Charlotte Danielson Review for RESA
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Domain 1: Organizing Content Knowledge for Student
Learning
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Domain 2: Creating an Environment for Student Learning
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Domain 3: Teaching for Student Learning
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Domain 4: Teacher Professionalism
8/19/2013
Pre- lesson work
Planning
1a. Demonstrating understanding of connections between what was previously learned, current content, and future content
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Knowledge of content and structure of the discipline
Sequence of the subject matter
Skills building on other skills
Shows “connectedness” of the lesson
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Knowledge of prerequisite relationships:
How does this lesson fit into the discipline as a whole?
Knowledge of content related pedagogy: How does it relate to the graded course of study?
1 b. Becoming familiar with students’ background knowledge and experiences.
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WHO STUDENTS ARE: cultural diversity socioeconomic backgrounds past experiences exceptionalities
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WHAT STUDENTS KNOW: background knowledge pretest scores previous teachers files parents
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1b.--Becoming familiar with relevant aspects of students’ background knowledge and experiences .
What It Looks Like
 What it Sounds Like
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T going through cumulative folders
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T attending extra curricular events to become familiar with students’ experiences
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T using surveys and interest inventories
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T interested in cultural background of students
T asking a former teacher about a student or group of students
 T saying “We are going to take a pretest…”
 T talking informally with students
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Charlotte Danielson Review for RESA 8/19/2013
1c. – Setting Instructional Outcomes:
Articulating clear learning goals for the lesson that are appropriate to the students.
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GOALS VS ACTIVITIES
Goals are desired learning outcomes or objectives
Activities are things the students do
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GOALS MATCH THE
STUDENTS
Differentiated to meet diverse needs match the learning styles
Students know how this goal is part of the overall concept or why it is important.
1d-e. Demonstrating Knowledge of Resources & Designing
Coherent Instruction: Creating or selecting teaching methods, activities, & materials that are appropriate to the students and aligned with the goals.
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Do these meet all of the students’ needs?
Learning groups are thoughtfully planned.
Do materials and activities match the goal?
Are they varied?
1f: Designing Student Assessments:
Creating/selecting assessment strategies that are appropriate for the students and aligned with the goals of the lesson.
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Matched to the students?
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Is there a plan for assessment?
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Matched to the lesson?
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Uses a variety of formats?
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How will the information from the assessment be used in future planning?
The learning environment
2a. Creating an Environment of Respect and Rapport
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Interest in the student as a person positive relationship between teacher and students
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What It Looks Like
T laughs with students
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T giving student “high five”
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T greets students as they enter the classroom
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T takes an interest in students’ personal lives
What it Sounds Like
 “You look great” - Words of praise
 “Please, thank you” or other courtesy words
 Friendly teasing; telling stories
 Kind tone of voice
 Calls students by name
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Charlotte Danielson Review for RESA
2b. Establishing a Culture for Learning
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Belief in the value of the work
Expectations are high and supported through both verbal and nonverbal behaviors
Quality is expected and recognized
Effort and persistence are expected and recognized
Confidence in ability is evidenced by teacher and students’ language and behaviors
Expectation for all students to participate
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Smooth functioning of all routines
Little or no loss of instructional time
Students playing an important role in carrying out the routines
Students know what to do, where to move
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Behavior standards are known, established, and applied consistently in a fair manner
All responses to behavior demonstrate respect
Students have input toward classroom rules
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What It Looks Like
T drawing names from a hat to choose whose turn it is
T giving all students a week of classroom chores
T has no “ favorites” - all have equal chance
T does not allow comments that are demeaning or damage self esteem
What it Sounds Like
 T reviewing grading policy so all know the criteria
 “Do I have any volunteers? “
 Random selection – drawing names
 Giving choices: “ You may do this OR this”
2c. & 2d.--Establishing and maintaining consistent standards of classroom behavior .
What It Looks Like
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Classroom rules posted
Students showing respect for each other
Students knowing the consequences
T handling behavior situations in a calm, consistent manner
What it Sounds Like
 “You know what the rules are in this situation”
 One student speaking, the others listening
 Students know what to do upon entering the room to get ready for class
8/19/2013
2e. Organizing Physical Space: Making the physical environment safe and conducive to learning
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Bulletin boards
Displays of student work
Conducive to learning
Appealing to students
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Use of space and furniture setup
Seating arrangements
Safety issues
2e.--Making the physical environment as safe and conducive to learning as possible .
What It Looks Like
What it Sounds Like
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Desks are arranged in a way that enhances the learning
Bulletins boards, smart boards and charts enhance the subject matter
Special needs of students are accounted for
Materials are organized and available
 “Make sure you put your goggles on before you begin”
 “What are the safety rules for using scissors?
 “You must wash your hands after working with the clay”
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Charlotte Danielson Review for RESA
Domain 3: Instruction
3a. Communicating With Students:
Making learning goals and instructional procedures clear to students
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Goals for the lesson are stated (implicitly or explicitly) clear information about procedures
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The students know what they are to do
The students know what is required
8/19/2013
3b. Using Questioning and Discussion Techniques
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Higher level & open- ended questions
(Bloom’s taxonomy)
Activities that extend thinking and creativity
Using “hands on”, visual demonstrations
May use a “teachable moment”
3c. Engaging Students
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What It Looks Like
Random selection - high expectation for all
T encouraging students to stretch
T conveys the idea that all can complete the task independently
SS appear to take pride in their work
T encourages students to take risks.
What it Sounds Like
 “I know you can”
 “You’ve done this before, what did you use?
 “Come on, you can figure this out”
 “I expect everyone to have an answer”
 “ I think you can do even more!”
“You are capable!”
3c. Engaging
Students in
Learning
“You can make it if you try!”
Accept the challenge, take a risk!”
3d. Using Assessment in Instruction…
Looks like:
 Teacher paying close attention to evidence of student understanding
 Teacher posing specifically-created questions to elicit evidence of student understanding
 Teacher circulating to monitor student learning and to offer feedback
 Content is communicated accurately through examples, visuals, and connections….
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Charlotte Danielson Review for RESA
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Asking questions
Watching students
Checking work
Verbal and non verbal clues
Giving substantive feedback
Changing the plan
8/19/2013
Using this information for the next step.
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The teacher accurately assesses the effectiveness of instructional activities used
The teacher identifies specific ways in which a lesson might be improved
Identifies strengths and weaknesses of the lesson in relation to the goals
Describes how he or she may use this information in the future
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Student completion of assignments
 teachers need to know where each student “is” in his or her learning
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Non-instructional records encompass all the details of school life for which records must be maintained, particularly if they involve money.
Examples are such things as knowing which students have returned their permissions slips…
Phone calls Conferences
Newsletters Notes home
Paper packets
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Charlotte Danielson Review for RESA
Sharing insights
Sharing
Problem solving Dialogues resources
Team planning
PLCs
Cross curricular modules
Working with mentors & facilitators
Using special teachers
Collaborative inquiry
4e. Professional Responsibilities
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Teachers enhance their content knowledge and pedagogical skill
Teachers remain current by taking courses, reading professional literature, and remaining current on the evolution of thinking regarding instruction
Teachers actively pursue networks that provide collegial support and feedback
Teachers are active in professional organizations serving to enhance their personal practice so they can provide leadership and support to colleagues
8/19/2013
4f. Professionalism
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The Teacher acts with integrity and honesty
The Teacher puts students first in all considerations of their practice
Teachers adhere to policies and procedures
Taking responsibility for the challenge of teaching
• Attribute successes and failures to factors within the classroom
• Challenge their own creativity
• Can note things already tried; use collaborative inquiry with colleagues as a tool for problem solving
• Attempt to help students not meeting learning goals
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Charlotte Danielson Review for RESA 8/19/2013
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