•
South Dakota Framework for
Teaching
January 6th & 13th, 2012
MaryLou McGirr
Lacey Hoogland
Education Technology Specialists
TIE
•
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.
The Framework for Teaching Charlotte Danielson
"This is so much better!" commented Carla, a
4th grade teacher, following an evaluation
conference with her supervisor:
• Before, I had no idea what my principal was looking
for—I had to be a mind reader! So I just played it
safe, taught a familiar lesson, one I knew would go
well—but did the process improve my teaching? Not
at all! In my old school, the principal just came in
with a checklist, but we never really talked. But this
time, we had a great conversation about how to help
my students want to write. It really made me think.
As a result, I've got a new approach: I'm going to
engage some students around the things they're
passionate about and have them try to convince their
classmates about the value of such interests.
Pilot District Plan
Learn about the FfT this school year and implement in
2012-13.
 Days 1 and 2 – Delve and dialogue.
 Think about the components specific to the
needs of your district.
 Day 3 – Crosswalk and create.
 Determine what you wish to keep and add.
 Days 4 and 5 – Collect and calibrate.
 Learn what evidence is, how to collect it and
connect it to the levels of performance.
The Framework for Teaching Charlotte Danielson
Outcomes
At the end of this training you will...
 Develop a working knowledge of the
Framework for Teaching as a tool for improving
teaching practice.
 Site examples of what evidence for components
from the Framework for Teaching looks like in a
classroom.
 Communicate the structure of the Framework
for Teaching .
The Framework for Teaching Charlotte Danielson
•
AGENDA
•
 Welcome/Introductions
 Examining Outcomes/Agenda
 Introduction to the Framework for Teaching
 Cognitive Engagement – Domain 3
 Domain 2
 Closure
•4
The Framework for Teaching Charlotte Danielson
•
Working Agreement
•
 Be present: minds and hands-on all day
 Respect time boundaries…breaks, lunch
 Recognize the need for quiet while working
 Use electronics respectfully
 Bring attention to large group when
signaled….
•4
The Framework for Teaching Charlotte Danielson
•
Stirring Up Your Knowledge Base
A.
How can a principal promote high quality teaching in every
classroom every day with every student?
B.
Other than classroom observations, what are some sources
of information about teacher quality?
C.
How might we set up teacher assessment so that it leads to
improved instruction?
D.
What are some strategies for promoting a culture for adult
learning in a school?
E.
What could a school leader do to promote collaboration
among teachers?
The Framework for Teaching Charlotte Danielson
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The Wisdom of Practice
Independently…..
1. 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.”
2. Record your thoughts on 4-5 post-it notes, one
thought per post-it.
3. Put aside for later work.
The Framework for Teaching Charlotte Danielson
•
Introduction
The Framework for Teaching Charlotte Danielson
•
The Domains Jigsaw
Domain 1: Planning and Preparation
Domain 2: The Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
The Framework for Teaching Charlotte Danielson
•
The Domains Jigsaw, Instructions
1. Read your assignment only in B., pages
1 and 2.
2. Facilitate a dialogue with your group
about your understanding and then
their understanding about your domain.
3. Continue in round robin fashion.
•
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
•
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
•
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
•
Framework Focus
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.
The Framework for Teaching Charlotte Danielson
•
Framework Focus
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.
The Framework for Teaching Charlotte Danielson
•
Framework Vocabulary
4 Domains
22
Components
76 Elements
The Framework for Teaching Charlotte Danielson
Prove your understanding
1. Return to your original table
2. Draw 4 quadrants on the chart paper and
label the Domains.
3. Sort your sticky notes into the correct
Domains.
4. Hang your posters.
5. Debrief: What do you see as you look at the
information?
Prove your understanding
Identify the Domains, B. page 5
• Read each statement and indicate the domain
to which it primarily applies, by writing in the
blank the number 1-4 corresponding to the four
domains of the framework.
•
The Framework for Teaching
Second Edition
•
Domain 1: Planning and Preparation
•Demonstrating Knowledge of Content and
Pedagogy
•Demonstrating Knowledge of Students
•Setting Instructional Outcomes
•Demonstrating Knowledge of Resources
•Designing Coherent Instruction
•Designing Student Assessments
Domain 2: The Classroom Environment
•Creating an Environment of Respect and
Rapport
•Establishing a Culture for Learning
•Managing Classroom Procedures
•Managing Student Behavior
•Organizing Physical Space
Domain 4: Professional Responsibilities
•Reflecting on Teaching
•Maintaining Accurate Records
•Communicating with Families
•Participating in a Professional Community
•Growing and Developing Professionally
Showing Professionalism
Domain 3: Instruction
•Communicating With Students
•Using Questioning and Discussion Techniques
•Engaging Students in Learning
•Using Assessment in Instruction
•Demonstrating Flexibility and Responsiveness
The Framework for Teaching Charlotte Danielson
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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. The learner does the learning.
The Framework for Teaching Charlotte Danielson
•
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?
The Framework for Teaching Charlotte Danielson
•
Say Something, T. pages 15-17
•
To gain a deeper understanding of cognitive engagement
1.
2.
3.
4.
Find a partner
I’ll chunk the reading
Each read the chunk silently
A: Turn to your partner and say something,
re: key ideas, I don’t understand…..
5. Read the next chunk
6. B: Turn to your partner and say something
re: key ideas, I don’t understand…..
7. Continue with the other chunk
8. What else might you add to your definition of
Cognitive Engagement?
The Framework for Teaching Charlotte Danielson
•
Say Something, T. pages 15-17
1. Form a quartet.
2. Share your definitions and have a dialogue.
3. Return to your chairs.
4. What else might you add to your definition of
Cognitive Engagement?
The Framework for Teaching Charlotte Danielson
•
•
Signers of the Declaration of
Independence , B. pages 6 and 7
 Look at the list of the signers of the Declaration of
Independence. Brainstorm questions that come to mind with
your group. Someone record on page 5.
 Select one question that can be answered by the information
on the chart.
 Create a method of investigation (activity).
 Complete the “Look-For’s” for Student Engagement, page 7.
 Share your work with the Large Group.
 Think creatively!
The Framework for Teaching Charlotte Danielson
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Engaging Learning Tasks/Assignments
 Pose an interesting problem or question
 Invite student choice and initiative
 Encourage depth rather than breadth
 Permit collaborative work
 Require higher-level thinking: e.g. collecting
and analyzing information, making predictions
The Framework for Teaching Charlotte Danielson
28
Evidence: A Reporting of the Facts
• Evidence may include statements, actions, or
behaviors.
• Evidence may also include artifacts prepared by
the teacher, students, or others.
• Evidence is not personal opinion or bias. It is
selected through the observer’s and/or
teacher’s use of professional judgment.
•
Collecting Evidence/Component 3c
 Watch the video.
 Record evidence.
 Share your evidence with a partner.
 Calibrate the evidence:
 Turn to page 85 (3c).
 Circle the words, phrases or sentences in your
data collection that give evidence of teaching
performance.
 What did you see the students doing that
showed the effectiveness of cognitive engagement?
The Framework for Teaching Charlotte Danielson
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A Memorable Teacher
Remember when you were a student. What
word(s) come to mind when you think about
a memorable teacher? The memory can be
either positive or negative.
Chart your words.
The Framework for Teaching Charlotte Danielson
•
The Domains
Domain 1: Planning and Preparation
Domain 2: The Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
The Framework for Teaching Charlotte Danielson
•
A Quote from Maya Angelou
“People will forget what you said. People
will forget what you did. But they will never
forget how you made them feel.”
Commencement Address, 2002
The Framework for Teaching Charlotte Danielson
•
Effective Teachers
What is it that effective teachers do in the first month
of school that contributes or detracts from their
success the rest of the year?
Landmark activity
The Framework for Teaching Charlotte Danielson
•
Domain 2
2a: Respect and rapport
p. 64
2b: Culture for learning
p. 67
2c: Classroom procedures
p. 68
2d: Student behavior
p. 71
2e: Physical space
p. 73
The Framework for Teaching Charlotte Danielson
•
Domain 2: The Classroom Environment
2a: Creating an Environment of Respect and Rapport Page 66
DOMAIN 2: THE CLASSROOM ENVIRONMENT
COMPONENT 2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT
Figure 4.2b
Elements:
Teacher interaction with students Student interaction with one another
LEVEL
ELEMENT
Teacher Interaction
with Students
Student Interactions
with one another
O
F
PERFORMANCE
UNSATISFACTORY
BASIC
PROFICIENT
DISTINGUISHED
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.
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.
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.
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.
Student interactions are
generally polite and
respectful.
Students demonstrate
genuine caring for one
another and monitor one
another’s treatment of peers,
correcting classmates
respectfully when needed.
Student interactions are
characterized by conflict,
sarcasm, or put-downs.
Students do not demonstrate
disrespect for one another.
The Framework for Teaching Charlotte Danielson
•
Collecting Evidence/Component 2a
 Watch the video.
 Record evidence.
 Share your evidence with a partner.
 Calibrate the evidence:
 Turn to page 66 (2a).
 Circle the words, phrases or sentences in your
data collection that give evidence of teaching
performance.
 What did you see/hear or not that
demonstrated respect and rapport?
The Framework for Teaching Charlotte Danielson
•
Levels of Performance
•Unsatisfactory
•Basic
•Proficient
•Distinguished
The Framework for Teaching Charlotte Danielson
•
Reflection on the Levels of
Performance, B. page 19
 How can you use the levels of performance in
your own work?
 What reservations do you have regarding the
levels of performance?
 What question(s) do you have about the
levels of performance?
The Framework for Teaching Charlotte Danielson
•
The Framework for Teaching
Second Edition
•
Domain 1: Planning and Preparation
•Demonstrating Knowledge of Content and
Pedagogy
•Demonstrating Knowledge of Students
•Setting Instructional Outcomes
•Demonstrating Knowledge of Resources
•Designing Coherent Instruction
•Designing Student Assessments
Domain 2: The Classroom Environment
•Creating an Environment of Respect and
Rapport
•Establishing a Culture for Learning
•Managing Classroom Procedures
•Managing Student Behavior
•Organizing Physical Space
Domain 4: Professional Responsibilities
•Reflecting on Teaching
•Maintaining Accurate Records
•Communicating with Families
•Participating in a Professional Community
•Growing and Developing Professionally
Showing Professionalism
Domain 3: Instruction
•Communicating With Students
•Using Questioning and Discussion Techniques
•Engaging Students in Learning
•Using Assessment in Instruction
•Demonstrating Flexibility and Responsiveness
The Framework for Teaching Charlotte Danielson
•
3 – 2 – 1 Note Cards
 Write down 3 things you learned.
 Write down 2 things you are pondering.
 Write down 1 question you have.
The Framework for Teaching Charlotte Danielson
•
South Dakota Framework for
Teaching
January 6th & 13th, 2012
MaryLou McGirr
Lacey Hoogland
Education Technology Specialists
TIE
Review-Paired Verbal Fluencey
• Directions
•
Review and Wrap up of Day 1
•
1.Answer questions
2.Hear what Charlotte
has to say about the
lesson.
The Framework for Teaching Charlotte Danielson
Outcomes
At the end of this training you will...
 Develop a working knowledge of the
Framework for Teaching as a tool for improving
teaching practice.
 Site examples of what evidence for components
from the Framework for Teaching looks like in a
classroom.
 Communicate the structure of the Framework
for Teaching .
The Framework for Teaching Charlotte Danielson
•
AGENDA
•
 Welcome
 Examining Outcomes/Agenda/Review
 About the FfT:

Benefits, Common Themes
 Introduction to Domain 1
 About the FfT:

Uses, Features
 Introduction to Domain 4
 Bias
 Next work
 Closure
•4
The Framework for Teaching Charlotte Danielson
•
Benefits of
Any Framework for Teaching
•
 Common language
 Development of shared understandings
 Self-assessment and reflection on practice
 Structured professional conversation
The Framework for Teaching Charlotte Danielson
•
Common Themes
 Equity
 Cultural sensitivity
 High expectations
 Developmental appropriateness
 Accommodating individual needs
 Appropriate use of technology
 Student Assumption of responsibility
•The Framework for Teaching Charlotte Danielson
The Framework for Teaching Charlotte Danielson
•
Domain 1 Components
•
1a: Demonstrating Knowledge of Content
and Pedagogy
p. 44
1b: Demonstrating Knowledge of Students
p. 46
1c: Setting Instructional Outcomes
p. 51
1d: Demonstrating Knowledge of Resources
p. 53
1e: Designing Coherent Instruction
p. 55
1f: Designing Student Assessments
p. 59
The Framework for Teaching Charlotte Danielson
•
1c: Setting instructional outcomes
 Delve and Dialogue in trios:
Seek understanding through words, not come up with a product
or decision – simply understanding.
 Read pages T., 51-53 silently and make connections to your
own work.
 Individually, complete B., page 20.
 Check with your partners.
 Check with large group.
The Framework for Teaching Charlotte Danielson
•
Domain 1, T. pages 44-59
 For the component you have been assigned, read the text,
determine how teacher skills advance from one level to the
next. Information found on pages 44-59.
 Consider how teachers achieve the higher levels. For
example, for component 1b (knowledge of students), how do
teachers come to know their students? What are all the different
methods they can use? Record on top half of chart paper.
 Next, consider how teachers demonstrate their skill in this
component. Write these ideas on the bottom half of the chart
paper.
 Post your chart paper on the wall.
The Framework for Teaching Charlotte Danielson
•
Domain 1- Process
 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?
 Based on the FfT, your district needs some evidence of
planning:
 Formal evaluation:
1. Planning conversation
2. Observation
3. Reflecting conversation***
The Framework for Teaching Charlotte Danielson
•
Uses of
The Framework for Teaching
•
 Teacher preparation
 Supervising student teachers
 Teacher recruitment and hiring
 Mentoring beginning teachers
 Structuring professional development
 Evaluating teacher performance
The Framework for Teaching Charlotte Danielson
•
Features of
The Framework for Teaching
•
 Comprehensive
 Grounded in research
 Public
 Generic
 Coherent in structure
 Independent of any particular teaching
methodology
The Framework for Teaching Charlotte Danielson
•
Domain 4 Components
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
The Framework for Teaching Charlotte Danielson
p. 92
p. 94
p. 96
p. 99
p. 102
p. 106
•
Domain 4 Components, B. page 21
1. 1. Read the quotes and choose one that speaks
to you
2. 2. Pick up your books and form same groups
3. 3. Read the pages associated with your
component only.
4. 4. Have a conversation about your understanding
of this component.
The Framework for Teaching Charlotte Danielson
•
Domain 4, B., page 22
 In your table group, consider each of the
components in Domain 4 in this way:
 Determine the extent to which each
component is important in your setting
 Lastly, determine how teachers can
demonstrate their skill in the component.
The Framework for Teaching Charlotte Danielson
•
Bias
•
 A research-based definition of good
teaching
 A roadmap to, and for navigating through,
the complex territory of teaching
 A framework for novice-level
practitioners, through accomplished
teaching
The Framework for Teaching Charlotte Danielson
??Quick Review on all 4 domains
• Watch a video and collect evidence for all 4 or go
on with Domain 2 and 3 activities.
• Which will be most valuable to the participants?
•
Domain 3
3a: Communicating with students
p. 77
3b: Questioning and discussion
p. 79
3c: Student engagement
p. 82
3d: Using assessment in instruction p. 86
3e: Flexibility and responsiveness
The Framework for Teaching Charlotte Danielson
p. 88
•
3-2-1 Domain 3: Components 3b and 3c
 With your table group, for the component
you have been assigned, complete the 3-2-1
worksheet.
 Designate one person as a spokesperson.
 Report to the large group the three “big
ideas” about the component, and pose your
question.
The Framework for Teaching Charlotte Danielson
•
Collecting Evidence/Components 3b and 3c
 Evidence is what you see and hear
 from both teacher and students.
 Determine how best to collect evidence.
 Collect as you observe, don’t try to
remember.
 Don’t take the rubric with you, calibrate and
rank later.
The Framework for Teaching Charlotte Danielson
•
Summary of
The Framework for Teaching
•
 A research-based definition of good
teaching
 A roadmap to, and for navigating through,
the complex territory of teaching
 A framework for novice-level
practitioners, through accomplished
teaching
The Framework for Teaching Charlotte Danielson
•
Overall Reflection 5-3-1
 Write down five words that describe how you feel
about your Day 1 and 2 learning.
 With the person on your right, share your words and
together choose three.
 With the table group, share your partner words and
choose one word per table.
 Questions you still have…..
The Framework for Teaching Charlotte Danielson
•
Domain 2: The Classroom Environment
2a: Creating an Environment of Respect and Rapport
DOMAIN 2: THE CLASSROOM ENVIRONMENT
COMPONENT 2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT
Figure 4.2b
Elements:
Teacher interaction with students Student interaction with one another
LEVEL
ELEMENT
Teacher Interaction
with Students
Student Interactions
with one another
O
F
PERFORMANCE
UNSATISFACTORY
BASIC
PROFICIENT
DISTINGUISHED
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.
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.
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.
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.
Student interactions are
generally polite and
respectful.
Students demonstrate
genuine caring for one
another and monitor one
another’s treatment of peers,
correcting classmates
respectfully when needed.
Student interactions are
characterized by conflict,
sarcasm, or put-downs.
Students do not demonstrate
disrespect for one another.
The Framework for Teaching Charlotte Danielson
•
Domain 2 Activity
(Part one)
For the component you have been assigned:
•Read the narrative description and make note of the
important ideas of the component
•Read the levels of performance; determine the critical
differences between the different levels – if possible,
highlight key words
•Determine a context for your thinking (for example high
school science)
•Create examples of practice for each level of
performance, bearing in mind the common themes.
The Framework for Teaching Charlotte Danielson
•
Domain 2 Activity
(Part tw0)
In your new group:
 Explain the important ideas in the component
you investigated
 Describe the examples generated in your
previous group.
 If desired, write examples from others on the
next worksheet
The Framework for Teaching Charlotte Danielson
•
Process the work
•
 3 words
 2 words
 1word
The Framework for Teaching Charlotte Danielson