Transcript Document

Citywide Expectations for 2011-2012
In the summer of 2011:
• Adopt Danielson’s Framework for Teaching, or leverage an existing
research-based teaching framework that articulates clear expectations,
to serve as the focus for observations and feedback.
• Explore ways to free up time for school leaders to engage in classroom
observations and feedback cycles.
• Finalize plan for gathering and looking at current student work
•
Begin planning for engaging teacher teams in
selecting/adapting/designing CC-aligned, curriculum-embedded tasks
1
Citywide Expectations for 2011-2012
Fall 2011
•
Establish regular cycles of teacher observation using a framework
•
Establish regular meeting times for teacher teams
•
Engage in a protocol to look at current student work
•
Analyze the selected Common Core standards to identify gaps between
what students are doing currently, and what the CCLS asks them to know
and be able to do
•
Teacher teams begin to plan for selection/adaptation/design of CCLS
aligned curriculum with embedded tasks
•
Familiarize teachers with task bundles available on the Common Core
Library
•
Plan for professional learning opportunities to deepen understanding of
Universal Design for Learning
2
Citywide Expectations for 2011-2012
Winter/ Early Spring 2012
•
Implement CCLS aligned curriculum with embedded literacy and math
tasks
•
Examine student work resulting from CCLS aligned tasks
•
Reflect on teacher work related to implementation of a framework
•
Continue observation and feedback cycles
•
Incorporate UDL into task and curriculum design to ensure accessibility
for all students
3
August Summer Institute: Overview
City Wide Instructional Expectations 2011-2012:
These are the Chancellor’s “3” ASKS:
•Strengthening student work by examining and refining curriculum,
assessment and classroom instruction
•Strengthening teacher practice by examining and refining the feedback
teachers receive through a framework
•Curriculum Mapping / ELA & Math task:
Engaging all students in at least one literacy task and one math task aligned
to strategically selected Common Core Learning Standards
Guiding Questions:
• How do Danielson’s Domains and Components support those aspects of
a teacher’s responsibilities that promote improved student learning?
4
Introducing “The Danielson Framework”
Here are the “4” Domains….
1. Planning and Preparation
2. The Classroom Environment
3. Instruction
4. Professional Responsibilities
5
The 6 Central DOE-selected from Charlotte Danielson
Framework for Teaching Competency Elements
Competency
•1e: Designing Coherent Instruction
•2b: Establishing a Culture for Learning
•2d: Managing Student Behavior
•3b: Questioning and Discussion
•3c: Engaging Students in Learning
•3d: Using Assessment in Instruction
Elements
1e: Learning activities, instructional materials
and resources, instructional groups, lesson and
unit structure
2b: Importance of the content, expectations for
learning and achievement, student pride in work
2d: Expectations, monitoring of student
behavior, response to student misbehavior
3b: Quality of questions, discussion techniques,
student participation
3c: Activities and assignments, grouping of
students, instructional materials and resources,
structure and pacing
3d: Assessment criteria, monitoring of student
learning, feedback to students, student selfassessment and monitoring of progress
6
Activity 1:
Envisioning Good Teaching …
Guiding Question:
When you’re in the presence of
greatness/excellence, what would you
expect to see/hear from students and your
colleagues?
7
Unpacking the Danielson Framework
Big Ideas:
•
To support schools with CCLS implementation and teacher effectiveness, Central DOE
has selected 6 components from Danielson’s Framework for Teaching to help build
pedagogical and observational/feedback skills and capacity
•
Schools must develop a shared understanding of what highly effective teaching looks
like in order to determine how to adjust teacher practice to support student
development along the continuum of college and career readiness
Guiding Questions:
•
What are the fundamental ideas behind the 6 Central-DOE selected and supported
Danielson components?
•
How do Danielson’s Domains and Components support those aspects of a teacher’s
responsibilities that promote improved student learning?
•
What evidences “Distinguished” performance for each Component? What are the
classroom/pedagogical “look fors”?
•
What are the subsequent implications for teacher practice, planning, and preparation?
8
Activity 2: Taking a Close Look at “1e”
Competency
1e: Designing Coherent Instruction
Elements
1e: Learning Activities, Instructional Materials and
Resources, Instructional Groups, Lesson and
Unit Structure.
Table Facilitators will support the “Instructional Leaders”
as they uncover the understandings of Domain 1, Competency
e and its Elements
9
1e – Designing Coherent Instruction
Competency
1e – Designing Coherent Instruction
Elements
1e – Learning Activities, Instructional Materials and Resources,
Instructional Groups and Lesson and Unit Structure
Look Fors:
• In Unit Plans – at least three weeks with daily topics and activities
that reflect organization and sequencing, and variety of materials
and groups
• In Lesson Plans – description of students, instructional objectives,
assessments, strategies for activating, cognitive demand, and
summarizing, varied instructional materials, and potential
misunderstandings
10
Steps for Reading and Template Completion:
•Individually read selected pages that cover assigned Domain/Component. Participants may wish to
jot their findings on the “Unpacking Danielson’s Teaching Framework Components” template while
reading or may wish to hold off on note-taking until the triad discussion. This is up to the
triad/individual participants.
•After reading the respective pages for the assigned Component, triads engage in a discussion and come
to consensus around the big ideas of the Component. Once consensus is reached, triad members record
their ideas on the template. Triads may choose to use one template to capture the ideas of all triad
members or capture triad’s ideas on individual templates.
•Triads are now ready to engage in a discussion around and notate on the template what would
evidence “Distinguished” level of performance for that Component. Participants should look closely at
the rubric for the Component and focus on the information in the “Distinguished” column in order to
generate ideas. The objective is to not only identify the classroom and pedagogical “look fors”, but also
to refrain from “eduspeak” and provide teacher-friendly language and specific examples/evidence that
will support teachers be they in their first or 20th year of teaching.
•Upon completion of the evidence/look fors, triads will share out their ideas and notes. Facilitator will
capture and triangulate these ideas and notes on large poster paper to serve as the table’s chart for the
room share out and suggested gallery walk at lunch.
11
Whole Group Share
Component 1e
Component 1e and supporting evidence of the
Elements
Followed by a 15 minute
break
12
Activity 3: 2b – Establishing a Culture for Learning
Competency
2b – Establishing a Culture for Learning
Elements
2b – Importance of the Content, Expectations for Learning and
Achievement and Student Pride in Work
Look Fors:
• Evidence must be in the classroom – the look of the room, student
work displayed (scored or rated with written feedback); nature of
the interactions and tone of conversations with and among students
reflect they are interested in and value learning and hard work.
13
Whole Group Share
Component 2b
Component 2b and supporting
evidence of the Elements
14
Activity 4: 2d – Managing Student Behavior
Competency
2d – Managing Student Behavior
Elements
2d – Expectations, Monitoring of Student Behavior and Response to
Student Behavior
Look Fors:
• Age appropriate and culturally consistent standards
• Rules are made clear to all and are posted in the classroom
• Rules are clearly and consistently applied (no favoritism is evident)
• Teacher encourages students to monitor their own behavior
15
Whole Group Share
Component 2d
Component 2d and supporting
evidence of the Elements
Followed by a 10 minute break
16
Activity 5- Using the “Danielson
Framework” to Provide Feedback…
Putting “Research” into “Practice”….
As you observe the video, please take down specific notes
and use the low inference observation protocol (collection
of evidence) to support the teacher practice you see…
What is the evidence?
What does the evidence say about teacher practice?
As a participant in this process, what feedback would you
provide this teacher to improve on their practice?
17
Activity 5: Video
18
Activity 6 – Aligning the Danielson Framework to
Current Units of Study/Curriculum Maps – 1e, 2b &
2d
Pairs and/or Triads…work to capture ideas
and memorialize these evidence based ideas
on the template. Engage in a discussion on
the “Look Fors” and how this may impact the
current unit maps and instructional focus.
1e: Designing Coherent Instruction
2b: Establishing a Culture for Learning
2d: Managing Student Behavior
19
Looking at Components 1e, 2b and 2d
Curriculum Mapping
Reflecting on the details and elements of 1e, 2d, 2b think about how
these understandings will help your team make “Instructionally
Strategic Moves” on your current Units of Study to reflect a closer
alignment to the Danielson Framework?
Review the components of your Curriculum Map and/or Unit Map
and look for ways to “strengthen” it to demonstrate a more
effective and coherent instructional approach for “ALL STUDENTS.”
What strategic change or changes did the team make?
20
Debrief/Feedback
Debrief of the Day:
• Valuable take-aways
• “A-ha” moments
**Please be sure to complete and submit to table facilitator
your feedback form**
We thank you for your participation at today’s institute!
21