2. The Wisdom of Practice
Let’s Share…..
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 in the
presence of an expert?
What would make you think: “Oh, this is good; if I had a
child this age, this is the class I would hope for.”
6. •
Framework Focus
Domain 1
Planning and Preparation
What a teacher knows and does in
preparation for engaging students in
learning.
Domain 4
Professional Responsibilities
Domain 2
The Classroom Environment
What a teacher does to establish and
maintain a culture for learning that
supports cognitive engagement.
Domain 3
Instruction
The Framework for Teaching Charlotte Danielson
7. •
Framework Focus
Domain 1
Planning and Preparation
What a teacher knows and does in
preparation for engaging students in
learning.
Domain 4
Professional Responsibilities
Domain 2
The Classroom Environment
What a teacher does to establish and
maintain a culture for learning that
supports cognitive engagement.
Domain 3
Instruction
The Framework for Teaching Charlotte Danielson
8. •
Framework Focus
Domain 1
Planning and Preparation
What a teacher knows and does in
preparation for engaging students in
learning.
Domain 4
Professional Responsibilities
Domain 2
The Classroom Environment
What a teacher does to establish and
maintain a culture for learning that
supports cognitive engagement.
Domain 3
Instruction
What a teacher does to cognitively engage
students in the content.
The Framework for Teaching Charlotte Danielson
9. •
Framework Focus
Domain 1
Planning and Preparation
What a teacher knows and does in
preparation for engaging students in
learning.
Domain 4
Professional Responsibilities
Domain 2
The Classroom Environment
What a teacher does to establish and
maintain a culture for learning that
supports cognitive engagement.
Domain 3
Instruction
Professional responsibilities and behavior in What a teacher does to cognitively engage
and out of the classroom.
students in the content.
The Framework for Teaching Charlotte Danielson
10. •
Framework Focus
Domain 1
Planning and Preparation
What a teacher knows and does in
preparation for engaging students in
learning.
Domain 4
Professional Responsibilities
Domain 2
The Classroom Environment
What a teacher does to establish and
maintain a culture for learning that
supports cognitive engagement.
Domain 3
Instruction
Professional responsibilities and behavior in What a teacher does to cognitively engage
and out of the classroom.
students in the content.
The Framework for Teaching Charlotte Danielson
14. 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.”
15. 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.”
16. 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
17. 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
18. Metaphor – the dog paddle – but
nothing else – if a wave comes up,
he/she could be swamped
19. Proficient/ DOE - Effective
• “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.”
20. Metaphor – the swimmer who can
swim different strokes, and the
knowledge of when to use each.
21. Distinguished/ DOE – Highly Effective
• “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.”
23. 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
24. 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.
27. Looking at the Rubrics
• Beginning on Page 1, let’s take a look at Domain 1
Rubrics of 1a – 1b – 1c- 1d- 1e- 1f.
• 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/Proficient” or “Highly
Effective/Highly Proficient” in Competency 1a – 1b –
1c- 1d- 1e -1f
