Today’s Objective• Identify and describe key components of theDanielson Framework for Teaching to enhanceinstruction and increase student achievementas part of the Teacher Evaluation System
Danielson Framework & Teachscape• Teachscape is the software platform forDanielson• Platform includes Observations, Walk-throughs, Professional Learning Suite, AnnualPerformance Review• Digital application for pre-observation andpost-observation/reflection
Poll Everywhere• What is your level of understanding of theDanielson Framework for Teaching?• What is the underlying goal for using theDanielson Framework for Teaching?
Reality Check• Create a 3 column chart using your mobile device ortraditional pencil and paper.• Column 1: Vision– What is your ideal school? Classroom? Professional Community?What does it look like? What does it sound like?• Column 2: Current Reality– Reflect on your environment. What do you have in place that aligns toyour vision? What are you doing to contribute to the overall climate?• Column 3: Moving Forward– What can you do to move from your current reality to your vision?What questions or concerns do you have as you move forward?
Teacher Discussion• At your table groups, go back to your chartand label your responses by Domain. (1-4)• Discussion– What domain have you focused heavily on?– What domains or components are your strengths?– What domains do you feel you need to improve on?– How can you improve on the areas in which you feel are afocus?
Conclusion – Poll Everywhere• According to what you know about theDanielson Framework, where would you rateyourself on the scale?
Day 2: A Framework for TeachingDomain 1: Planning and PreparationByRick BonneyJeanene DuttNoelle KondikoffMatt Shea
Objective• Identify the key components of Domain 1:Planning and Preparation of the DanielsonFramework for Teaching• Evaluate lesson plans using the rubric fromDomain 1: Planning and Preparation of theDanielson Framework for Teaching
Planning and Preparation Jigsaw• In the middle of your table is one of the sixcomponents of The Framework for Teaching Domain1: Planning and Preparation.• Read the rubric from the Danielson book associatedwith your assigned component.
Planning and Preparation Jigsaw• Please discuss the following as it relates toyour assigned component:– During the evaluation process, what will theevaluator see in this component area to indicate a“distinguished” score?– How does this evaluation tool differ from what iscurrently in place in relation to lesson planning?– Discuss what elements should be part of yourlesson plans in oncourse and district curriculumdocuments.
Required Lesson Plan Components• Beginning in September 2013, please adhere to thefollowing requirements regarding lesson plans:– Lesson plans for the week must be posted by Mondaymorning and must remain posted.– Lesson plan must reflect district-approved curriculum– Lesson plans MUST include the following:• Instructional Outcomes• Teaching Strategies/Activities• Assessment• Standards (link through Oncourse)
Instructional Outcomes• Represent high expectations and rigor• Connected to a sequence of learning within thesubject area and curriculum• Clearly written in the form of student learning• Permit viable methods of assessment and evidence7• Take into account the varying needs of individualstudents and groups• Think about what students will learn instead of whatstudents will do
Teaching Strategies/Activities• Support instructional outcome• Engage students in higher level thinking• Permit student choice and initiate• Problem-based learning• Encourage depth and breadth• Include teaching strategies and methodologies• Provide for differentiation in learning style, content,process, and product• Support teachers should document team teachingstrategies being used and student modifications (plansshould not be identical for teaching pairs)
Assessment• Align with the instructional outcome in content andprocess• Link to curriculum and grade book• Examples include ticket out, student reflection,teacher checklists (data-driven), quizzes, tests, andrubrics
Standards• Link standards to plans in oncourse• Common Core Literacy Standards MUST be includedin ALL subject areas• Technology and 21st Century Standards should alsobe included in all subject areas
Lesson Planning Discussion• What elements of this plan are consistent with the Danielsonmodel and the expectations we just shared with you?• As you reflect on the Danielson model and the expectationswe just shared with you, what other elements should bereflected in the lesson plan?• If someone were to cover this class, would they be able todeliver instruction based on this lesson plan?
Sample Math Plan• Objective: Understand and find equivalent fractions usingdivision and multiplication.• Activities and Instructional Strategies: Correcthomework. Hand back and go over quizzes. Work onproducing equivalent fractions using models, multiplication,and division.• Assessment: Teacher observation of student work andresponses; textbook p. 234• Standards: Linked in OnCourse
Sample Writer’s Workshop Plan• Objective:• The students will use the writing process to write a narrative piece.• The students will use the writing process to write a choice piece.• Mini-Lesson:• Objective: Students will use a prewrite to create a narrative draft.• The students will work with the teacher to create a narrative piece as an example(Shared Writing)• Independent Writing Time:• Students will write independently (draft, revise, edit).-choice and/or assigned piece• Teacher will conference with individual students.• Students will participate in peer writing conferences.• Share Time:• Focus: How the student used prewrite to draft narrative• Students will share with a partner.• Group Share-Choose 2-3 students based on individual conferences• Assessment:• Conferencing checklist/notes; Finished choice and Assigned Pieces (rubric)
Sample Special Area Lesson Plan• Understandings:• Students will understand the food pyramid and food groups.• Students will understand how to create a meal using all the food groups• Objectives:• Students will:1. describe how the body uses nutrients2. identify the food groups3. create a perfect meal.• Assessment:• Students will answer a question on their whiteboards.• Students will create a perfect meal.• LEARNING PLAN1. Ask question: Name the five food groups.2 Pass out food pyramids and read together.3. Students use pyramids to create a perfect meal. First writing in journal, thencreating a menu page or drawing the plate.
Sample Science LessonLesson Title: Plant Unit (full lesson attached below)Objective(s):• see previous lessonsMaterials:, Class set of 15 laptops, class set of headphones, teacher-constructedlearning packetInstruction:1. Go over Section Review (1-13), p 321.Students will complete one of the following activities:#1Complete the lesson packet, do the 2 applications, and complete the test using theCyberEd software.#2 Plant a spider baby plant in a medium-sized pot. This will be done in the greenhouse.#3 Enrichment assignment demonstrating knowledge. These activities may include, butare not limited to, the following:*concept cube*chidrens book*poster*podcasts#4 United Streaming video clipsAssessment of lesson/activity: (Full plan and assessments were uploaded toOnCourse)
Sample of Exemplary Lesson Plan• Objective: SWBAT review their understanding of main idea and supporting details as they apply toLeonardo’s Horse. Specifically, SWBAT identify major events that occurred in Leonardo da Vinci’s life andwill explain their significance on da Vinci’s sense of failure at the end of his life.• Materials: What’s In the News?• Instruction: Students will play a brief game of Sink of Swim in order to review the main events from theshort story Leonardo’s Horse. Lastly, students will read a series of short passages, identify the main ideaof each, and create an appropriate title based on the main idea.• Assessment: Independently completion of final main idea review passage.*Differentiated Instruction-Groups are organized based on current reading levels. Therefore, students will beprovided with passages of the appropriate individual reading levels, in order to effectively focus on skillmastery.Lesson 3.1: (Part 2 of 3) INTRO SYLLABLE DIVISION: SPELLING• Objective: SWBAT combine two closed syllables into multisyllabic words by applying one of the foursyllable division principles to multisyllabic words. Specially, students will encode multisyllabic words byeach individual syllable and identify how multisyllabic word’s spelling differ from one-syllable wordspellings.• Materials: Step 3 Reader and workbook, index cards, spelling chips(Technology Utilized: 3.1 teacher-create lesson PowerPoint, Interactive Wilson Board)• Instruction: Teacher will follow the Wilson Reading lesson plan outline to review and teach currentencoding concepts.• Assessment-“ticket-out-the door” students will be asked to spell five words in order to demonstratemastery of substep concept. These words will include (floss within a multisyllabic word, floss within acompound word, multisyllabic base word without it asked, and multisyllabic words ending in /ik/.)*Teacher will scaffold skill and/or reteach lesson based on student participation and final assessment.
My Big Campus• Survey• Discussion Questions• Follow-Up