Transcript ENHANCING PROFESSIONAL PRACTICE: A Framework For …

ENHANCING PROFESSIONAL PRACTICE:
A Framework For Teaching
Charlotte Danielson, 1997
1997 Book Dedication
The Wisdom of Practice
If you were to walk into a classroom, what
might you see or hear there (from the students
as well as the teacher) that would cause you to
think that you were in the presence of
an expert?
Dr. C. Sims, Danielson Associate
The FFT And Bethel Initiatives
Consider the various important initiatives that your school
and/or district is undertaking. Where do they connect with the
Framework for Teaching?
Write each initiative on a post-it note and place them on your
Smart Card to indicate where the Framework supports your
educational critical work.
Dr. C. Sims, Danielson Associate
The Domains
1: Planning and Preparation
2: The Classroom Environment
3: Instruction
4: Professional Responsibilities
Dr. C. Sims, Danielson Associate
A Framework for Teaching:
Components of Professional Practice
Domain 1: Planning and Preparation
 Demonstrating Knowledge of Content
and Pedagogy
 Demonstrating Knowledge of Students
 Settting Instructional Outcomes
 Demonstrating Knowledge of Resources
 Designing Coherent Instruction
Domain 2: The Classroom Environment
 Creating an Environment of Respect
and Rapport
 Establishing a Culture for Learning
 Managing Classroom Procedures
 Managing Student Behavior
 Organizing Physical Space
 Designing Student Assessments
Domain 4: Professional Responsibilities
 Reflecting on Teaching
 Maintaining Accurate Records
 Communicating with Families
 Participating in a Professional Community
 Growing and Developing Professionally
 Showing Professionalism
Domain 3: Instruction
 Communicating with Students
 Using Questioning and Discussion
 Techniques
 Engaging Students in Learning
 Using Assessment in Instruction
 Demonstrating Flexibility and
Responsiveness
Dr. C. Sims, Danielson Associate
Common Themes

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Equity
Cultural competence
High expectations
Developmental appropriateness
A focus on individuals, including those with
special needs
 Appropriate use of technology
 Student assumption of responsibility
Dr. C. Sims, Danielson Associate
A Framework for Teaching
Teaching and Learning Cycle
Domain 1: Planning and Preparation
a. Demonstrating knowledge of content
and pedagogy
b. Demonstrating knowledge of students
c. Setting instructional outcomes
d. Demonstrating knowledge of resources
e. Designing coherent instruction
f. Designing student assessments
Domain 2: The Classroom
Environment
a. Creating an environment of respect
and rapport
b. Establishing a culture for learning
c. Managing classroom procedures
d. Managing student behavior
e. Organizing physical space
Responsibilities
a. Reflecting on teaching
b. Maintaining accurate records
c. Communicating with families
d. Participating in a professional
Community
e. Growing and developing professionally
f. Demonstrating professionalism
a. Communicating with students
b. Using questioning and discussion
techniques
c. Engaging students in learning
d. Using assessment in instruction
e. Demonstrating flexibility and
responsiveness
PLAN
APPLY
Domain 4: Professional
TEACH
Domain 3: Instruction
REFLECT
8
Danielson 2007
Priorities of the FFT
 The FFT has two priorities
 Cognitive engagement
 “minds-on”
 Constructivist learning
 “learning is done by the learner”
Dr. C. Sims, Danielson Associate
Rubrics
Teaching is a performance.
Performances are measured
using rubrics.
PBevan, D.ED
7/21/2015
Domain 2: The Classroom Environment
Component 2b: Establishing a Culture for Learning
Elements:
Importance of the content, Expectations for learning and achievement, Student pride in work
Element
Unsatisfactory
Basic
Proficient
Importance
of the
Content
Teacher or students convey a
negative attitude toward the
content, suggesting that it is not
important or has been mandated
by others.
Teacher communicates
importance of the work but with
little conviction and only minimal
apparent buy-in by the student.
Teacher conveys genuine
enthusiasm for the content, and
students demonstrate consistent
commitment to its value.
Students demonstrate through
their active participation,
curiosity, and taking initiative
that they value the content’s
importance.
Expectations
for Learning
and
Achievement
Instructional outcomes, activities
and assignments, and classroom
interactions convey low
expectations for at least some
students.
Instructional outcomes, activities
and assignments, and
classroom interactions convey
only modest expectations for
student learning and
achievement.
Instructional outcomes, activities
and assignments, and classroom
interactions convey high
expectations for most students.
Instructional outcomes, activities
and assignments, and classroom
interactions convey high
expectations for all students.
Students appear to have
internalized these expectations.
Student
Pride in
Students demonstrate little or no
pride in their work. They seem to
be motivated by the desire to
complete a task rather than to
do high-quality work.
Students minimally accept the
responsibility to “do good work”
but invest little of their energy
into its quality.
Students accept the teacher’s
insistence on work of high
quality and demonstrate pride in
that work.
Students demonstrate attention
to detail and take obvious pride
in their work initiating
improvements in it by, for
example, revising drafts on their
own, or helping peers.
Work
Dr. C. Sims, Danielson Associate
Distinguished
Levels of Performance
Unsatisfactory
Not
No
Not clear
Unaware
Does not
respond
Poor
Not congruent
Basic
Some
Attempts to
Limited
Moderate
Uneven
Inconsistent
Rudimentary
Proficient
Distinguished
Consistent
High quality
Timely
Accurate
Appropriate
Clear
Effective
High
expectations
All students
Highly effective
Entirely
appropriate
Adapted for
individual
students
Fully aligned
Extensive
Teacher
Directed
Success
Student
Directed
Success
FFT Structure





4 Domains
22 Components
76 Elements
4 Levels of Performance
7 Common Themes
Benefits of the FFT
 Roadmap to help navigate the complex territory of
teaching
 Provides a common language to facilitate discussion,
reflection and assessment of teaching
“Year at a Glance”
Tenured Teacher Evaluation Process
Teacher Self
Assessment
Goal Setting &
Collaborative
Conference
Summative
Evaluation
2nd PostObservation
Conference
1st PreObservation
Conference
2nd Formal
Observation
1st Formal
Observation
2nd PreObservation
Conference
1st PostObservation
Conference
Informal
Classroom
Observations
The Teacher Evaluation Process:
Self-Assessment
Self-Assessment: Each teacher reflects on his/her practice and completes a self-assessment using the 8 WA
State Teacher Criteria which contain the four domains, 22 components and four levels of performance
found in the Framework for Teaching. This is a personal reflection of practice and the teacher has the
option of sharing or not sharing the results with the administration. The self-assessment serves as a tool for
the goal setting and collaborative conference.
Goal Setting and Collaborative Conference: Washington State Law 5895 stipulates that individual teachers
are to develop a student growth goal in Criterion 3 and 6 and a “group” goal for Criterion 8. Each teacher
combines his/her self-assessment with district and building initiatives and student information as the
foundation for the student growth goals and writes a goal for either Criterion 3 or 6.The goal
setting/collaborative conference document is completed and sent to the administrator (electronically,
ideally) prior to the goal setting/collaborative conference.
The administrator reviews the document in advance of the goal setting conference and a conference date
is determined. The teacher and administrator discuss the teacher-selected goal and then collaborate on
establishing a goal for the remaining Criterion (3 or 6) and Criterion 8.
Special Note: Based on a teacher’s self assessment, he or she could select one of the 22 Framework for
Teaching components as an additional goal for the year
Teacher Evaluation
Self-Assessment
Criterion 1: Centering Instruction on high expectations for student achievement.
Unsatisfactory a Culture for Learning
2b: Establishing
Basic
The classroom culture is
characterized by a lack of
teacher or student
commitment to learning
and/or little or no
investment of student
energy into the task at
hand. Hard work is not
expected or valued.
Medium or low
expectations for student
achievement are the
norm, with high
expectations for learning
reserved for only one or
two students.
The classroom culture is
characterized by little
commitment to learning
by teacher or students.
The teacher appears to be
only going through the
motions, and students
indicate that they are
interested in completion
of a task, rather than
quality.
The teacher conveys that
student success is the
result of natural ability
rather than hard work;
high expectations for
learning are reserved for
those students thought to
have a natural aptitude for
the subject.
Proficient
Distinguished
The classroom culture is a
cognitively busy place
where learning is valued
by all, with high
expectations for learning
being the norm for most
students.
The teacher conveys that
with hard work students
can be successful.
Students understand their
role as learners and
consistently expend effort
to learn.
Classroom interactions
support learning and hard
work.
The classroom culture is a
cognitively vibrant place,
characterized by a shared
belief in the importance of
learning.
The teacher conveys high
expectations for learning
by all students and insists
on hard work.
Students assume
responsibility for high
quality by initiating
improvements, making
revisions, adding detail,
and/or helping peers.
The Teacher Evaluation Process:
Goal Setting and Collaborative Conference
Self-Assessment: Each teacher reflects on his/her practice and completes a self-assessment using the 8 WA
State Teacher Criteria which contain the four domains, 22 components and four levels of performance
found in the Framework for Teaching. This is a personal reflection of practice and the teacher has the
option of sharing or not sharing the results with the administration. The self-assessment serves as a tool for
the goal setting and collaborative conference.
Goal Setting and Collaborative Conference: Washington State Law 5895 stipulates that individual teachers
are to develop a student growth goal in Criterion 3 and 6 and a “group” goal for Criterion 8. Each teacher
combines his/her self-assessment with district and building initiatives and student information as the
foundation for the student growth goals and writes a goal for either Criterion 3 or 6.The goal
setting/collaborative conference document is completed and sent to the administrator (electronically,
ideally) prior to the goal setting/collaborative conference.
The administrator reviews the document in advance of the goal setting conference and a conference date
is determined. The teacher and administrator discuss the teacher-selected goal and then collaborate on
establishing a goal for the remaining Criterion (3 or 6) and Criterion 8.
Special Note: Based on a teacher’s self assessment, he or she could select one of the 22 Framework for
Teaching components as an additional goal for the year
Collaborative Observation Process
Observation
initiation
Apply new
learning
Planning
conference
Collaborative
Observation
Process
Reflection
conference
Analysis by
observer
and teacher
Evidence
organization
and sharing
Observation
(evidence
collection)
The Teacher Evaluation Process
The Lesson Plan
Observation Process
Step 1: The Lesson Plan
For announced/formal observations, the teacher completes the lesson plan document, and sends it to the evaluator (electronically, ideally) prior
to the announced visit and/or prepares to discuss the questions at the pre-observation conference.
The administrator reads the plan (if provided in advance) and prepares for the pre-observation conference. This plan becomes evidence for
Domain 1.
Step 2: Pre-Observation Conference
The teacher and administrator meet and discuss the plan and identify any specific area(s) of focus.
applicable.)
(The goals may be referenced if
Additional information gathered during the pre-conference becomes a part of the evidence for Domain 1.
Step 3: Evidence Collection
The administrator conducts the observation of practice, collecting evidence using the evidence gathering document.
The administrator shares a copy of the evidence (electronically, ideally) with the teacher, who may add to it or correct it as necessary.
This becomes evidence of Domains 2 and 3.
Teacher Evaluation
THE LESSON PLAN
Planning Conference –Lesson Plan Protocol
(It is optional whether a teacher writes the answers in advance of the conference.)
1.
To which part of your curriculum does this lesson relate? (SC4-1a)
2. How does this learning “fit” in the sequence of learning for this class? (SC4-1a, SC4-1e)
3. Briefly describe the students in this class, including those with special needs. (SC3-1b)
4. What are your learning outcomes for this lesson? What do you want the students to understand?
(SC4-1c)
5. How will you engage the students in the learning? What will you do? What will the students do?
(SC4-1e)
6. Will the students work individually or as a large group? Provide any worksheets or other materials
the students will be using. (SC4-1e)
7. How will you differentiate instruction for different individuals or groups of students in the class?
(SC4-1e)
8. What instructional materials or other resources, if any, will you use? (sc4-1d)
9. How and when will you know the students have learned what you intend? (SC6-1f)
10. Is there anything that you would like me to specifically observe during the lesson?
The Planning Conference
Gathering Domain 1 Evidence
•
Meet “Ms Balducci-Flugger
•
Review lesson plan and place evidence in the
components.
•
List some questions you will ask the teacher in the preconference.
• View video of Ms. Balducci-Flugger’s pre conference.
Add evidence to the components.
The Teacher Evaluation Process
Pre-Observation (Planning) Conference
Observation Process
Step 1: The Lesson Plan
For announced/formal observations, the teacher completes the lesson plan document, and sends it to the evaluator (electronically, ideally) prior
to the announced visit and/or prepares to discuss the questions at the pre-observation conference.
The administrator reads the plan (if provided in advance) and prepares for the pre-observation conference. This plan becomes evidence for
Domain 1.
Step 2: Pre-Observation Conference
The teacher and administrator meet and discuss the plan and identify any specific area(s) of focus.
applicable.)
(The goals may be referenced if
Additional information gathered during the pre-conference becomes a part of the evidence for Domain 1.
Step 3: Evidence Collection
The administrator conducts the observation of practice, collecting evidence using the evidence gathering document.
The administrator shares a copy of the evidence (electronically, ideally) with the teacher, who may add to it or correct it as necessary.
This becomes evidence of Domains 2 and 3.
Observation
initiation
Apply new
learning
Planning
conference
Collaborative
Observation
Process
Reflection
conference
Analysis by
observer
and teacher
Evidence
organization
and sharing
Observation
(evidence
collection)
The Teacher Evaluation Process
Evidence Collection
Observation Process
Step 1: The Lesson Plan
For announced/formal observations, the teacher completes the lesson plan document, and sends it to the evaluator (electronically, ideally) prior
to the announced visit and/or prepares to discuss the questions at the pre-observation conference.
The administrator reads the plan (if provided in advance) and prepares for the pre-observation conference. This plan becomes evidence for
Domain 1.
Step 2: Pre-Observation Conference
The teacher and administrator meet and discuss the plan and identify any specific area(s) of focus.
applicable.)
(The goals may be referenced if
Additional information gathered during the pre-conference becomes a part of the evidence for Domain 1.
Step 3: Evidence Collection
The administrator conducts the observation of practice, collecting evidence using the evidence gathering document.
The administrator shares a copy of the evidence (electronically, ideally) with the teacher, who may add to it or correct it as necessary.
This becomes evidence of Domains 2 and 3.
Evidence
“Evidence: a factual reporting of events. It
may include teacher and student actions
and behaviors. It may also include artifacts
prepared by the teacher, students, or
others. It is not clouded by personal opinion
or biases. Evidence is selected using
professional judgment by the observer and/
or the teacher.”
2
8
Evidence
1.
The teacher said hello to each student as he/she walked
into the classroom.
2. The classroom atmosphere was warm, inviting and
students were engaged.
3. T “Mary, I like the way you helped Phillip with that part
of the math problem.”
4. The pacing of the lesson was appropriate and effective.
Two of these statements are not written as evidence
based on our definition. Which ones and why not?
Dr. Connie Sims, Senior Danielson Consultant
2a
3d
2c
3b
2d
2d
3a
3b
2e
3b
3d
3b
2d
2a
2d
3c
3b
3d
2b
3e
2a
3e
3c
2d
2d
2d
2d
3e
2e
3a
3b
3c
2d
2b
2e
2c
3a
Evidence Organization
•3b
•3b
•3b
•3b
•3b
•3b
Analysis
2b
Judgment
Activity 9.1
TIME
Data Collection Sheet
EVIDENCE
COMPONENT
31
Activity 9.2
Domain 2: Evidence Gathering Document
Name_____________________________________Date____________________________________
Grade________________________Subject______________________________________________
Observer__________________________________________________________________________
2a:Creating an Environment of Respect and Rapport
2b:Establishing a Culture for Learning
2c:Managinig Classroom Procedures
2d:Managing Student Behavior
2e: Organizing Physical Space
32
Activity 9.3
Domain 3: Evidence Gathering Document
Name___________________________________________Date___________________________
Grade_________________________Subject__________________________________________
Observer_______________________________________________________________________
3a:Communicating with Students
3b:Using Questioning and Discussion Techniques
3c:Engaging Students in Learning
3d:Using Assessment in Instruction
3e:Demonstrating Flexibility and Responsiveness
33
Evidence Is……
 Factual
 Relevant
 Representative
The Framework for Teaching/The Danielson Group
34
Assessing Teaching Performance:
“The highlighter is your friend”
Teams…….
•Use your evidence to assess the teaching performance in
Domains as directed
•Highlight the language of the levels of performance based on
your evidence for those components.
•Be prepared to share your judgments with your table group.
Roll Out and Implementation Plan
Task: in building/district groups begin the discussion on how you will roll out
the steps of the teacher evaluation process learned today…
 Self-Assessment
 Goals Setting and Collaborative Conference
 Planning Conference
 Observation
Review your notes from the goals setting and collaborative conference
discussion.
Feel free to use the “Action Plan” tool to help facilitate your discussion.
Alternative Task: If more time is needed to discuss/plan for another aspect of
the evaluation process use the “Action Tool” to assist with that discussion. Be
prepared to share the alternative with your facilitator.
The Complexity of Teaching
“ After 30 years of doing such work, I have concluded
that classroom teaching…is perhaps the most complex
and most challenging and most demanding, subtle,
menacing, and frightening activity that our species has
ever invented…..The only time a physician could
possibly encounter a situation of comparable
complexity would be in the emergency room of a
hospital during or after a natural disaster.”
Lee Shulman, “The Wisdom of Practice”
TEACHER EVALUATION IMPLEMENTATION REFLECTIONS

Benefits
Barriers
Questions