Transcript Slide 1

Teacher Orientation to the Framework
for Teaching and Framework for
Teaching Proficiency System
Draw a picture of your principal on
the provided page in your packet.
Score your partner’s drawing.
(This activity shows how not
everyone will score the same since
we do not have a rubric. Correlates
to why we should have rubrics and
how the TfT uses a rubric to evaluate
performance.)
Agenda
 Sign in and make sure you have a PowerPoint for the participant journal and
PGES Framework for Teaching. Highlighters and post-it notes should be
available at your tables.
 The purpose of this session is to think about and discuss the improvements to
classroom observation that will result from implementing:
• Charlotte Danielson's Framework for Teaching as our observation framework
• The Framework for Teaching Proficiency System
 By the end of this training, you will be able to answer…
-Why have a framework for evaluating teaching?
Video clip, activity, discussion
-How was the PGES Framework developed?
Video clip, activity, discussion
-How will the PGES Framework be administered?
Video clip, activity, discussion
-Reflection and Your Thoughts….
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1. Video: Introduction to the Framework for
Teaching and Proficiency System
http://teachscape.vo.llnwd.net/o36/u/production/dps/FFTPS_Te
acherOrientation_Introduction.mov
NOTES:
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2. Activity: Self-Reflection
Classroom observation can be positive experiences for teachers. If done well,
they can help teachers reflect and improve their practice.
Reflect on the following statements. Respond to each of these statements
based on your personal experiences. Mark a T by a statement if you believe it to
be true, and an F by a statement if you believe it to be false. There are no
WRONG answers.
1. As a teacher, I have had mostly positive experiences with classroom
observation.
2. There are multiple definitions of “good teaching.”
3. Most colleagues in my school have shared values and assumptions about
what good teaching looks like.
4. It is important to observe all teachers—no matter what subject or grade
level—against the same definition of good teaching.
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Use a blue post-it for TRUE and a yellow post-it for
FALSE to mark the same statements hanging on
the wall.
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3. Video: Framework for Teaching
http://teachscape.vo.llnwd.net/o36/u/produ
ction/dps/FFTPS_TeacherOrientation_Fra
meworkForTeaching.mov
NOTES:
7
A Closer Look at the Framework…page 2
Component
1A - Knowledge of
Content and
Pedagogy



Knowledge of
Content and the
Structure of the
Discipline
Knowledge of
Prerequisite
Relationships
Knowledge of
Content-Related
Pedagogy
Critical Attributes
Domain
In order to guide student learning, accomplished teachers have command of the subjects they teach. They must know how the discipline has evolved
into the 21st century, incorporating
such issues as global awareness and cultural diversity, as appropriate. Accomplished teachers understand the internal relationships within the disciplines they teach, knowing which
concepts and skills are prerequisite to the understanding of others. They are also aware of typical student misconceptions in the discipline and work to dispel them. But knowledge of
the content is not sufficient; in advancing student understanding, teachers are familiar with the particularly pedagogical approaches best suited to each discipline.
Ineffective
Developing
Accomplished
Exemplary






Possible Examples
Domain 1: Planning & Preparation



In planning and practice, teacher makes
content errors or does not correct errors
made by students.
Teacher’s plans and practice display little
understanding of prerequisite relationships
important to student’s learning of the
content.
Teacher displays little or no understanding
of the range of pedagogical approaches
suitable to student’s learning of the
content.

Teacher makes content errors.
Teacher does not consider prerequisite
relationships when planning.
Teacher’s plans use inappropriate strategies
for the discipline.

Element(s)


Teacher is familiar with the important
concepts in the discipline but displays lack
of awareness of how these concepts relate
to one another.
Teacher’s plans and practice indicate some
awareness of prerequisite relationships,
although such knowledge may be
inaccurate or incomplete.
Teacher’s plans and practice reflect a
limited range of pedagogical approaches to
the discipline or to the students.

Teacher is familiar with the discipline but
does not see conceptual relationships.
Teacher’s knowledge of prerequisite
relationships is inaccurate or incomplete.
Lesson and unit plans use limited
instructional strategies, and some may not
be suitable to the content.



Teacher displays solid knowledge of the
important concepts in the discipline and the
ways they relate to one another.
Teacher’s plans and practice reflect
accurate understanding of prerequisite
relationships among topics and concepts.
Teacher’s plans and practice reflect
familiarity with a wide range of effective
pedagogical approaches to the discipline.

Teacher displays extensive knowledge of
the important concepts in the discipline and
the ways they relate both to one another
and to other disciplines.
 Teacher’s plans and practice reflect
understanding of prerequisite relationships
among topics and concepts and provide a
link to necessary cognitive structures
needed by students to ensure
understanding.
 Teacher’s plans and practice reflect
familiarity with a wide range of effective
pedagogical approaches in the discipline,
anticipating student misconceptions.
In addition to the characteristics of
“accomplished”:
 Teacher cites intra- and interdisciplinary
content relationships.
 Teacher is proactive in uncovering student
misconceptions and addressing them before
proceeding.
COMMON LANGUAGE
The teacher says “the official language of
Brazil is Spanish, just like other South
American countries.”
The teacher says, “I don’t understand why
the math book has decimals in the same
unit as fractions.”
The teacher has students copy dictionary
definitions each week to help his students
learn to spell difficult words.
Domain 1
Planning & Preparation





Essential guidance for
The teacher plansobservers
lessons on area and
Indicators




perimeter independently of one another,
without linking the concepts together.
The teacher plans to forge ahead with a
lesson on addition with regrouping, even

though some students have not fully
grasped place value.
The teacher always plans the same routine
to study spelling: pretest on Monday, copy

Framework
the words 5 times each
on TuesdayOverview
and
Wednesday, test on Friday.
Domain 2
Classroom Environment
Domain 3
Instruction
The teacher can identify important concepts
of the discipline and their relationships to
one another.
The teacher consistently provides clear
explanations of the content.
The teacher answers student questions
accurately and provides feedback that
furthers their learning.
The teacher seeks out content-related
professional development.
The teacher’s plan for area and perimeter
invites students to determine the shape
that will yield the largest area for a given
perimeter.
The teacher realizes her students are not
sure how to use a compass, so she plans to
practice that before introducing the activity
on angle measurement.
The teacher plans to expand a unit on civics
by having students simulate a court trial.


Illustrates the meaning of
framework language
Domain 4
Professional Responsibilities
Performance Level
th
In a unit on 19 century literature, the
teacher incorporates information about the
history of the same period.
Before beginning a unit on the solar system,
the teacher surveys the class on their beliefs
about why it is hotter in the summer than in
the winter.
Domain 5
Student Growth
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Activity: Understanding Levels of Performance
Directions: Read about component 2a in Framework for Proficiency page 16. Read the description for each
level and highlight the words or phrases that differentiate each performance level.
Elements:
• Teacher interactions with students, including both words and actions.
A teacher’s interactions with students set the tone for the classroom. Through their interactions, teachers
Convey that they care about their students.
• Student interactions with other students, including both words and actions.
How students treat each other is as important as how teachers treat students-and for students, even
more important. At its worst, poor treatment results in bullying, which can poison the environment of an entire
school. At its best, positive interactions among students are mutually supportive and create an emotionally
healthy school environment. It’s the teacher’s responsibility both to model and teach students how to engage
in respectful interactions with one another.
Indicators:
Respectful talk and turn-taking
Attention to student background and lives outside of the classroom
Teacher and student body language
Physical proximity
Warmth and caring
Encouragement
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4. Activity: Understanding the Levels of Performance
Level
4
Level
3
Level
2
Level
1
Classroom interactions among the teacher and individual students are highly respectful,
reflecting genuine warmth and caring and sensitivity to students as individuals. Students
exhibit respect for the teacher and contribute to high levels of civility among all members
of the class. The net result of interactions is that of connections with students as individuals.
Teacher-student interactions are friendly and demonstrate general caring and respect.
Such interactions are appropriate to the ages of the students. Students exhibit respect
for the teacher. Interactions among students are generally polite and respectful. The
teacher responds successfully to disrespectful behavior among students. The net result
of the interactions is polite and respectful, but business-like.
Patterns of classroom interactions, both between the teacher and students and among
students, are generally appropriate but may reflect occasional inconsistencies, favoritism,
and disregard for students’ ages, cultures, and developmental levels. Students rarely
demonstrate disrespect for one another. The teacher attempts to respond to disrespectful
behavior, with uneven results. The net result of the interactions is neutral: conveying
neither warmth nor conflict.
Patterns of classroom interactions, both between the teacher and students and among
students, are mostly negative, inappropriate, or insensitive to students’ ages, cultural
backgrounds, and developmental levels. Interactions are characterized by sarcasm, putdowns, or conflict. The teacher does not deal with disrespectful behavior.
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4. Activity: Understanding the Levels of Performance
Level
4
Level
3
Level
2
Level
1
Classroom interactions among the teacher and individual students are highly respectful,
reflecting genuine warmth and caring and sensitivity to students as individuals. Students
exhibit respect for the teacher and contribute to high levels of civility among all members
of the class. The net result of interactions is that of connections with students as individuals.
Teacher-student interactions are friendly and demonstrate general caring and respect.
Such interactions are appropriate to the ages of the students. Students exhibit respect
for the teacher. Interactions among students are generally polite and respectful. The
teacher responds successfully to disrespectful behavior among students. The net result
of the interactions is polite and respectful, but business-like.
Patterns of classroom interactions, both between the teacher and students and among
students, are generally appropriate but may reflect occasional inconsistencies, favoritism,
and disregard for students’ ages, cultures, and developmental levels. Students rarely
demonstrate disrespect for one another. The teacher attempts to respond to disrespectful
behavior, with uneven results. The net result of the interactions is neutral: conveying
neither warmth nor conflict.
Patterns of classroom interactions, both between the teacher and students and among
students, are mostly negative, inappropriate, or insensitive to students’ ages, cultural
backgrounds, and developmental levels. Interactions are characterized by sarcasm, putdowns, or conflict. The teacher does not deal with disrespectful behavior.
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5. Video: The Proficiency System
 NOTES:
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Evidence vs. Interpretation
 Evidence is what an observer observes in a classroom and is not contaminated by
biases, preferences, or judgment; evidence is what is seen or heard, not a
judgment of what is seen or heard. (Think, pair, share: what are some biases,
preferences, or judgments an observer may have?)
 Examples of solid evidence include: the number of students who are raising their
hand to answer questions; exact statements that students make to one another.
 It is challenging to differentiate between evidence and interpretation, but learning to
do so is a critical component of the observation process.
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6. Activity: Sorting Evidence and Interpretation
Read the observation notes below. Circle all statements that you believe are evidence.
Clear expectations of student conduct are displayed around the room and are referenced
by the teacher at various points during the lesson.
The teacher was friendly and very eager to get to the afternoon lesson.
The teacher continues instruction while a student enters the room, walks to his seat, and begins
work promptly without interrupting the teacher or other students.
The students were engaged in the small-group activity.
The teacher asks a student about how her audition for a play went and asks another
student how his mother is feeling.
During small-group work, one student says to another, “Let her talk.”
Everyone seemed happy to be in the room and eager to learn.
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6. Activity: Sorting Evidence and Interpretation
Which statement was most difficult to classify as evidence or interpretation and why?
Clear expectations of student conduct are displayed around the room and are referenced
by the teacher at various points during the lesson.
The teacher was friendly and very eager to get to the afternoon lesson.
The teacher continues instruction while a student enters the room, walks to his seat, and begins
work promptly without interrupting the teacher or other students.
The students were engaged in the small-group activity.
The teacher asks a student about how her audition for a play went and asks another
student how his mother is feeling.
During small-group work, one student says to another, “Let her talk.”
Everyone seemed happy to be in the room and eager to learn.
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7. Activity: Determining the Component
Use your framework to review 2a-2d page 16-22. Match the statement to the correct component
number. Write the component number in front of the statement.
Clear expectations of student conduct are displayed around the room and are referenced
by the teacher at various points during the lesson.
The teacher continues instruction while a student enters the room, walks to his seat, and begins
work promptly without interrupting the teacher or other students.
The teacher asks a student about how her audition for a play went and asks another
student how his mother is feeling.
During small-group work, one student says to another, “Let her talk.”
2a: Creating an Environment of Respect and Rapport
2b: Establishing a Culture for Learning
2c: Managing Classroom Procedures
2d: Managing Student Behavior
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7. Activity: Determining the Component
2a: Creating an Environment of Respect and Rapport
The teacher asks a student about how her audition for a play went and asks another
student how his mother is feeling.
2b: Establishing a Culture for Learning
During small-group work, one student says to another, “Let her talk.”
2c: Managing Classroom Procedures
The teacher continues instruction while a student enters the room, walks to his seat, and begins
work promptly without interrupting the teacher or other students.
2d: Managing Student Behavior
Clear expectations of student conduct are displayed around the room and are referenced
by the teacher at various points during the lesson.
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8. Activity: Session Reflection
•An insight I had as a result of today’s session is…
•Concepts from this session that are most applicable to my teaching
practice are…
•A question I have related to today’s session is…
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