The document outlines a two-day professional development session on the Danielson Framework for Teaching, focusing on enhancing teacher evaluations and instructional strategies. It includes key components of the framework, required lesson plan elements, and various instructional strategies to support lesson planning and assessment. Participants engage in discussions and collaborative activities to reflect on their current practices and identify areas for improvement.

1. Day 1: Teacher Evaluation
System Overview
By
Rick Bonney
Jeanene Dutt
Noelle Kondikoff
Matt Shea

2. Change Video

3. Today’s Objective
• Identify and describe key components of the
Danielson Framework for Teaching to enhance
instruction and increase student achievement
as part of the Teacher Evaluation System

4. Danielson Framework & Teachscape
• Teachscape is the software platform for
Danielson
• Platform includes Observations, Walk-
throughs, Professional Learning Suite, Annual
Performance Review
• Digital application for pre-observation and
post-observation/reflection

5. Poll Everywhere
• What is your level of understanding of the
Danielson Framework for Teaching?
• What is the underlying goal for using the
Danielson Framework for Teaching?

6. Reality Check
• Create a 3 column chart using your mobile device or
traditional 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 to
your 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?

8. Teacher Discussion
• At your table groups, go back to your chart
and 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 a
focus?

9. Conclusion – Poll Everywhere
• According to what you know about the
Danielson Framework, where would you rate
yourself on the scale?

10. Day 2: A Framework for Teaching
Domain 1: Planning and Preparation
By
Rick Bonney
Jeanene Dutt
Noelle Kondikoff
Matt Shea

11. Objective
• Identify the key components of Domain 1:
Planning and Preparation of the Danielson
Framework for Teaching
• Evaluate lesson plans using the rubric from
Domain 1: Planning and Preparation of the
Danielson Framework for Teaching

12. Planning and Preparation Jigsaw
• In the middle of your table is one of the six
components of The Framework for Teaching Domain
1: Planning and Preparation.
• Read the rubric from the Danielson book associated
with your assigned component.

13. Planning and Preparation Jigsaw
• Please discuss the following as it relates to
your assigned component:
– During the evaluation process, what will the
evaluator see in this component area to indicate a
“distinguished” score?
– How does this evaluation tool differ from what is
currently in place in relation to lesson planning?
– Discuss what elements should be part of your
lesson plans in oncourse and district curriculum
documents.

14. Required Lesson Plan Components
• Beginning in September 2013, please adhere to the
following requirements regarding lesson plans:
– Lesson plans for the week must be posted by Monday
morning 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)

15. Instructional Outcomes
• Represent high expectations and rigor
• Connected to a sequence of learning within the
subject 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 individual
students and groups
• Think about what students will learn instead of what
students will do

16. 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 teaching
strategies being used and student modifications (plans
should not be identical for teaching pairs)

17. Assessment
• Align with the instructional outcome in content and
process
• Link to curriculum and grade book
• Examples include ticket out, student reflection,
teacher checklists (data-driven), quizzes, tests, and
rubrics

18. Standards
• Link standards to plans in oncourse
• Common Core Literacy Standards MUST be included
in ALL subject areas
• Technology and 21st Century Standards should also
be included in all subject areas

19. Lesson Planning Discussion
• What elements of this plan are consistent with the Danielson
model and the expectations we just shared with you?
• As you reflect on the Danielson model and the expectations
we just shared with you, what other elements should be
reflected in the lesson plan?
• If someone were to cover this class, would they be able to
deliver instruction based on this lesson plan?

20. Sample Math Plan
• Objective: Understand and find equivalent fractions using
division and multiplication.
• Activities and Instructional Strategies: Correct
homework. Hand back and go over quizzes. Work on
producing equivalent fractions using models, multiplication,
and division.
• Assessment: Teacher observation of student work and
responses; textbook p. 234
• Standards: Linked in OnCourse

21. 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)

22. 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 nutrients
2. identify the food groups
3. create a perfect meal.
• Assessment:
• Students will answer a question on their whiteboards.
• Students will create a perfect meal.
• LEARNING PLAN
1. 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, then
creating a menu page or drawing the plate.

23. Sample Science LessonLesson Title: Plant Unit (full lesson attached below)
Objective(s):
• see previous lessons
Materials:, Class set of 15 laptops, class set of headphones, teacher-constructed
learning packet
Instruction:
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 the
CyberEd 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, but
are not limited to, the following:
*concept cube
*chidren's book
*poster
*podcasts
#4 United Streaming video clips
Assessment of lesson/activity: (Full plan and assessments were uploaded to
OnCourse)

24. Sample of Exemplary Lesson Plan
• Objective: SWBAT review their understanding of main idea and supporting details as they apply to
Leonardo’s Horse. Specifically, SWBAT identify major events that occurred in Leonardo da Vinci’s life and
will 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 the
short story Leonardo’s Horse. Lastly, students will read a series of short passages, identify the main idea
of 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 be
provided with passages of the appropriate individual reading levels, in order to effectively focus on skill
mastery.
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 four
syllable division principles to multisyllabic words. Specially, students will encode multisyllabic words by
each individual syllable and identify how multisyllabic word’s spelling differ from one-syllable word
spellings.
• 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 current
encoding concepts.
• Assessment-“ticket-out-the door” students will be asked to spell five words in order to demonstrate
mastery of substep concept. These words will include (floss within a multisyllabic word, floss within a
compound 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.

25. My Big Campus
• Survey
• Discussion Questions
• Follow-Up