C HARLOTTE D ANIELSON S F RAMEWORK FOR The effects of well-prepared - PowerPoint PPT Presentation

C HARLOTTE D ANIELSON ’ S F RAMEWORK FOR ”The effects of well-prepared teachers T EACHING 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) Overview for University of 2 Arkansas CHED Mentors A Framework for Teaching: Components of Professional Practice F RAMEWORK FOR T EACHING Domain 1: Planning and Preparation Domain 2: The Classroom Environment a. Demonstrating Knowledge of Content a. Creating an Environment of Respect Domain 1 Domain 2 and Pedagogy and Rapport b. Demonstrating Knowledge of Students b. Establishing a Culture for Learning Planning c. Setting Instructional Outcomes c. Managing Classroom Procedures Classroom and d. Demonstrating Knowledge of Resources d. Managing Student Behavior Preparation Environment e. Designing Coherent Instruction e. Organizing Physical Space f. Designing Student Assessments Domain 3: Instruction Domain 4: Professional Responsibilities Domain 4 Domain 3 a. Reflecting on Teaching a. Communicating with Students b. Using Questioning and Discussion b. Maintaining Accurate Records Professional Instruction c. Communicating with Families Techniques d. Participating in a Professional c. Engaging Students in Learning Responsibilities d. Using Assessment in Instruction Community e. Growing and Developing Professionally e. Demonstrating Flexibility and f. Showing Professionalism Responsiveness 3 4

L EVELS OF P ERFORMANCE Component Unsatisfactory Basic Proficient Distinguished Teacher’s plans and practice reflect Teacher’s plans and practice display little Teacher’s plans and practice reflect some Teacher’s plans and practice reflect solid extensive knowledge of the content and of knowledge of the content, prerequisite awareness of the important concepts in knowledge of the content, prerequisite the structure of the discipline. Teacher 1a: Demonstrating knowledge relationships between different aspects of the discipline, prerequisite relations relations between important concepts and actively builds on knowledge of of content and pedagogy the content, or of the instructional between them and of the instructional of the instructional practices specific to prerequisites and misconceptions when practices specific to that discipline. practices specific to that discipline. that discipline. describing instruction or seeking causes for student misunderstanding. Unsatisfactory Basic Proficient Distinguished Teacher actively seeks knowledge of Teacher demonstrates little or no Teacher indicates the importance of Teacher actively seeks knowledge of students’ backgrounds, cultures, skills, knowledge of students’ backgrounds, understanding students’ backgrounds, students’ backgrounds, cultures, skills, 1b: Demonstrating knowledge language proficiency, interests, and cultures, skills, language proficiency, cultures, skills, language proficiency, language proficiency, interests, and of students special needs from a variety of sources, interests, and special needs, and does not interests, and special needs, and attains special needs, and attains this knowledge and attains this knowledge for individual seek such understanding. this knowledge for the class as a whole. for groups of students. students. Domain 1: Planning & Instruction Not Consistent Some All students Instructional outcomes are of moderate Instructional outcomes are stated as goals Instructional outcomes are stated as goals rigor and are suitable for some students, Instructional outcomes are unsuitable for reflecting high-level learning and that can be assessed, reflecting rigorous but consist of a combination of activities No High quality Attempts to Highly students, represent trivial or low-level curriculum standards. They are suitable learning and curriculum standards. They 1c: Setting instructional and goals, some of which permit viable learning, or are stated only as activities. for most students in the class, represent represent different types of content, offer outcomes methods of assessment. They reflect more They do not permit viable methods of different types of learning, and are opportunities for both coordination and than one type of learning, but there is effective assessment. capable of assessment. The outcomes integration, and take account of the needs Not clear Timely Limited little or no attempt at coordination or reflect opportunities for coordination. of individual students. integration. Entirely Unaware Accurate Teacher demonstrates some familiarity Teacher seeks out resources in and Moderate Teacher demonstrates little or no with resources available through the Teacher is fully aware of the resources beyond the school or district in familiarity with resources to enhance own 1d: Demonstrating knowledge school or district to enhance own available through the school or district to professional organizations, on the appropriate knowledge, to use in teaching, or for of resources knowledge, to use in teaching, or for enhance own knowledge, to use in Internet, and in the community to enhance Does not Appropriate Uneven students who need them. Teacher does students who need them. Teacher does teaching, or for students who need them. own knowledge, to use in teaching, and not seek such knowledge not seek to extend such knowledge for students who need them. Adapted for respond Clear Inconsistent The series of learning experiences Teacher coordinates knowledge of Teacher coordinates knowledge of demonstrates partial alignment with content, students, and resources to design individual The series of learning experiences are content, of students, and of resources, to Poor instructional outcomes, some of which learning experiences aligned to poorly aligned with the instructional design a series of learning experiences Effective Rudimentary 1e: Designing coherent are likely to engage students in instructional outcomes, differentiated outcomes and do not represent a coherent aligned to instructional outcomes and students instruction significant learning. The lesson or unit where appropriate for all students and structure. They are suitable for only some suitable to groups of students. The lesson has a recognizable structure and reflects significant learning. The lesson or unit’s Not congruent students. or unit has a clear structure and is likely High partial knowledge of students and structure is clear and allows for different to engage students in significant learning. resources. pathways according to student needs. Fully aligned expectations Teacher’s plan for student assessment is fully aligned with the instructional Extensive Teacher’s plan for assessing student Teacher’s plan for student assessment is Teacher’s plan for student assessment is outcomes, with clear criteria and learning contains no clear criteria or partially aligned with the instructional aligned with the instructional outcomes, standards that show evidence of student standards, is poorly aligned with the outcomes, without clear criteria, and 1f: Designing student using clear criteria, is appropriate to the contribution to their development. instructional outcomes, or is inappropriate for at least some students. assessments needs of students. Teacher intends to use Assessment methodologies may have inappropriate to many students. The Teacher intends to use assessment results assessment results to plan for future been adapted for individuals, and the results of assessment have minimal to plan for future instruction for the class instruction for groups of students. teacher intends to use assessment results impact on the design of future instruction. as a whole. to plan future instruction for individual students. ! 5 6 Click above to access whole document! E VIDENCE SHOULD BE . . . Of all the approaches available to ! Factual educators to promote teacher learning, the most powerful is that of ! Representative professional conversation. ! Relevant Talk About Teaching! ! Free from Bias Charlotte Danielson 2009, Corwin Press ! No Judgments 7 8

F ORMATIVE A SSESSMENTS F ORMATIVE A SSESSMENTS ! Using Glow and Grows and Bi-Weeklies to ! Every other week: Glow and Grow encourage growth throughout the internship ! Every other week: Bi-Weekly “In reality, it is through assessment that attitudes, skills, knowledge and thinking are fostered, nurtured, and accelerated --or stifled.” ! These are aligned to Danielson and can help build understanding of the domains and the -Hynes, 1991 criteria. B UILDING S UCCESS T HROUGH F ORMATIVE A SSESSMENTS PROTOCOL FOR SUMMATIVE ! Try to set a time for weekly conversation about ! Intern sends to observer (liaison/fall mentor/spring) either the Glow and Grow or Bi-Weekly ! Preobservation questionnaire ! Complete lesson plan ! When first starting with an intern, you may want ! Class profile to talk together about a certain domain or ! Sketch of classroom indicator that you want to concentrate on and center your discussion on that domain or ! Liaison/Mentor indicator. ! Looks over materials ! Conducts 30 min. – maximum 60 min. observation ! Invite the intern to participate in the assessment ! Scripts evidence for domains 1, 2, 3 as well. How might they assessment themselves? ! Intern sends to observer within 24 hours Reflect on the lesson or the week? ! Post observation questionnaire ! Evidence form for Domain 4