“Teachers do not cause students achievement,
students cause student achievement”
Steve Barkley
Framework for Teaching
Evidence: What it Looks Like
Prince George’s County Public Schools
Office of Talent Development
Objectives
• Identify evidence to be included in the FfT Descriptors
of Practice.
• Identify and collect non-bias and factual evidence
from on stage and off stage
• Analyze a completed Descriptors of Practice
Agenda
Part I:
• Warm Up
• What is evidence ?
Part II:
• Collecting off-stage Evidence Domain 1
• Identify Evidence for Domains 1, 2 and 3
Part III:
• Looking at a completed D.O.P.
Closure
• What are the implications for you as a teacher?
Part I
What is evidence?
Quick Write
What is evidence?
EVIDENCE
Evidence is a factual reporting of events.
It may include teacher and student actions
and/or behaviors. It may also include
artifacts prepared by the teacher, students,
or others.
It is not clouded with personal opinion or
biases. It is selected using professional
judgment by the observer and/or the
teacher.
Types of
Observation Evidence
• Verbatim scripting of teacher or student comments:
“Could one person from each table collect materials?”
• Non-evaluative statements of observed teacher or student
behavior:
The teacher stands by the door, greeting students as they enter.
• Numeric information about time, student participation,
resource use, etc.:
Three students of the eighteen offer nearly all of the comments during discussion.
• An observed aspect of the environment:
The assignment is on the board for students to do while roll is taken.
BIAS
When making judgments based on evidence, we draw conclusions from what
we see and hear. And, while it is human nature to attach positive or negative
“meaning” to elements in our environment, it is inappropriate in a
professional observation to allow our personal associations – our biases – to
affect our judgment.
Exploring the nature of bias:
Bias, both personal and societal, can influence
judgment in many ways. None of these influences,
it should be noted, are directly related to the
teacher’s effectiveness in the classroom, but they
can affect the observer’s judgment.
Bias is both possible and important to understand.
Threats to evaluator accuracy:
• Assessor bias
• Leniency
• Central Tendency
• “Halo” or “Horns” Effect
• Comparison
4 o’clock appt.
On the Line
• You will view pieces of statement and determine if the evidence is
evidence or an opinion.
• If the statement is evidence step forward, if opinion then step
backward, and if you are not certain, then stay on the line.
Evidence or Opinion?
The pacing of the lesson was slow, allowing
for student restlessness, disengagement,
and disruptive behavior.
Evidence or Opinion?
The teacher says today’s activities are an
extension of the math unit.
Evidence or Opinion?
The pacing of the lesson was slow, allowing
for student restlessness, disengagement,
and disruptive behavior.
Evidence or Opinion?
The new table arrangement
encourages concentration and
controlled interaction with neighbor.
Review - What is Evidence?
• Actions, by teacher or students
• Statements or questions, by teacher or students
• Observable features of the classroom
• Captured not remembered
The 8 Essential Components
Domain 1:
Domain 2:
Planning and Preparation
Classroom Environment
1c: Establishing Instructional
Outcomes
2b: Establishing a Culture for Learning
1e: Designing Coherent Instruction
2d: Managing Student Behavior
Domain 4:
Domain 3:
Professional Responsibility
Instruction
4a: Reflecting on Teaching
3b: Using Questioning and Discussion
Techniques
4c: Communicating with Families
3c: Engaging Student in Learning
Pieces of the Lesson
• Value, Sequence, & Alignment
• Aligned to standards
• Part of a bigger picture, previous lesson, beginning lesson, etc.
• Represents high expectations & intellectual rigor (higher order
thinking)
• Clarity
•
•
•
•
Objectives use measurable verbs
Clearly stated as a learning goal & can be assessed
Teacher states outcome as learning not just as an activity
Outcomes can be assessed/tested
Pieces of the Lesson
Balance:
• Balance represent factual knowledge and procedural skills as
well as thinking and reasoning, conceptual understanding and
skills in collaboration.
• Among different types of learning (may represent listening,
discussion, writing, drawing, presenting, groupings, etc.)
How is it related to the learning outcome?
• Integrated with other content areas/technology
• Instruction is adjusted to accommodate diverse learners
• Differentiating the Process/Activities
o Differentiating the processes means varying learning
activities or strategies to provide appropriate methods
for students to explore the concepts.
1e: Designing Coherent Instruction
Requires teachers’ knowledge of the content,
students, resources and clarity of instructional
outcomes that come together, resulting in a plan of
action.
Pieces of the Lesson
Learning Activities
•
Are suitable for students.
•
Support the Instructional Outcomes in 1c.
•
Engage students in meaningful learning via approved textbooks, technology, websites, and resources
from www.mdk12.org.
•
Reflect appropriate text complexity.
Materials and Resources
•
Are suitable for students.
•
Support the Instructional Outcomes in 1c.
•
Engage students in meaningful learning via approved textbooks, technology, websites, and resources
from www.mdk12.org.
•
Reflect appropriate text complexity.
Pieces of the Lesson
Instructional Groups
• Groups are varied as
appropriate, based on
needs of students and
instructional outcomes.
• Student choice is
incorporated in grouping
decisions.
Lesson and Unit Structure
• Clearly defined structure
• Activities designed to support
lesson structure & are
coherent
• Time allocations are
reasonable
• Topics are connected
• Time for closure and student
reflection
• Options are provided for
diverse student needs.
2b. Establishing a Culture for Learning
The culture for
learning refers to the
atmosphere and
energy level in a
classroom, where
students are engaged
in important work.
Pieces of the Lesson
Importance of Content
 Atmosphere in class reflects
importance of work
 Everyone engaged in pursuits
of value
 Norms that govern interaction
among individuals
 Students demonstrate
curiosity and taking initiative
 High energy
Expectations for Learning &
Achievement
•High expectations of Teacher
•Teacher has confidence in their
abilities
•Effort is rewarded
•Good ideas are valued (Good job, you
have two more sentences to go”)
•Students put forth effort
•Being “smart” is cool
•Safe environment for taking risks
Pieces of the Lesson
Student Pride in Work
 Student work is displayed
 Accountable talk (students & teachers)
 Students explain work to others
 Students value learning and hard work
2d. Managing Student Behavior
• Expectations
• Monitoring of Student
Behavior
• Response to Student
Misbehavior
28
Pieces of the Lesson
Expectations
 Standards of conduct
set/posted
Monitoring of Student Behavior
•Self monitoring by students
•Teacher aware of what is going on
“eyes in the back of the head”
 Clear consequences
Response to Misbehavior
 Consistently applied (no
favorites)
 Routines/procedures
established
 Teachers refrain from losing
temper
•Reflects established behavior plan
•Proximity of teacher
•Consequences based on student
behavior, not on the student
Pieces of the Lesson
Quality of Questions
 Invite students to formulate
hypotheses
 Make connections
 Challenge previously held views
 Promote student thinking/teachers
probe student responses
 High level rather than low level
Discussion Techniques
•Discussion student led
•Teacher not the center of the
discussion “sage on the stage”
•Requires student analytical
thinking
•Teacher encourages comments on
others answers and requests further
elaboration
Pieces of the Lesson
Student Participation in the Discussion
 All students are engaged
 All students are drawn into the conversation
 Students themselves ensure high levels of
participation
Pieces of the Lesson
Activities ad Assignments
• Large (whole class), small, pairs,
triads, etc.
• Should reflect what teacher is trying
to accomplish and should serve that
purpose
• Heterogeneous/Homogeneous
Grouping of Students
• Active student learning-mental
engagement
• Students making contributions
• Students are intellectually engaged
• Students challenged to think broadly
& deeply
• Students solve problems
Pieces of the Lesson
Instructional Materials & Resources
•Suitable and enhances learning for all students
•Needed for outcome/engaging for students in
meaningful learning
•Supported the instructional outcomes
Structure and Pacing
•Students know where they are in the structure
•The structure guided the lesson (warm up,
beginning, middle, end, and closure)
•Pacing is appropriate to students and content
•Students don’t feel rushed or too much lag time
4a: Reflection on Teaching
(page 92-94)
Accuracy
• Teacher prompts students to reflect on learning and uses
the reflections to assess lesson’s effectiveness.
• Teacher identifies specific learning outcomes that
students mastered and those that will need to be
reinforced with additional instruction.
• Teacher reflects on the effectiveness of instructional
groups by assigning student monitors in each group to
collect data about the participation of each group member.
In addition, all students participate in a reflection activity
in which they make connections between group
participation and learning.
4a: Reflection on Teaching
Use in Future Teaching
• Teacher provides several alternate resources for students,
including options for students of varying levels of readiness
and learning style.
• Based on student reflections, the teacher regroups student
for the next lesson according to their area of interest in
the topic.
• After examining student work, the teacher develops a
series of milestones, sequenced and differentiated
according to needs indicated by student work.
4c: Communicating with Families
Information about the Instructional Program
Informs families how class is run
Uses a communication strategy: web page, newsletter, back-to-school
night, email, etc.
4c: Communicating with Families
Information about Individual Students
Parents should feel invited and encouraged to contact the
teacher any time
Inform parents of academic & social progress
Communicates honestly with parents
Responds to parent concerns
Part II
Collecting off-stage Evidence Domain 1
Identifying Evidence for Domains 1, 2 and 3
Domain 1
• Review the sample lesson plan
• Record evidence from the sample lesson plan for Domain 1
• Have a discussion with a partner or group about the
evidence collected.
The Framework for Teaching
Charlotte Danielson
• Collecting off-stage Evidence Domain 1
D.O.P
Take a moment to read through the completed D.O.P.
• What do you notice?
• Fact or Opinion
• Levels of Performance
The Framework for Teaching
Charlotte Danielson
Examining a completed Descriptors of Practice
Closure
What are the implications for you as a
teacher?
Quote
“The aim of education should be to teach us rather how to think,
than what to think - rather to improve our minds, so as to enable us
to think for ourselves, than to load the memory with thoughts of
other men.”
~Bill Beattie ~