C HARLOTTE D ANIELSON ’ S F RAMEWORK FOR T EACHING

Overview for Arkansas TESS Teacher Training

”The effects of well-prepared teachers on student achievement can be stronger than the influences of student background factors, such as poverty, language background, and minority status." Linda Darling-Hammond analyzing NAEP Data (2000)

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F RAMEWORK FOR T EACHING

Domain 1 Planning and Preparation Domain 2 Classroom Environment Domain 4 Professional Responsibilities Domain 3 Instruction

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A Framework for Teaching: Components of Professional Practice b.

c.

d.

e.

f.

Domain 1: Planning and Preparation a.

Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessments b.

c.

d.

e.

Domain 2: The Classroom Environment a.

Creating an Environment of Respect and Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space Domain 4: Professional Responsibilities a.

b.

c.

d.

e.

f.

Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism Domain 3: Instruction a.

b.

c.

d.

e.

Communicating with Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness 4

L

EVELS OF

P

ERFORMANCE

Unsatisfactory Not No Not clear Unaware Does not respond Poor Not congruent Basic Some Attempts to Limited Moderate Uneven Inconsistent Rudimentary Proficient Consistent High quality Timely Accurate Appropriate Clear Effective High expectations Distinguished All students Highly effective Entirely appropriate Adapted for individual students Fully aligned Extensive 5

E

VIDENCE SHOULD BE

. . .



Factual



Representative



Relevant



Free from Bias



No Judgments 6

Of all the approaches available to educators to promote teacher learning, the most powerful is that of professional conversation.

Talk About Teaching!

Charlotte Danielson 2009, Corwin Press

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