Transcript Intro to Danielson Framework

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:
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–
–
–
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
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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.