Danielson Domain 1

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  • MaryLou
  • Danielson Domain 1

    1. 1. Charlotte Danielson Domain 1 EDSS 620 Summer 2013
    2. 2. The Wisdom of Practice Independently….. 1. Think: 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 inthe presenceof anexpert? 2. What would make you think: “Oh, this is good; if I had a child this age, this is the class I would hope for.” 1. Record your thoughts on 4-5 post-it notes, one thought per post-it. 2. Put aside for later work
    3. 3. Charlotte Danielson A Framework for Teaching
    4. 4. http://youtu.be/adaOmq_ipic
    5. 5. Planning and Preparation The Classroom Environment Instruction Professional Responsibilities The 4 Domains
    6. 6. Framework Focus The Framework for Teaching Charlotte Danielson • Domain 1 Planningand Preparation Whatateacher knowsanddoes in preparation for engaging students in learning. Domain 2 The Classroom Environment Whatateacher doestoestablishand maintainaculture forlearning that supportscognitive engagement. Domain 4 ProfessionalResponsibilities Domain 3 Instruction
    7. 7. Framework Focus The Framework for Teaching Charlotte Danielson Domain 1 Planningand Preparation Whatateacher knowsanddoes in preparation for engaging students in learning. Domain 2 The Classroom Environment Whatateacher doestoestablishand maintainaculture forlearning that supportscognitive engagement. Domain 4 ProfessionalResponsibilities Domain 3 Instruction •
    8. 8. Framework Focus Domain 1 Planningand Preparation Whatateacher knowsanddoes in preparation for engaging students in learning. Domain 2 The Classroom Environment Whatateacher doestoestablishand maintainaculture forlearning that supportscognitive engagement. Domain 4 ProfessionalResponsibilities Domain 3 Instruction Whatateacher doestocognitively engage studentsinthecontent. • The Framework for Teaching Charlotte Danielson
    9. 9. Framework Focus Domain 1 Planningand Preparation Whatateacher knowsanddoes in preparation for engaging students in learning. Domain 2 The Classroom Environment Whatateacher doestoestablishand maintainaculture forlearning that supportscognitive engagement. Domain 4 ProfessionalResponsibilities Professional responsibilities andbehavior in andoutoftheclassroom. Domain 3 Instruction Whatateacher doestocognitively engage studentsinthecontent. • The Framework for Teaching Charlotte Danielson
    10. 10. Framework Focus Domain 1 Planningand Preparation Whatateacher knowsanddoes in preparation for engaging students in learning. Domain 2 The Classroom Environment Whatateacher doestoestablishand maintainaculture forlearning that supportscognitive engagement. Domain 4 ProfessionalResponsibilities Professional responsibilities andbehavior in andoutoftheclassroom. Domain 3 Instruction Whatateacher doestocognitively engage studentsinthecontent. • The Framework for Teaching Charlotte Danielson
    11. 11. Framework Vocabulary 4 Domains 22 Components 76 Elements • The Framework for Teaching Charlotte Danielson
    12. 12. Prove your understanding 1. Draw 4 quadrants on your paper and label the Domains. 2. Sort your sticky notes into the correct Domains. 3. Hang your posters. 4. Debrief: What do you see as you look at the information?
    13. 13. Domain 1: Planning and Preparation • “Domain 1 describes how a teacher organizes the content that the students are to learn – how the teacher designs instruction.” • “The domain covers all aspects of instructional planning, beginning with a deep understanding of content and pedagogy and an understanding and appreciation of the students and what they bring to the educational encounter.”
    14. 14. Domain 1: Planning and Preparation • “It is difficult to overstate the importance of planning.” • “Teachers who excel in Domain 1 design instruction that reflects an understanding of the disciplines they teach-the important concepts and principles within that content, and how the different elements relate to one another and to those in other disciplines.” • “They also understand their students – their backgrounds, interests, and skills.”
    15. 15. Unsatisfactory • “Teacher performing at the Unsatisfactory level does not yet appear to understand the concepts underlying the component.” • Unsatisfactory will involve supervisory intervention with the teacher. Metaphor – the nonswimmer Who is drowning
    16. 16. Basic • “Teacher performing at the Basic level appears to understand the concepts underlying the component and attempts to implement its elements.” “Implementation is sporadic, intermittent, or otherwise not entirely successful.” • Mentors/Coaches will be assigned • Characteristic of student teachers, new teachers – improvement likely to occur with experience
    17. 17. Metaphor – the dog paddle – but nothing else – if a wave comes up, he/she could be swamped
    18. 18. Proficient • “Teacher performing at the Proficient level clearly understands the component and implements it well.” • “Teachers at the Proficient level are experienced, professional educators. They thoroughly know their content, they know their students, they know the curriculum and have a broad repertoire of strategies and activities to use with students.”
    19. 19. Metaphor – the swimmer who can swim different strokes, and the knowledge of when to use each.
    20. 20. Distinguished • “Teachers performing at the Distinguished level are master teachers and make a contribution to the field, both in and outside their school.” • “Classrooms functioning at the Distinguished level seem to running themselves; it almost appear that the teacher is not doing anything.”
    21. 21. Metaphor – the swim teacher
    22. 22. Domain 1: Planning and Preparation • 1a Demonstrating Knowledge of Content and Pedagogy • 1b Demonstrating Knowledge of Students • 1c Setting Instructional Outcomes • 1d Demonstrating Knowledge of Resources • 1e Designing Coherent Instruction • 1f Designing Student Assessments
    23. 23. The Role of the Lesson Plan • Allows teachers to target specific objectives, lesson by lesson as well as over the course of a unit or a semester. • Allows teachers to plan for and provide targeted differentiation. • Allows teachers to set clear expectations for students. • Allows teachers to ensure a clear link between instruction and student outcome/assessments.
    24. 24. Danielson: Domain 1 Rubrics http://usny.nysed.gov/rttt/teachers-leaders/practicerubrics/Docs/Teachscape_Rubric.pdf
    25. 25. Looking at the Rubrics • Beginning on Page 47, let’s take a look at Domain 1 Rubrics of 1a – 1b – 1c- 1d. • The Description: Read the description for Competency 1a: Demonstrating Knowledge of Content and Pedagogy. • Highlight or underline key phrases within the definition that are most important to what the teacher must do. • List all necessary components needed to receive a rating of either “Effective” or “Highly Effective” in Competency 1a – 1b – 1c- 1d.
    26. 26. Looking at the Rubrics • Beginning on Page 60, let’s take a look at Domain 1 Rubrics of 1e – 1f. • The Description: Read the description for Competency 1e: Designing Coherent Instruction. • Highlight or underline key phrases within the definition that are most important to learning. • List all necessary components needed to receive a rating of either “Effective” or “Highly Effective” in Competency 1e – 1f.

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