descriptors of practice at each level <ul><li>Unsatisfactory (Ineffective) </li></ul><ul><li>Basic (Developing) </li></ul><ul><li>Proficient (Effective) </li></ul><ul><li>Distinguished (Highly Effective) </li></ul>
    26. 26. Using Questioning and Discussion Techniques – Basic (Developing) <ul><li>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. </li></ul><ul><li>Teacher attempts to engage all students in the discussion and to encourage them to respond to one another, with uneven results. </li></ul>
    27. 27. Using Questioning and Discussion Techniques – Distinguished (Highly Effective) <ul><li>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. </li></ul>
    28. 28. Critical Attributes - Basic <ul><li>Teacher frames some questions designed to promote student thinking but only a few students are involved </li></ul><ul><li>The teacher invites students to respond directly to one another’s ideas, but few students respond. </li></ul><ul><li>Teacher calls on many students, but only a small number actually participate in the discussion. </li></ul>
    29. 29. Possible Examples - Basic <ul><li>Many questions are of the recitation type, such as, “How many members of the House of Representatives… </li></ul><ul><li>The teacher asks, “ Who has an idea about this?” but the same three students offer comments </li></ul><ul><li>The teacher asks: “Michael, can you comment on Mary’s idea but Michael does not respond, or makes a comment directly to the teacher. </li></ul>
    30. 30. Professional Conversations <ul><li>How might the Framework for Teaching and a focus on evidence of professional practice help guide professional conversations amongst educators? </li></ul><ul><li>What are some of the benefits of a comprehensive definition of teaching for the administrator? For the teacher? For the district? </li></ul>
    31. 31. Benefits of the Framework for Teaching <ul><li>Common Language </li></ul><ul><li>Professional Conversations </li></ul><ul><li>Development of Shared Values and Assumptions </li></ul><ul><li>Reflection on Practice </li></ul>
    32. 32. The Common Themes <ul><li>Equity </li></ul><ul><li>Cultural Competence </li></ul><ul><li>High Expectations </li></ul><ul><li>Developmental Appropriateness </li></ul><ul><li>Attention to Individual Students </li></ul><ul><li>Appropriate Use of Technology </li></ul><ul><li>Student Assumption of Responsibility </li></ul>
    33. 33. Learning outcomes: <ul><li>Participants will know… </li></ul><ul><ul><li>The structure of the Framework for Teaching </li></ul></ul><ul><ul><li>How the Framework for Teaching can be used to organize and assess evidence of teaching practice </li></ul></ul><ul><ul><li>How the Framework for Teaching can foster professional conversations </li></ul></ul>

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