An Introduction to Charlotte Danielson’s 2011 Framework for Teaching Laurie Gregory, Director of Curriculum January 9, 2013 Characteristics of Effective Teaching • Take three post-it notes • On each note: Write something you would see or hear if you were in the presence of an exemplary teacher. What is Charlotte Danielson’s Framework for Teaching? • It “identifies those aspects of a teacher’s responsibilities that have been documented through empirical studies and theoretical research as promoting improved student learning” (Danielson, 2007). • A rubric that is divided into four domains: – – – – Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities Structure of the Framework Domain 1: Planning and Preparation • Component 1a: Demonstrating Knowledge Content and Pedagogy – Knowledge of content and the structure of the discipline – Knowledge of prerequisite relationships – Knowledge of content-related pedagogy Examine and Discuss the Framework • Take some time to review Danielson’s Framework for Teaching placemat • Where do the items you recorded on your post-it notes fit? • After discussing this with your group, place your post-its in the correct domain. Elements of the Four Domains, Connections, and Common Themes • Read the assigned passage independently. • Discuss what you learned with your group. • Make a list of the main points you learned from the reading and be prepared to share them. Reading Assignments • • • • • • • Group 1: Domain 1 Group 2: Domain 2 Group 3: Domain 3 Group 4: Domain 4 Group 5: Interrelatedness of the Domains Group 6: Equity and Cultural Competence Group 7: High Expectations, Developmental Appropriateness, and Attention to Individual Students • Group 8: Appropriate Use of Technology and Student Assumption of Responsibility Check Your Understanding • Identify the Domain (1,2,3, or 4) in which each of the items would be categorized. • Circle the correct Domain on your paper. As the students enter the classroom, they are greeted at the door by Ms. K. She smiles and converses with each of them briefly. a) b) c) d) Domain 1 Domain 2 Domain 3 Domain 4 As student’s leave Ms. C’s class they complete an exit ticket by listing three things they learned during the lesson. Ms. C reviews them after class to monitor her students’ progress. a) b) c) d) Domain 1 Domain 2 Domain 3 Domain 4 During a small group activity, Mr. L notices that two students are involved in reading some outside material. He continues to circulate toward the two, quietly asks for the magazine, points to the task they should be doing, and moves on to the next group. a) b) c) d) Domain 1 Domain 2 Domain 3 Domain 4 Every Friday, Ms. M sends a report home to parents indicating which assignments are up to date, and which are past due. a) b) c) d) Domain 1 Domain 2 Domain 3 Domain 4 Mr. J knows that students learned sentence structure last year. He now plans to introduce paragraph structure. a) b) c) d) Domain 1 Domain 2 Domain 3 Domain 4 The science department meets regularly to discuss curriculum and assessment. a) b) c) d) Domain 1 Domain 2 Domain 3 Domain 4 Until Next Time… • Become more familiar with the rubrics for each domain. (I will send you a document electronically). • At our next session, we will talk about the levels of performance and what they look like in each domain.