Danielson Domain 4

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ppt presentation used in our in-district, on-line framework for instruction course.

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Danielson Domain 4

  1. 1. <ul><li>Enhancing </li></ul><ul><li>PROFESSIONAL PRACTICE </li></ul><ul><li>A Framework For Teaching </li></ul><ul><li>CHARLOTTE DANIELSON </li></ul>
  2. 2. TEACHER EXPERTISE DANIELSON’S DOMAINS Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities
  3. 3. DOMAIN 1: Planning & Preparation <ul><li>Knowledge of Content & Pedagogy </li></ul><ul><li>Knowledge of Students </li></ul><ul><li>Setting Instructional Outcomes </li></ul><ul><li>Knowledge of Resources </li></ul><ul><li>Designing Coherent Instruction </li></ul><ul><li>Designing Student Assessments </li></ul>
  4. 4. <ul><li>Creating an Environment of Respect & 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>DOMAIN 2: Classroom Environment
  5. 5. Domain 4: Professional Responsibilities … the “ behind the scenes ” work associated with teaching … showing commitment to high ethical and p rofessional standards while seeking to improve practice
  6. 6. Component 4A: Reflecting on Teaching <ul><li>The ability to reflect (the thinking that follows any instructional event) on teaching is the mark of a true professional </li></ul><ul><ul><li>Were goals met? Did the lesson “work?” </li></ul></ul><ul><ul><li>Reflection = natural… doing it well is a learned skill </li></ul></ul>
  7. 7. Reflection as a Learned Skill <ul><li>Characterized by accuracy, specifically, and ability to use the analysis in future teaching </li></ul><ul><li>Cite specific examples from a lesson to support the assessment of it (successful or not) </li></ul><ul><li>Become more discerning and evaluate both successes and failures </li></ul><ul><li>Demonstrate through professional conversation with colleagues </li></ul>
  8. 8. Component 4B: Maintaining Accurate Records <ul><li>Keep accurate records of: </li></ul><ul><ul><li>Routine classroom events </li></ul></ul><ul><ul><li>Student progress </li></ul></ul><ul><ul><li>Other non-instructional matters (such as permission slips, supply orders, absence notes, etc) </li></ul></ul><ul><li>Records inform interactions and enable teachers to respond to individual needs. </li></ul>
  9. 9. Communication with Students <ul><li>A well-designed system for assignments enables both teacher and students to know at all times which assignments have been completed and which are still outstanding. </li></ul><ul><li>It is essential for teachers to keep track of students’ learning so that they know which parts of the curriculum students have learned and which they have not. </li></ul><ul><li>A system for monitoring student progress must align with a teacher’s approach to assessment (not necessarily only formal assessments – teacher anecdotal notes are a great source of information). </li></ul>
  10. 10. Demonstration <ul><li>Teachers demonstrate their skill in maintaining accurate records through: </li></ul><ul><ul><li>Grade books </li></ul></ul><ul><ul><li>Skills inventories </li></ul></ul><ul><ul><li>Results of student assessments </li></ul></ul><ul><ul><li>Records of classroom non-instructional activities </li></ul></ul>
  11. 11. Component 4C: Communicating and Families <ul><li>Enlisting the participation of students’ families in the educational process enhances student learning. </li></ul><ul><li>Communication with families involves keeping them informed about how a class is run. </li></ul><ul><li>Parents need information about the teacher’s approach to the class. </li></ul>
  12. 12. Strategies for Communication <ul><li>Written information via: </li></ul><ul><ul><li>Students </li></ul></ul><ul><ul><li>Email </li></ul></ul><ul><ul><li>Websites </li></ul></ul><ul><li>Back-to-School Night </li></ul><ul><li>Meeting the parents </li></ul><ul><li>Parent conferences </li></ul><ul><li>Phone calls home </li></ul><ul><li>Report cards/Interims </li></ul>
  13. 13. Component 4D: Participating in a Professional Community <ul><li>School is a social environment for teachers, too! </li></ul><ul><li>Relationships with colleagues mean participation in a professional community. </li></ul><ul><li>Professional learning should continue throughout a teacher’s career. </li></ul><ul><li>Demonstrate through actions – making contributions to the life of a school by assuming duties that help the school function smoothly. </li></ul>
  14. 14. Component 4E: Growing and Developing Professionally <ul><li>Continuing development is the mark of a true professional </li></ul><ul><li>Areas for continuing professional development: </li></ul><ul><ul><li>Content knowledge (join a professional organization) </li></ul></ul><ul><ul><li>Pedagogy </li></ul></ul><ul><ul><li>Integrating new technology </li></ul></ul><ul><ul><li>Your colleagues! </li></ul></ul><ul><li>Demonstrate commitment to ongoing professional learning through the activities you undertake </li></ul>
  15. 15. Component 4F: Showing Professionalism <ul><li>“Professionalism” = elusive concept </li></ul><ul><li>Expert teachers display the highest standards of: </li></ul><ul><ul><li>Integrity </li></ul></ul><ul><ul><li>Ethical conduct </li></ul></ul><ul><ul><li>Intellectually honest </li></ul></ul><ul><ul><li>Conduct themselves in ways consistent with a comprehensive moral code </li></ul></ul>
  16. 16. Professional educators… <ul><li>… never forget that schools are not institutions run for the convenience of the adults who work in them. </li></ul><ul><li>… understand that the purpose of schools is to educate the students. </li></ul><ul><li>… are keenly alert to the needs of their students. </li></ul><ul><li>… demonstrate a commitment to professional standards in problem solving and decision making. </li></ul><ul><li>… comply with school and district regulations and procedures (punctuality, dress code, completion of reports, etc). </li></ul><ul><li>Demonstrate by displaying professional ethics in daily interactions with students and colleagues. </li></ul>

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