1
•On an index card, please jot down
facts you already know about the
Danielson FfT.
•Turn to someone sitting near you
and share what you have written.
2



Review the architecture and
language of the framework
Revisit the levels of
performance
Explore possible artifacts of
Domains 1 and 4
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Shared Agreements
A. Begin and end on time.
B. Be fully present.
C. Hold “side-bar” conversations in
hallway.
D. Use the same technology rules you use
for your students.
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Four Domains
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DOMAIN 1:
Planning and
Preparation
• Behind the
scenes
planning
• Finding
resources
for the
lesson
• Designing
lessons and
assessments
DOMAIN 2:
The Classroom
Environment
DOMAIN 3:
Instruction
DOMAIN 4:
Professional
Responsibilities
• How the
• The heart of • Another
classroom is
the
behind the
organized
framework
scenes
• Management
because it
domain
of classroom
emphasizes
• Focuses on
procedures
student
teacher
and student
engagement
reflection
behavior
• Specifically,
and
Component
involvement
3c: Engaging
in the school
Students in
community
Learning
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Domain 1
Planning and Preparation
Domain 2
Classroom Environment
1a
2a
2b
2c
2d
2e
Demonstrating Knowledge of Content &
Pedagogy
1b Demonstrating Knowledge of Students
1c Setting Instructional Outcomes
1d Demonstrating Knowledge of Resources
1e Designing Coherent Instruction
1f Designing Student Assessment
Creating an Environment of Respect & Rapport
Creating a Culture of Learning
Managing Classroom Procedures
Managing Student Behavior
Managing Physical Space
The Danielson Framework for
Teaching
Domain 4
Professional Responsibilities
Domain 3
Instruction
4a
4b
4c
4d
4e
4f
3a
3b
3c
3d
3e
Reflecting on Teaching
Maintaining Accurate Records
Communicating with Families
Participating in a Professional Community
Growing and Developing Professionally
Showing Professionalism
Communicating with Students
Using Questioning and Discussion Techniques
Engaging Students in Learning
Using Assessment in Instruction
Demonstrating Flexibility & Responsiveness
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 1e Designing Coherent Instruction
 2b Creating a Culture of Learning
 3c Engaging Students in Learning
 4d Reflecting on Teaching
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 1d + 1e
 2c + 2d
 4d + 4e
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 2C Managing Classroom Procedures
 2D Managing Student Behavior
 2E Organizing Physical Space
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 2A Creating an Environment of Respect
and Rapport
 2B Establishing a Culture for Learning
 3A Communication with Students
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 3B Using Questioning and Discussion
Techniques
 3C Engaging Students in Learning
 3D Using Assessment in Instruction
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Domain 2
Classroom Environment
Domain 1
Planning and Preparation
PLAN
2a
2b
2c
2d
2e
1a
Demonstrating Knowledge of Content &
Pedagogy
1b Demonstrating Knowledge of Students
1c Setting Instructional Outcomes
1d Demonstrating Knowledge of Resources
1e Designing Coherent Instruction
1f Designing Student Assessment
APPLY
Creating an Environment of Respect & Rapport
Creating a Culture of Learning
Managing Classroom Procedures
Managing Student Behavior
Managing Physical Space
The Danielson Framework for
Teaching
Domain 4
Professional Responsibilities
Domain 3
Instruction
4a
4b
4c
4d
4e
4f
3a
3b
3c
3d
3e
Reflecting on Teaching
Maintaining Accurate Records
Communicating with Families
Participating in a Professional Community
Growing and Developing Professionally
Showing Professionalism
TEACH
Communicating with Students
Using Questioning and Discussion Techniques
Engaging Students in Learning
Using Assessment in Instruction
Demonstrating Flexibility & Responsiveness
REFLECT
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 What is VISIBLE?
 What is INVISIBLE?
OR
 What is ON STAGE
 What is OFF STAGE?
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15-NC
#1: Mr. A. reviews the project
expectations and modifies some
goals to be in line with students’
IEP objectives.
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#2: Mrs. A. notices some speech
delays in a few of her young
students; she calls in the speech
therapist to do a few sessions in
her classroom and provide
feedback on further steps.
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#3: In conversation with
colleagues, Mr. D.
considers different group
strategies for improving a
lesson.
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#4: Mr. G. realized his students
are not sure how to
use a compass, so he plans to
practice that before introducing
the activity on angle
measurement.
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#5: When asked about their
progress in a class, a student
proudly shows her data file
and can explain how the
documents indicate her
progress toward learning
goals.
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Performance Levels
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Unsatisfactory
•
•
•
•
•
•
•
Lack of
Unsafe
Harmful
Unclear
Unaware
Poor
Unsuitable
Needs
Improvement
•
•
•
•
•
•
•
Inconsistent
Partial
General
Attempts
Awareness
Moderate
Minimal
Proficient
•
•
•
•
•
•
•
Consistent
Frequent
Successful
Appropriate
Clear
Positive
Smooth
Distinguished
•
•
•
•
•
•
•
Solid
Seamless
Subtle
Skillful
Preventative
Leadership
Students
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Unsatisfactory
Needs
Improvement
Proficient
• Sinking
• Staying
afloat
• Swimming
(knows
several
strokes)
• Drowning
• Dog paddle
*Teacherdirected
success
Distinguished
• Racing
(knows all
strokes)
*Studentdirected
success
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Related to the Performance Levels…
Where might you visit,
But may not live?
In the past 90 – 95 per
cent of teachers have
been rated EXCELLENT!
Going forward
that may reduce
to 5 – 10 per cent,
but that isn’t a
bad thing.
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Turn to a neighbor and tell them the
most important ideas you have heard
so far.
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Artifacts/Evidence
Domains 1 and 4
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1a: Demonstrating
knowledge of
content and
pedagogy
• Strong teacher knowledge of content
• Solid understanding of Illinois Learning
Standards
1b: Demonstrating
knowledge of
students
• Learning styles, student interest, family life,
disabilities, and cultures are considered
• e.g., student interest survey
1d: Demonstrating
knowledge of
resources
• Materials align with objective and are
appropriately scaffolded
• e.g., leveled library; real world artifacts
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Domain 1: The “Doing”
Components
1c: Setting
instructional
outcomes
• Teaching points are aligned to the Illinois
Learning Standards and are appropriate for a
wide range of learners
• Objectives outline what students will learn, not
the activities they will do
1e: Designing
coherent
instruction
• Teacher demonstrates knowledge of ILS
• Curriculum maps are in place (sequenced and
developmentally appropriate)
• Lessons include varying learning styles and
student grouping
1f: Designing
student
assessments
• Assessment “for” and “of” learning
• Assessments are aligned to the objectives
• Teacher has adapted assessments for all learners
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Select items that show you know your
students, the curriculum, the content
and pedagogy and know how to use it
to design how quality instruction and
assessments.
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








Weekly Lesson Plans
Unit Plans
Baseline assessments
Summative and
formative
assessments
Assessment Results
Curriculum maps
Rubrics
Resources
Technology





RtI Notes
Class Profiles
Student Interest
Inventories
Questions aligned
with Bloom’s
Taxonomy
YOUR EXAMPLES
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4a: Reflecting on
teaching
• Analyzing and reflecting on your teaching
practice
• e.g., looking at student work; revising
rubrics
4b: Maintaining
accurate records
• For both instructional/non-instructional
purposes
• Both formal and informal
• e.g., anecdotals; conference notes; behavior
intervention plans
4c:
Communicating
with families
• Communicating student progress with families
• e.g., progress reports; Parent Orientation
documents
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Select items that show you are
reflective, you maintain accurate
records, you see families as your
partners, you serve on professional
committees and you never stop
growing professionally.
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



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


Reflective (postobservation) conference
Teacher reflection form
Attendance records
Field trip records
Phone logs
Letters to parents
Parent surveys
Parent Orientation (“Meet
the Teacher”) handouts
Website that provides
information about the
classroom or homework






Logged phone
calls from
parents
Logs of professional
activities
Professional goals
Professional
development logs
Feedback from
colleagues
Participation in
school
committees
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 Write the letters of the alphabet vertically
down the side on a blank sheet of paper.
 Working individually or with a partner
summarize your knowledge about the FfT by
identifying words that begin with specific
letters of the alphabet.
 Create a sentence explaining the words
connections to the framework.
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 Architecture—Knowing the
architecture of the framework is
important in understanding the
framework.
 Anchor—The anchor component for
Domain 4 is 4d, reflecting on teaching.
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Please complete the evaluation.
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