The Framework for Teaching
Charlotte Danielson
Using Charlotte Danielson’s Rubric
as the Cookbook for Professional
Growth to Support CTE Instruction
Karen Bronson
Stephanie Stewart
February 2014
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The Complexity of Teaching
“After 30 years of doing such work, I have concluded
that classroom teaching… is perhaps the most
complex, most challenging, and most demanding,
subtle, nuanced, and frightening activity that our
species has ever invented.... The only time a
physician could possibly encounter a situation of
comparable complexity would be in the emergency
room of a hospital during or after a natural disaster”
Lee Shulman, The Wisdom of Practice, 2004
4
• What are the benefits of using a high
quality rubric or framework to
evaluate performance? What is your
experience with observation or
evaluation processes that do not use
such a framework?
The Framework for Teaching
Charlotte Danielson
Question:
Benefits of Any Framework
for Teaching
•Development of shared
understandings
•Self-assessment and reflection on
practice
•Structured professional conversation
The Framework for Teaching
Charlotte Danielson
•Common language
A process, not an event …
• Post observation conference for all
observations, announced or unannounced
• Opportunities for meaningful professional
conversations and reflection
The Framework for Teaching
Charlotte Danielson
• Pre-observation conference for
announced observation
The Evaluation System
Two purposes:
• Quality Assurance
• Professional Learning
Teacher Evaluation to Enhance Professional Practice,
Danielson and McGreal, ASCD, 2000
8
... for professional growth … the recipes and
ingredients for excellent instruction …
The Framework for Teaching
Charlotte Danielson
The Cookbook …
Framework Overview
•Four Domains
•Twenty two Components
•Seventy Six Elements
•Four Levels of Proficiency
The Four Domains:
Domain 1: Planning and Preparation
Domain 2: The Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
A Framework for Teaching:
Components of Professional Practice
Domain 1: Planning and Preparation
a. Demonstrating knowledge of content
and pedagogy
b. Demonstrating knowledge of students
c. Setting instructional outcomes
d. Demonstrating knowledge of resources
e. Designing coherent instruction
f. Designing student assessments
Domain 2: The Classroom
Environment
a. Creating an environment of respect
and rapport
b. Establishing a culture for learning
c. Managing classroom procedures
d. Managing student behavior
e. Organizing physical space
Domain 4: Professional
Responsibilities
a. Reflecting on teaching
b. Maintaining accurate records
c. Communicating with families
d. Participating in a professional
Community
e. Growing and developing professionally
f. Demonstrating professionalism
Domain 3: Instruction
a. Communicating with students
b. Using questioning and discussion
techniques
c. Engaging students in learning
d. Using assessment in instruction
e. Demonstrating flexibility and
responsiveness
12
Danielson 2007
• Focus on LEARNING
• COGNITIVE ENGAGEMENT
• EVIDENCE Based
• More STUDENT CENTERED; less teacher
directed
• Ongoing ASSESSMENT essential
• VALIDATION of offstage planning and
professional responsibilities
The Framwork for Teaching
Charlotte Danielson
The Big Ideas:
Performance Levels
Four Levels of Effectiveness:
Ineffective (Unsatisfactory)
Developing (Basic)
Effective (Proficient)
Highly Effective (Distinguished)
A word from Charlotte…
“Everyone likes to visit
Distinguished, but nobody
lives there…”
Domain 2:The Classroom Environment
2a: Creating an Environment of Respect and Rapport
Figure 4.2b
DOMAIN 2: THE CLASSROOM ENVIRONMENT
COMPONENT 2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT
Elements:
Teacher interaction with students Student interaction with one another
L
E V E L
O F
P
ELEMENT
UNSATISFACTORY
BASIC
Teacher
Interaction
with Students
Teacher interaction with at least
some students is negative,
demeaning, sarcastic, or
inappropriate to the age or culture
of the students. Students exhibit
disrespect for the teacher.
Student
Interactions
with one
another
Student interactions are
characterized by conflict,
sarcasm, or put-downs.
Teacher-student interactions are
generally appropriate but may
reflect occasional inconsistencies,
favoritism, or disregard for
students’ cultures. Students exhibit
only minimal respect for the
teacher.
Students do not demonstrate
disrespect for one another.
E R F O R M A N C E
PROFICIENT
Teacher-student interactions are
friendly and demonstrate general
caring and respect. Such
interactions are appropriate to the
age and cultures of the students.
Students exhibit respect for the
teacher.
Student interactions are generally
polite and respectful.
DISTINGUISHED
Teacher’s interactions with
students reflect genuine respect
and caring, for individuals as well
as groups of students. Students
appear to trust the teacher with
sensitive information.
Students demonstrate genuine
caring for one another and monitor
one another’s treatment of peers,
correcting classmates respectfully
when needed.
Performance Levels: Key Words
Teacher-directed
success!
Student-directed
success!
Unsatisfactor
y
Basic
Proficient
Distinguished
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None
Partial
Generally
Inconsistently
Attempts
Awareness
Moderate
Minimal
Some
Consistent
Frequent
Successful
Appropriate
Clear
Positive
Smooth
Most
Seamless
Solid
Subtle
Skillful
Preventative
Leadership
STUDENTS
Always
17
Levels of cognition and constructivist learning increase
• Observation
• Pre Observation – use mapping to identify
what will be taught
• Post observation – use mapping to determine
at what level performance was reached
• Examination of Artifacts
• Essential for Domains 1 and 4
• Curriculum mapping contains resources as a
component
The Framework for Teaching
Charlotte Danielson
Sources of Evidence for Teaching
• Locally Developed Assessments
• SLOs (Student Learning Objectives)
• Student Performance in CTE
Program
• Employability Profile
The Framework for Teaching
Charlotte Danielson
Evidence of Student Learning
Domain 1: You are the Designer
“An essential act of our profession is to design curriculum and
learning experiences to meet specified purposes. We are also designers
of assessments to diagnose student needs to guide our teaching and to
enable us, our students, and others to determine whether our goals
have been achieved.”
--Wiggins and McTighe
Domain 1: Planning and
Preparation
a. Demonstrating knowledge of content and pedagogy
a. Demonstrating knowledge of students
b.Setting instructional outcomes
c. Demonstrating knowledge of resources
d.Designing coherent instruction
e. Designing student assessments
Domain 1 Examples:
• Lesson and unit plans
• Evidence of familiarity with IEPs and other student support
documentation
• Evidence of collaboration with student support personnel
• Evidence of knowing students as individuals
• Evidence of understanding of developmental differences
• Use of varied resources in lesson plans, units and classroom
visitations
• Evidence of a range of formative and summative assessments
that are focused on students learning
• Evidence of varied activities to enhance learning
• Use of curriculum mapping and other planning strategies
CTE curriculum mapping
• Curriculum mapping is key in connecting to the Danielson
professional development rubric
• The rubric is grounded in evidence
• Curriculum mapping is grounded in documenting evidence
• CTE programs and curricula are student centered, as is the
Danielson rubric
CTE Curriculum Mapping as a tool for using
Danielson’s model of Professional Development
• technique for exploring what is taught, how
instruction occurs and when instruction is
delivered.
• process for collecting data that identifies the core
content, the processes and the assessments used
in the curriculum.
• Evidence of student learning can be chronicled
• Evidence of student learning can be cross-walked
with the Danielson rubric and with elements of
the curriculum mapping components.
Domain 2: You are the Architect
…working with your students to build and maintain a safe, respectful
and invigorating environment for learning!
Domain 2: The Classroom
Environment
a. Creating an environment of respect and rapport
b. Establishing a culture for learning
c. Managing classroom procedures
d. Managing student behavior
e. Organizing physical space
•
•
•
•
•
•
•
•
•
•
•
Teacher greets students by name as they enter the classroom.
Students say “Shhh” when others talk during a classmate’s presentation.
Students roll their eyes at a classmate’s idea. Teacher does not respond.
The quality of teacher-student interaction is uneven, with occasional
disrespect.
Teacher demonstrates knowledge and caring about students’ lives beyond
school.
Teacher responds to disrespectful behavior among students.
Students wait for classmates to finish speaking before beginning to talk.
Teacher says, “Don’t talk that way to your classmates,” and the insults stop.
The teacher does not call students by name.
A few students do not engage with other classmates, even when in small
groups.
There is no disrespectful behavior among students.
The Framework for Teaching
Charlotte Danielson
Some 2a Evidence Statements:
Domain 2 Examples
Domain 2: The Classroom Environment
• 2c: Managing Classroom Procedures
• Management of Instructional Groups
• Management of Transitions
• Management of Materials and Supplies
• 2e: Organizing Physical Space
• Safety and Accessibility
• Arrangement of furniture and use of physical resources
Let’s look at some real world examples of these components
from CTE teachers!
CTE Examples 2c: Managing Classroom
Procedures
Proficient Performance is described this way:
• “There is little loss of instructional time due to effective
classroom routines and procedures. With minimal guidance,
students follow established classroom routines.”
Distinguished Performance is described this way:
• “Instructional time is maximized due to efficient classroom
routines and procedures. Students contribute to the
management of groups, transitions, and/or the handling of
materials and supplies.”
2c Examples from CTE teachers:
• Daily and weekly agendas on white board (Culinary)
• Each week a student is appointed “lead” and is in charge of
directing groups and managing distribution of supplies (Child
Development)
• Students pick index cards which direct them to randomly
assigned groups, so that they are working with different
classmates on a regular basis. (Economics)
• I create competitive work crews and rotate foreman to
understand different pressures of various roles (Landscape)
• Seniors help and redirect juniors with class procedures and
demonstrate safe use and storage of power tools (Telecom)
• There is designated spot in the room for the day’s handouts
and supplies for students to pick up on the way in (Health)
CTE Examples 2e: Organizing Physical
Space
Proficient Performance is described this way:
• “The classroom is safe, and learning is accessible to all
students. The physical arrangement is appropriate to the
learning activities. Teacher makes effective use of physical
resources, including computer technology.”
Distinguished Performance is described this way:
• “The classroom is safe, and learning is accessible to all
students. The physical arrangement is appropriate to the
learning activities. Students contribute to the use or
adaptation of the physical environment to advance learning.”
2e Examples from CTE Teachers:
• A ‘classroom tour’ and scavenger hunt at the beginning of the
course to learn where materials are stored (Childhood Dev)
• For a crime scene investigation lab, four scene stations are set
up in four corners of the room, with chairs for each small
group arranged around the materials so students can think
through their process beforehand and process their findings
with minimal distractions from other teams (Forensics)
• We practice transitioning from straight rows for direct
instruction, to oval or U shape for discussion, and to small
clusters for group work so that students can move desks
within the period of instruction to create seating
arrangements that support the goals of the activity..
(Graphics)
Domain 3: You are the Teacher
“Domain 3 is the heart of the framework for teaching; it
describes the critical interactive work that teachers undertake
when they bring complex content to life for their students.”
-Charlotte Danielson
Domain 3: Instruction
a. Communicating with students
b.Using questioning and discussion techniques
c. Engaging students in learning
d.Using assessment in instruction
e. Demonstrating flexibility and responsiveness
Domain 3 Examples
Domain 3: Instruction
• 3b: Using Questioning and Discussion Techniques
• Quality of Questions
• Discussion Techniques
• Student Participation
(Use the DOK Chart to create two Level Four questions)
• 3c: Engaging Students in Learning
• Activities and Assignments
• Grouping of Students
• Instructional Materials and Resources
• 3d: Using Assessment in Instruction
• Monitoring Student Learning
Let’s learn more about questioning and assessment strategies
and then consider some examples from CTE teachers …
Two Kinds of Assessment:
FORMATIVE ASSESSMENT
SUMMATIVE ASSESSMENT
• Happens during teaching
• Happens after teaching
• Focus is on assessment FOR
learning
• Focus is on assessment OF
learning
• Purpose is to know whether
they are getting it, and
therefore whether YOU need
to adjust your instruction
strategies
• Purpose is to evaluate
student performance to make
decisions about grades,
course completion,
graduation, etc.
The four big questions …
For Formative Assessment:
•
•
•
•
What are students supposed to be learning?
How do I know if they are learning it?
What am I going to do differently if they are not?
What am I going to do to differentiate for students who are all
over it and need additional challenge?
What makes a quality
assessment?
• VALIDITY: Does it assess what I want it to assess? If I want a
student to know how to build a bridge, do I give her a multiple
choice test?
• RIGOR: Is it aligned to standards? Are tasks designed to make
kids think? Are items sufficiently challenging?
• RELIABILITY: If the test is given at different times and scored
by different teachers, is there consistency? Are rubrics
anchored with examples/exemplars?
• FAIR and UNBIASED? Are directions clear? Language and
references accessible to all students?
Webb’s DOK Chart
Four levels of questions:
• Recall
• Skill/Concept
• Strategic Thinking
• Extended Thinking
• Look at the Webbs DOK Chart and Examples of Level 1, 2, 3, 4
Assignments. How could these work in your classroom with
your students?
Webb’s DOK Video
http://vimeo.com/42788913
Webb’s DOK Question Stems:
DOK 1: Recall
• When did _ happen? Who was responsible for the event?
• What is the formula for _?
DOK 2: Skill/Concept
• How are _ and _ similar? Different?
• How would you classify _?
DOK 3: Strategic Thinking
• Can you predict the outcome of _?
• What conclusion can you draw from these three texts?
• How would you test _ for _?
DOK 4: Extended Thinking
• Develop a thesis, drawing conclusions from multiple sources.
• Determine alternative explanations for the result of an
experiment.
CTE Examples 3b: Using questioning
prompts and discussion:
Proficient Performance is described this way:
• “The teacher poses questions to promote student thinking and
understanding. Teacher creates a genuine discussion,
providing adequate time to respond … and successfully
engages most students in the discussion.”
Distinguished Performance is described this way:
• “The teacher uses a variety of questions to challenge students
cognitively, advance high level thinking and promote metacognition. Students formulate questions, initiate topics and
make unsolicited contributions.”
3b Examples from CTE Teachers
• Structure questions that make students use information to
solve a new problem. Example: After students have learned
the minimum internal temperature for various meats, ask
them what the internal temperature should be for a meat loaf
recipe that uses three different meats: beef, pork and veal
(Culinary Arts)
• “Compare the swatch colored with 4N and 20 volume to the
swatch colored with 4N and 40 volume developer. Which is
closer to the desired outcome and why?” (Cosmetology)
• “How can we measure the muzzle speed of a launcher? How
can we apply this information to choose the correct angle so
that the launched ball will land in a cup at a specific distance?”
(Physics)
CTE Examples 3c: Engaging students in
learning
Proficient Performance is described this way:
“The learning tasks and activities are aligned with the
instructional outcomes and are designed to challenge student
thinking, resulting in active intellectual engagement by most
students.”
Distinguished Performance is described this way:
“Virtually all students are intellectually engaged in challenging
content through well designed learning tasks and suitable
scaffolding by the teacher. There is evidence of some student
initiation of inquiry and student contributions to the exploration
of important content.”
3c Examples from CTE Teachers
• Ask students to link instruction to recent animation example
or to compare their animation project to a classic animation
film, cartoon or character (Motion Graphics)
• Students prepare a presentation in which they relate
similarities and differences between artist Janet Fish’s
glassware paintings and their artistic composition (Advertising
Art and Digital Design)
• Students role play a conversation between the supervisor and
care provider in a nursing home over a safety issue that
occurred (CNA)
• Over the course of a year, students develop capstone activity
which is year end fashion show (Fashion Design)
CTE Examples 3d: Using assessment in
instruction
Proficient Performance is described this way:
“Assessment is used regularly during instruction, resulting in
accurate and specific feedback that advances learning. Students
appear to be aware of the assessment criteria and some of them
engage in self-assessment.”
Distinguished Performance is described this way:
“Assessment is fully integrated into assessment, through
extensive use of formative assessment. There is some evidence
students have contributed to the assessment criteria. A variety
of feedback, from both teacher and peers, is accurate, specific
and advances learning.”
3d Examples from CTE Teachers
• Students must design a felling plan for a tree using HOPE
(Hazards Obstacle Plan or Procedure Equipment). Students
then assess and critique the felling plans of other crews.
(Forestry)
• “Twitter” as exit slip: student has index card and may use 140
characters to ‘tweet’ response to exit question which assesses
understanding of the core content of the lesson (Auto
Mechanics)
• Students use the ‘belly button test’ to determine whether
dough is done as a way of demonstrating understanding of the
development of gluten when preparing bread dough. (Culinary
Arts; Baking)
Domain 4: You are the
Professional
Domain 4: Professional
Responsibilities
a.Maintaining accurate records
b.Communicating with families
c.Participating in a professional Community
d.Growing and developing professionally
e.Demonstrating professionalism
Domain 4 Examples
• Examples of accurate records; attendance, monitoring student
progress
• Examples of student completion of assignments
• Examples of parent communication
• Examples of participation in or leadership of school or district
activities or initiatives
• Examples of professional development and ways that
professional learning was shared with colleagues
• Examples of collaborative actions with colleagues for the
purpose of increased student learning and achievement
• Examples of reflective communication focused upon
professional growth
Think of examples ..
• Work with a partner. Use the sheet provided to think of real
examples of proficient or distinguished performance with regard to
•
•
•
•
•
Instructional Groups
Transitions from one activity to the next
Distribution and use of materials and supplies
Safety and accessibility
How classroom furniture and physical resources are arranged in the
room for maximum learning
• Give specific examples of how we could see proficient or
distinguished examples of these components in your classroom
Ex: In my cosmetology class, students are assigned rotating roles to distribute and
collect materials such as hair color charts and smocks. Scissors are numbered and
collected at the end of each class period to ensure safety.
• In addition to formal teacher
evaluation, how else can the
Framework be used as a tool in
professional practice?
The Framework for Teaching
Charlotte Danielson
Question:
The key:
• see the process as an opportunity to
learn and to see the rubric as the
cookbook and recipes for your own
professional growth. Take responsibility
in the process to feel more ownership.
Write an ‘elevator speech’ describing
the Charlotte Danielson Framework for
Teaching ? In 60 seconds or less,
summarize the structure and
priorities of the
Danielson Framework for
Teaching. Good luck!
The Framework for Teaching
Charlotte Danielson
Can you…….?
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