An Introduction to Charlotte Danielson’s Framework for Teaching Presented by Alison Bruno and Vito D’Elia September 2012 at Maplewood
The Domains of the Framework Domains 2 & 3: Classroom Environment (2) & Instruction (3) � � describes those aspects of teaching that are directly observable in the classroom (Danielson, 2011). Domains 1 & 4: Planning and Preparation (1) & � Professional Responsibilities (4) � represent the behind-the-scenes work of teaching that are essential to good teaching and have a significant impact on the learning that happens in the classroom(Danielson, 2011).
Domain 1: Planning & Preparation One of a teacher's essential responsibilities is to identify what is important for students to � learn and to design instruction that enables the students to achieve those learning goals (Danielson, 2011) . This planning is based on a deep understanding of content and knowledge about one's � students including the students' knowledge and skills, as well as, their interests and cultural backgrounds (Danielson, 2011). Performance in this domain is demonstrated through the plans that teachers prepare to guide � their teaching, their rationale for those plans, and the artifacts that the teacher creates for each activity or assignment such as instructions, worksheets, etc. (Danielson, 2011). According to Danielson, a lesson plan displays at least one or more of the following: � contains learning outcomes and an instructional design (organization and presentation � of content, design and sequence of activities, etc.) that reflect a deep understanding of the discipline and an understanding of how to guide students toward the desired learning outcomes. makes clear how the teacher plans to engage students in the content based on an � understanding of students' backgrounds, interests, and skills. presents an instructional design that is coherent in its approach to topics, aligned with � learning outcomes, and, where appropriate, aligned with the state's or district's curriculum standards. describes sound assessment methods (both formative and summative) that are aligned � with the learning outcomes and inform instruction.
Components of Domain 1: Planning and Preparation � Component 1a : Demonstrating Knowledge of Content & Pedagogy � Component 1b : Demonstrating Knowledge of Students � Component 1c : Setting Instructional Outcomes � Component 1d : Demonstrating Knowledge of Resources � Component 1e : Designing Coherent Instruction � Component 1f : Designing Student Assessments
Domain 2: Classroom Environment An ideal classroom is comfortable and respectful; it is a safe environment in � which students feel free to take intellectual risks (Danielson, 2011). A classroom that is highly conducive for learning also runs very smoothly; � routines and procedures are efficient, and student behavior is cooperative so that the work in the classroom is focused on learning (Danielson, 2011). These skills are demonstrated in action in the classroom (Danielson, 2011). � � demonstrate care for their students � have high expectations for everyone's learning excitement about the subject � deep commitment to sharing their enthusiasm with their students. � communicate the importance of learning the content � invite students to learn with them � create a culture in which students put forth effort � move around the room � Smooth transitions � set high expectations for all �
Components and Elements of Domain 2: Classroom Environment Component 2a : Creating an Environment of Respect and Rapport � Teacher interactions with students, including both words and actions � Student interactions with other students, including both words and actions � Component 2b : Establishing a Culture for Learning � Importance of the content and of learning � Expectations for learning and achievement � Student pride in work � Component 2c : Managing Classroom Procedures � Management of instructional groups � Management of transitions � Management of materials and supplies � Performance of non-instructional duties � Component 2d : Managing Student Behavior � Expectations � Monitoring of student behavior � Response to student misbehavior �
Domain 3: Instruction The components in domain 3 address how a teacher actually engages � students with the content—the implementation of the plans designed in domain 1 (Danielson, 2011). At high levels of performance in this domain, a teacher encourages � students to participate in a community of learners developing a deep understanding of complex concepts (Danielson, 2011). According to Danielson, excellence in this domain is demonstrated � through: their questions, explanations, and activities which invite student thinking � and extend student understanding helping students make important connections by incorporating concepts � from other parts of the curriculum into their explanations monitoring student engagement and understanding and make needed � adaptations shifting easily from one approach to another when the situation demands it �
Components and Elements of Domain 3: Instruction Component 3a : Communicating with Students � Expectations for learning � Directions and procedures � Explanations of content � Use of oral and written language � Component 3b : Using Questioning/Prompts and Discussion Techniques � Quality of questions/prompts � Discussion techniques � Student participation � Component 3c : Engaging Students in Learning � Activities and assignments � Grouping of students � Instructional materials and resources � Structure and pacing � Component 3d : Using Assessment in Instruction � Assessment Criteria � Monitoring of student learning � Feedback to students � Student self-assessment and monitoring of progress � Lesson adjustment �
Domain 4: Professional Responsibilities � The components in domain 4 identify professional skills and responsibilities that are not visible in the classroom but that are crucial for successful classroom teaching and for enhancing the profession of teaching overall (Danielson, 2011). � These activities include professional growth, participation in a professional community, and contributions made to the profession as a whole (Danielson, 2011). � Teachers undertake on their own for the benefit of their students (Danielson, 2011). � Like other professionals, when teachers participate in a community of practice they have the opportunity to extend their knowledge and skills as teachers and share their own experiences that will enhance the knowledge and skills of others (Danielson, 2011).
Examples of Domain 4: � Serve students' interests and those of the larger community � Are in frequent contact, as appropriate, with the families of the students they teach � Are active in professional organizations, in the school, and in the district � Go beyond the technical requirements of their jobs and contribute to the general well-being of the schools of which they are a part
Components of Domain 4: Professional Responsibilities � Component 4a : Reflecting on Teaching � Component 4b : Maintaining Accurate Records � Component 4c : Communicating with Families � Component 4d : Participating in a Professional Community � Component 4e : Growing and Developing Professionally � Component 4f: Showing Professionalism
Common Themes (Danielson, 2011) The Framework is a description of what teachers do —the work of � teaching. These "missing" concepts or themes , on the other hand, are reflected in the manner in which teachers do that work. The common themes may all be linked to various components of � the Framework and are manifested in the highest levels of practice. Common Themes include: � Equity � Cultural competence � High expectations � Developmental appropriateness � Attention to individual students, including those with special needs � Appropriate use of technology � Student assumption of responsibility �
Rubric (Danielson, 2011) � To further enhance clarity and shared understanding around the work of teaching, each component in the Framework for Teaching has an associated rubric that illustrates four levels of performance of the skill. The levels of performance correspond to developing expertise and professional growth. � The rubrics may be used as a road map for novices, as a guide for teachers engaged in reflective practice, or as criteria for evaluating performance of teachers in a formal evaluation. � In each component rubric, the levels of performance are illustrated by component-specific criteria. However, the four levels of performance do reflect a basic pattern across the entire Framework.
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