Teacher Effectiveness (Larry Gelb)

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Teacher Effectiveness presentation given by Larry Gelb at 2011 Children First Network 206 August Institute

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Teacher Effectiveness (Larry Gelb)

  1. 1. Framework for Teaching Charlotte Danielson CFN 206
  2. 2. <ul><li>“ After 30 years of doing such work, I have concluded that classroom teaching…is perhaps the most complex, challenging, and most demanding, subtle, nuanced, and frightening activity that our species has ever invented.” </li></ul><ul><li>-Lee Shulman 2004 </li></ul>
  3. 3. <ul><li>Research indicates that the quality of the teacher </li></ul><ul><li>is the single most important component educators contribute to student achievement. In fact, the cumulative percentile gain over three years for students with the most effective teachers has been shown to be as much as 54 points higher than that of students with the least effective teachers . </li></ul><ul><li>National Commission on Teaching and America’s Future (1996). What matters most: Teaching for America’s future. New York: National Commission on Teaching and America’s Future. </li></ul>
  4. 4. The Wisdom of Practice <ul><li>If you were to walk into a classroom, what might you see or hear there (from the students as well as the teacher) that would cause you to think that you were in the presence of a professional? </li></ul><ul><li>What would make you think: “Oh, this is good; if I had a child this age, this is the class I would hope for.” </li></ul>The Framework for Teaching Charlotte Danielson
  5. 5. The components of professional teaching practice are a comprehensive framework reflecting the many different aspects of teaching.
  6. 6. Domain 1: Planning and 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>
  7. 7. Domain 2: The 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>
  8. 8. Domain 3: 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>
  9. 9. 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>Showing Professionalism </li></ul>
  10. 10. 6 Components of the Danielson Framework For Teaching Selected by NYC DOE <ul><li>Component 1e: Designing Coherent Instruction </li></ul><ul><li>Component 2b: Establishing a Culture for Learning </li></ul><ul><li>Component 2d: Managing Student Behavior </li></ul><ul><li>Component 3b: Using Questioning and Discussion Techniques </li></ul><ul><li>Component 3c: Engaging Students in Learning </li></ul><ul><li>Component 3d: Using Assessment in Instruction </li></ul>
  11. 11. Table Work <ul><li>Choose 1 component of those selected by the NYC DOE. </li></ul><ul><li>Create a semantic map by using this component as your center point. </li></ul><ul><li>Examine all the other Domains, Components, and Elements of the Framework For Teaching (Figure 1.1 pages 3 and 4.) </li></ul><ul><li>Decide which other components are linked to the one your group has chosen and write a key word or phrase that connect to the selected component. Add that component to your semantic map with the key word or phrase. </li></ul>
  12. 12. <ul><li>(Professional Conversations) </li></ul><ul><li>  </li></ul><ul><li>” It’s an intellectual activity </li></ul><ul><li>and so therefore, the </li></ul><ul><li>conversations we have </li></ul><ul><li>about teaching have to be </li></ul><ul><li>about the cognition, about the </li></ul><ul><li>thinking…..” </li></ul><ul><li>  </li></ul><ul><li>-Charlotte Danielson </li></ul>

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