INTRODUCTION
FRAMEWORK FOR
TEACHING
BY CHARLOTTE DANIELSON
Welcome!
Pat Hubert
ESA2
1
DEFINING AND
SUPPORTING
GOOD TEACHING:
THE FRAMEWORK FOR
TEACHING
AGENDA
Welcome, Goals, agenda
Envisioning Quality Practice
Overview of the Framework
Exploring Domain 3
Exploring Domain 2
Exploring Domains 4
Exploring Domain 1
OUTCOMES
Understand the use of the
Framework for Teaching in your
classroom/building/district
Communicate the structure of the
framework for Teaching
Site examples of what evidence for
components from the Framework for
Teaching looks like in a classroom
4
www.adaptiveschools.c
om
EXPECTATIONS…..
Ask questions!
Participate in group and partner
activities
Adult learners – take care of
your needs
Cell phones
OUTCOMES
At the end of this session you will know and
be able to :
Understand the use of the Framework for
Teaching in your setting
Communicate the structure of the
Framework for Teaching
Be familiar with Domains 1 & 2
7
“Because
teaching
is so complex,
it is helpful to have a
road map
Through the territory,
structured around
a shared
understanding
of teaching.”
~ Charlotte Danielson
9
www.adaptiveschools.com
What are some of the characteristics of
exemplary teaching? Consider settings
both in and beyond the classroom.
Write one idea
per post-it note.
11
A SPEED
DATE WITH
CHARLOTTE
THE NATURE OF PROFESSIONAL
LEARNING
Trust
Self-assessment and self-directed inquiry
Reflection on practice
Collaboration and conversation
A community of learners
THE DOMAINS
Domain 1: Planning and
Preparation
Domain 2: The Classroom
Environment
Domain 3: Instruction
Domain 4: Professional
Responsibilities
FRAMEWORK…
Domain 1 – Planning and
Preparation
What a teacher knows and
does in preparation for
engaging students in
learning.
Domain 4 – Professional
Responsibilities
Professional
responsibilities and
behavior in and out of the
classroom.
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.
VOCABULARY
4 Domains
22 Components
76 Elements
Components/Elements
DOMAIN 2: THE CLASSROOM ENVIRONMENT
Figure 6.7
COMPONENT 2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT
Elements:
Teacher interaction with students Student interaction
L
E V E L
P
O F
E R F O R M A N C E
UNSATISFACTORY
BASIC
PROFICIENT
DISTINGUISHED
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 teacher.
Teacher-student interactions are
generally appropriate but may
reflect occasional inconsistencies,
favoritism, or disregard for
students’ cultures. Students
exhibit only minimal respect for
teacher.
Teacher-student interactions are
friendly and demonstrate general
warmth, caring, and respect.
Such interactions are appropriate
to developmental and cultural
norms. Students exhibit respect
for teacher.
Teacher demonstrates genuine
caring and respect for individual
students. Students exhibit respect
for teacher as an individual,
beyond that for the role.
Student
Interaction
Student interactions are
characterized by conflict,
sarcasm, or put-downs.
Students do not demonstrate
negative behavior toward on
another.
Student interactions are generally
polite and respectful.
Students demonstrate genuine
caring for one another as
individuals and as students.
ELEMENT
18
DOMAIN JIGSAW
 In groups, (groups of 4) divide the
Domains and read your section
 Pg 26-31 in the book
 Each participant will then, share their
Domain summary with the group.
 Be prepared to share!
 Get ready with your post-it notes!
Domain 1 – Planning and
Preparation
What a teacher knows and
does in preparation for
engaging students in
learning.
Domain 4 – Professional
Responsibilities
Professional
responsibilities and
behavior in and out of the
classroom.
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.
ACTIVIT Y!
Framework for Effective Teaching
Handout
Independently fill it out!
THE FRAMEWORKS FOR
NON-CLASSROOM SPECIALIST POSITIONS
Domain 1 –
Planning and
Preparation
Domain 2 – The
Classroom
Environment
Domain 4 –
Professional
Responsibilities
Domain 3 –
Delivery of Service
COMMON THEMES THROUGH THE
WHOLE FRAMEWORK
 Equity
 Cultural sensitivity
 High expectations
 Developmental appropriateness
 Accommodating individual needs
 Appropriate use of technology
 Student Assumption of responsibility
FEATURES OF
THE FRAMEWORK FOR TEACHING
Comprehensive
Grounded in research
Public
Generic
Coherent in structure
Independent of any particular teaching
methodology
“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
SUMMARY OF
THE FRAMEWORK FOR TEACHING
 A research-based definition of good teaching
 A roadmap to, and for navigating through, the
territory
 A framework for novice-level
practitioners, through
accomplished teaching
USES OF
THE FRAMEWORK FOR TEACHING
 Teacher preparation
 Supervising student teachers
 Teacher recruitment and hiring
 Mentoring beginning teachers
 Structuring PD
 Evaluating teacher
performance
BENEFITS OF
ANY FRAMEWORK FOR TEACHING
Common language
Development of shared
understandings
Self-assessment and
reflection on practice
Structured professional
conversation
GOOD TEACHING
(The Framework for Teaching)
Supervision
Of Student
Teachers
Recruitment
And Hiring
Mentoring
License
Renewal
Professional
Development
Teacher
Evaluation
DEFINING EFFECTIVE
PRACTICE
In order to create the conditions for
improved teaching, one must first
define it.
Without such a
definition of good practice, educators
are, in effect, wandering in a swamp.
Charlotte Danielson
www.adaptiveschools
.com
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
PLAN
APPLY
Professional Responsibilities
Domain 4:
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
TEACH
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
REFLECT
Danielson
2007
32
CONSTRUCTIVIST
LEARNING & COGNITIVE
ENGAGEMENT
33
COGNITIVE ENGAGEMENT AND
CONSTRUCTIVIST LEARNING
The Framework for Teaching is Based on
Cognitive Engagement and Constructivist
Learning.
Develop a definition at your table of
Cognitive Engagement?
 How would you know students are cognitively
engaged
 What is evidence of thinking?
34
ARTICLE READ – GROUPS OF 3
TEXT TAGGING STRATEGY
 As you read “tag” portions of the text to guide your
thinking:
Main points to underline/highlight
An idea I want to remember
?
I have a question or need further clarification
Key words or phrases
SILENT READ
Read pages 15-17 in Enhancing
Professional Practice: A Framework
for Teaching.
What else do you want to add to your
definition of Cognitive Engagement
and Constructivist Learning?
CHARACTERISTICS OF
ENGAGEMENT
Multiple Answers/Pathways
Problem Solving
Student Choice
Real Thinking/Bloom’s
Deep, Not Broad
Relevant/Authentic
3
7
PRIORITIES OF THE FFT
Cognitive Engagement
 “Proficient” = students must be engaged
cognitively
 “Distinguished” = cognition, meta-cognition,
and student ownership of their learning
Constructivist Learning
 Proficient practice must have evidence of
learning experiences designed to facilitate
students construction of knowledge.
SIGNERS OF THE DECLARATION
As a table group…
Write questions that can be answered
using only the information on page 12 in
the first column.
Write questions that you are curious
about in the second column and in the 3 rd
column write where you might find the
answers to your questions
39
CHARACTERISTICS OF COGNITIVE
ENGAGEMENT
Using your handout…
Develop characteristics of the activity,
the students, the teacher in regards to
the Signers of the Declaration of
Independence activity
40
DOMAIN 3
DIGGING DEEPER
41
REMINDER! TEXT TAGGING STRATEGY
 As you read “tag” portions of the text to guide your
thinking:
Main points to underline/highlight
An idea I want to remember
?
I have a question or need further clarification
Key words or phrases
DOMAIN 3:
INSTRUCTION- ACTIVITY
 Page 77 in the book
 Number off to 5 (Groups of 5)
 Jigsaw the Domain by component
 Complete handout in the following manner (p.9):
 Summarize the Component and Elements and
discuss how it supports cognitive engagement
 Determine what students would be doing related
to this Component that demonstrates evidence of
cognitive engagement
 Regroup and share your response with the whole
group
ENGAGEMENT IN ACTION WATCH THE
VIDEO
Video – Note what students are doing that
shows evidence from your domain.
SORTING BY COMPONENT
In your group, share the
evidence from your notes with
your group.
Jot down notes from your
group members.
REFLECTION……
 As you consider the what we have talked about so far
regarding the framework…..
How might you imagine making use of the framework in your practice?
How might you imagine the framework being used in your school?
What dangers might you foresee using the framework?
LUNCH!
DIGGING DEEPER
DOMAIN 2
Domain 2: Classroom
Environment
People will forget what you said.
They will forget what you did.
But they will never forget
how you made them feel."
Maya Angelou
Domain 2:MEMORABLE
Classroom MOMENT
Environment
Think of a memorable time in your past
that you had with a teacher. This
memory can be positive or negative.
Be ready to share with someone else.
DOMAIN 2: THE CLASSROOM
ENVIRONMENT
Identify what effective teachers do in
the first weeks of school that
contributes to and supports the
success of their students for the rest
of the year?
Think……….
Write……….
Share..........
Domain 2: The Classroom
Environment
 2a: Creating an Environment of
Respect and Rapport
 2b: Establishing a Culture for Learning
 2c: Managing Classroom Procedures
 2d: Managing Student Behavior
 2e: Organizing Physical Space
DOMAIN 2: THE CLASSROOM
ENVIRONMENT
Which components do your
brainstormed ideas “fit”?
2a, 2b, 2c, 2d, 2e?
5
3
54
REMINDER! TEXT TAGGING STRATEGY
 As you read “tag” portions of the text to guide your
thinking:
Main points to underline/highlight
An idea I want to remember
?
I have a question or need further
clarification
Key words or phrases
Understanding Domain 2
Pg. 64-76
Jigsaw Activity
• Read and discuss the Domain 2 component
assigned to you.
• Summarize the key points of the component
• Site several examples of what might be
documented as evidence of this component.
UNDERSTANDING DOMAIN 2
Jigsaw Activity
• Each person will take 2 -3 minutes to teach their component
to the group in order.
• Explain the essence of your component and share your
examples
• Group should take notes on each other ’s presentation
56
CLASSROOM VIDEO: DOMAIN 2:
THE CLASSROOM ENVIRONMENT
Watch the video and take notes on what
the teacher and students do related to
Domain Two: The Classroom
Environment.
 Note teacher and student interactions,
student behavior, processes and
procedures in place, focus on learning,
classroom arrangement, and so forth.
SORTING BY COMPONENT
In your group, identify the evidence
from your notes that matches with
your assigned component in Domain
Two.
3-2-1
3 things you’re recalling
as important from today
2 ah-ha’s you’ve had today
1 question that is still
running around in your
head.
DIGGING DEEPER
DOMAIN 1
DOMAIN 1 PLANNING &
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 Assessment
62
DOMAIN 1: PLANNING AND PREPARATION
Knowledge Components
Action Components
 1a: Demonstrating
Knowledge of Content and
Pedagogy
 1c: Setting Instructional
Outcomes
 1b: Demonstrating
Knowledge of Students
 1e: Designing Coherent
Instruction
 1d: Demonstrating
Knowledge of Resources
 1f: Designing Student
Assessments
6 MAN JIGSAW
 P. 44 1a:Demonstrating knowledge of
content and pedagogy
 P. 46 1b:Demonstrating knowledge of
students
 P. 51 1c:Selecting instructional goals
 P. 53 1d:Demonstrating knowledge of
resources
 P. 55 1e:Designing coherent instruction
 P. 59 1f:Assessing student learning
64
DOMAIN 1 PROCESS QUESTION
Does your district require lesson plans?
Why or why not?
In what ways is the lesson planning in
your district similar or different to what
was described in the reading?
65
GALLERY WALK
Prepare a chart to share
What it looks like
How could/should it be
documented
When finished walk around
and look at the work of the
other groups
66
EXAMPLE
1a Knowledge 1b Knowledge
of Content and of Students
pedagogy
How might this
be done?
How might this
be documented
in a professional
portfolio?
1f Assessing
Student
Learning
REFLECT….DOMAIN 1
WHEN WE MEET AGAIN…
DOMAIN 4
PERFORMANCE
MEASURES
COLLECTING EVIDENCE
DIGGING DEEPER
DOMAIN 4
DOMAIN 4: PROFESSIONAL
RESPONSIBILITIES
4a - Reflecting on Teaching
4b - Maintaining Accurate Records
4c - Communicating with Families
4d - Participating in a Professional Community
4e - Growing and Developing Professionally
4f - Showing Professionalism
CAROUSEL
In your group, read about your
component
Discuss your experience
related to the element identified.
What have you experienced that supports
this element of professionalism and what
inhibits or detracts from it in your setting?
Write one idea per column; move when
directed.
CAROUSEL DEBRIEF
Can you identify any trends / patterns
among the written responses?
How might the components and
elements on the charts relate to Domain
2, 2b, Culture for Learning?
DOMAIN 4 DEBRIEF
What questions do you have relative to
Domain 4?
How are the Components in Domain 4
typically addressed in the teacher
evaluation process?
Why is Domain 4 important?
WE KNOW……..
As
Educators
…….
Teaching is a performance. Performances
are measured using rubrics.
DOMAIN 2: THE CLASSROOM ENVIRONMENT
COMPONENT 2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT
Elements:
Teacher interaction with students Student interaction
ELEMENT UNSATISFACTORY
Teacher Teacher interaction
Interaction with with at least some
Students students is negative,
demeaning, sarcastic,
or inappropriate to the
age or culture of the
students. Students
exhibit disrespect for
teacher.
Student Student interactions
Interaction are characterized by
conflict, sarcasm, or
put-downs.
L E V E L
BASIC
P E R F O R M A N C E
PROFICIENT
DISTINGUISHED
O F
Teacher-student
interactions are
generally appropriate
but may reflect
occasional
inconsistencies,
favoritism, or disregard
for students’ cultures.
Students exhibit only
minimal respect for
teacher.
Teacher-student
interactions are friendly
and demonstrate general
warmth, caring, and
respect. Such
interactions are
appropriate to
developmental and
cultural norms. Students
exhibit respect for
teacher.
Teacher demonstrates
genuine caring and
respect for individual
students. Students exhibit
respect for teacher as an
individual, beyond that for
the role.
Students do not
demonstrate negative
behavior toward on
another.
Student interactions are
generally polite and
respectful.
Students demonstrate
genuine caring for one
another as individuals and
as students.
76
PERFORMANCE LEVELS: KEY WORDS
1. Choose any component from the Framework for
Teaching. Scan the language used to describe each
level of performance.
2. What
“ key words” would you use to characterize or
describe each level?
3. Synthesize your thinking as a discussion pair and choose
two key words that represent each level.
77
PERFORMANCE LEVELS: KEY
WORDS
Unsatisfactory
Basic
Proficient
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None
78
Distinguished
PERFORMANCE LEVELS: KEY
WORDS
Unsatisfactory
Basic
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None
Partial
Generally
Inconsistently
Attempts
Awareness
Moderate
Minimal
Some
Proficient
Distinguished
Levels of cognition and 79constructivist learning increase
PERFORMANCE LEVELS: KEY
WORDS
Unsatisfactory
Basic
Proficient
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
Distinguished
Levels of cognition and80constructivist learning increase
PERFORMANCE LEVELS: KEY
WORDS
Teacher-directed
success!
Student-directed
success!
Unsatisfactory
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
Levels of cognition and81constructivist learning increase
USING THE LEVELS OF PERFORMANCE
FOR GROWTH
What are some ways
teachers can use the
levels of performance
to promote their
learning and growth?
 Lesson planning
 Self assessment
 Developing
professional learning
goals
 Reflecting on
teaching and
learning
 Talking about
teaching
TEACHER EVALUATION THAT
PROMOTES TEACHER LEARNING
We can apply what we
know about
student learning
– what causes learning
and what motivates
learners
to
adult learning .
83
DEVELOPING EXCELLENCE IN TEACHING
To develop and sustain high quality
teaching, a school system must be
willing to change the way teachers
have traditionally been supervised and
evaluated.
84
REFLECTION……
 As you consider the what we have talked about today
regarding the framework…..
How might you imagine making use of the levels of performance in your
practice?
How might you imagine the level of performance being used in your
school?
What dangers might you foresee using the levels of performance?