Enhancing Professional Practic/Danielson Book Study Day 2 of 3, 2011


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This Powerpoint presentation is for the book study on Charlotte Danielson's book: Enhancing Professional Practice: A Framework for Teaching, (2007), ASCD. It is Day 2 of a 3-day book study. This presentation is intended for use by those individuals paricipating in the Arch Ford ESC book study, days 1-3.

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Enhancing Professional Practic/Danielson Book Study Day 2 of 3, 2011

  1. 1. Enhancing Professional PracticeA Framework For Teaching --Charlotte Danielson Book study developed by: DAY 2 Ginny Huckaba, Professional Development Specialist Arch Ford Education Service Cooperative
  2. 2. Learning OutcomesAt the end of this book study, participantswill be able to:• Understand the components of Domains 1 and 4• Identify evidences for Domains 1 and 4• Use the scoring rubrics for Domains 1 and 4• Serve as a resource for introducing others to Enhancing Professional Practice: A Framework for Teaching
  3. 3. AGENDA Welcome Sharing Review 4 Domains and Levels of Performance Digging into Domains 1 and 4: ◦ Exemplar Teacher Activity ◦ Exploring “behind the scenes” actions of teaching:  Planning  Preparation  Professional Practices and Actions ◦ Rubric Study for Domains 1 and 4 ◦ Video observation Planning Homework Reflection 3
  4. 4. Norms Phone on silent or vibrate Honor talk-free zones Be intellectually engaged Share with one another Take care of your needs Return from break Sharpen Your Saw and enjoy…you deserve it!
  6. 6. Framework for TeachingComponents of Professional Practice Domain 1 Domain 2Planning and The Classroom Preparation Environment Domain 4 Domain 3 Professional InstructionResponsibilities 6
  7. 7. Common Themes (Embedded in all Domains) Equity  Cultural competence High expectations  Developmental appropriateness Attending to individual  Appropriate use of students, including technology those with special needs  Student assumption of responsibility
  8. 8. Levels of Performance (pages 38-42)Unsatisfactory Basic Proficient Distinguished
  9. 9. LOP Review Choose a common subject area & grade level. Table number = Domain number Discuss: What does the evidence look like for each of the 4 levels of performance? Complete the worksheet together. Share out.
  10. 10. A Teaching ExemplarIf you were to observe an exemplaryteacher, either in the classroom or anotherprofessional setting, what might you seeor hear that would tell you that you were inthe presence of an expert?(Write each idea on a sticky note—one idea per note.)
  11. 11. Teaching Exemplar, cont’d. Talk at your table about your responses. Organize your table’s responses into groups of like/similar characteristics. Debrief. ◦ Is there a pattern to the group responses? ◦ Why do you think that happened? ◦ What are the implications for exemplary teaching?
  12. 12. “Teaching is a purposeful activity.”  Charlotte Danielson
  13. 13. Guiding Questions: What is the off-stage work of teaching? When does that work take place? Why is that work significant (or is it)? How is that work evidenced, documented and measured?
  14. 14. Backward Design*Effective teaching takes place before students set foot in the learning environment.Effective teachers design instruction from an over-the-shoulder perspective: *Source: Understanding by Design, Wiggins, G. & McTighe, J. (2005), Prentice-Hall
  15. 15. Backward Design Exemplary teachers ask first: “What do I want my students to learn?” Then ask, “How will I measure/assess if they learn what I want them to learn?” Then (and only then) ask,“How will I teach this so that my students will learn what they need to learn?”
  17. 17. Domain 1: Planning & Preparation Expert Group: count 1 – 6 (whole group) Move to Expert Group Expert Group assignments: *Group 1 = 1a *Group 2 = 1b *Group 3 = 1c *Group 4 = 1d *Group 5 = 1e *Group 6 = 1f Read, highlight, discuss, plan to teach (“meat & potatoes” please) Teaching Group: count off using # in smallest group (for ex. 1-3 if smallest group = 3) Move to Teaching Group; present your assigned component 17
  18. 18. Domain 1: Planning and Preparation1a: Demonstrating Knowledge of Content and Pedagogy (p. 44)1b: Demonstrating Knowledge of Students (p. 46)1c: Setting Instructional Outcomes (p. 51)1d: Demonstrating knowledge of resources (p.53)1e: Designing coherent instruction (p. 55)1f: Designing Student Assessments (p. 59) 18
  19. 19. Activity Learning Goal  What students will What students do learn during a lesson  Is measurable Is usually an observable student  May include language action taking place such as: during instruction *distinguish *create *determine *compose May/may not result in *contrast *analyze learning *identify *compare Reflecting: which is it, an activity or learning goal? 19
  21. 21. Domain 4: Professional Responsibilities Work in Table Groups Determine table assignments: *4a *4b *4c *4d *4e *4f Read, summarize your component(s) to your table group Whole-group debrief 21
  22. 22. Domain 4: Professional Responsibilities 4a: Reflecting on Teaching (p. 92) 4b: Maintaining Accurate Records (p.94) 4c: Communicating with Families (p. 96) 4d: Participating in a Professional Community (p. 99) 4e: Growing and Developing Professionally (p. 102) 4f: Showing Professionalism (p. 106)
  23. 23. D1 and D4 Rubrics Individually: examine the rubrics for Domain 1 and Domain 4 Highlight the key-word differences in the levels of performance Discuss with your table key points and impressions gained from this activity
  24. 24. Levels of Performance(common terms) Unsatisfactory Basic Proficient Distinguished 24
  25. 25. Levels of Performance(common terms) Unsatisfactory Basic Proficient Distinguished *Not *Some *Consistent *All students *No *Attempts to *High quality *Highly *Not clear *Limited *Timely effective *Unaware *Moderate *Accurate *Entirely *Does not *Uneven *Appropriate appropriate respond *Inconsistent *Clear *Adapted for *Poor individual *Rudimentary *Effective students *Not *High congruent *Fully aligned expectations *Extensive 25
  26. 26. Gathering Evidence: Domains 1 and 4
  27. 27. Domain 1 Use Evidence Collection Form Watch pre-conference video Record evidence for Domain 1 Discuss—is there additional evidence to gather? What are other possible sources of evidence for D1?
  28. 28. Domain 4 Use Evidence Collection Form Watch post-conference video Record evidence for Domain 4 Discuss—is there additional evidence to gather? What are other possible sources of evidence for D4?
  29. 29. Complete and discuss:Sample Portfolio Artifacts Form
  30. 30. Crosswalk of: FFT, Domains 1 and 4 andPathwise, Domains A and B
  31. 31. Domain 1 Domain AFramework for Teaching Pathwise Mentoring Demonstrating Knowledge of  Becoming familiar with Content and Pedagogy students’ background Demonstrating Knowledge of  Articulating clear learning goals Students  Demonstrating Setting Instructional understanding the Outcomes connections among previous, current, and future content learning experiences Demonstrating Knowledge of Resources  Creating or selecting methods, activities, and Designing Coherent materials aligned with goals Instruction of lesson  Creating or selecting Designing Student evaluation strategies aligned Assessments with goals of lesson 31
  32. 32. Domain 4 Domain DFramework for Teaching Pathwise Mentoring Reflecting on teaching  Reflecting on the extent to which the learning goals Maintaining accurate records were met Communicating with families  Demonstrating a sense of efficacy Participating in a professional community  Building professional relationships with colleagues Growing and developing to share teaching insights professionally and to coordinate learning activities for students Showing professionalism  Communicating with parents or guardians about student learning 32
  33. 33. Exit slip (on post-its) What was reinforced for you today?What questions are still perking?
  34. 34. Sources: Primary Source: ◦ Danielson, C. (2007). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development. Secondary Source: ◦ A Framework for Teaching Teacher Introductory Training, Ginny Huckaba, Arch Ford Education Service Cooperative