Implementing the Framework for Teaching With Fidelity Dr. Gregory Betts and Mrs. Susan Presler
This session belongs to you, and its success rests with your active participation. Keep an open mind and ask questions to encourage meaningful dialogue, discussion and active listening. Meaningful dialogue, discussion and active listening are intentional acts and necessary for our collective responsibility of student learning. As a professional community we make a positive difference in the lives of students, collective ef?icacy, collaborative culture, communal effective teaching practices, relational trust and ongoing assessment and feedback. WORKING AGREEMENTS: • Demonstrate Mutual Respect: Be hard on ideas and soft on people. Presume positive intentions. Make your reasoning explicit, reveal your assumptions, state conclusions, and explain how you came to those conclusions. • Employ Skillful Listening (Inquiry/Advocacy): Seek first to understand, (Pause, Paraphrase, Pose a Question) and then to be understood. • Develop Sufficient Consensus: Work to understand all views, dialogue and create a free flow of ideas. All participants contribute resources, opinions, feelings and ideas before sharing in the final decision. • Be Present: Pay attention to self and others. Eliminate personal distractions and participate (power down/put away). When group members seem disengaged, check in with them by asking what they are thinking or feeling. THANK YOU IN ADVANCE FOR YOUR PARTICIPATION, PASSION & POSITIVITY! www.westside66.org
Gregory Betts Ed.D Susan Presler @bettsgregory @SuePresler betts.gregory@westside66.net susanpresler57@gmail.com
AGENDA • Welcome • Framework Overview • Implementation Plan Steps • Westside Community School’s Story and Plan
GOAL - Understand the Framework for Teaching - Identify essential characteristics for implementing the Framework for Teaching - Create an implementation plan
Why Assess Teacher Effectiveness? • Ensure Teacher Quality • Promote Professional Learning
OVERVIEW
1.Select a Committee and 4. Establish the Procedures of the Charlotte Danielson’s FRAMEWORK FOR TEACHING Determine Plan for Decision- Novice, Career, and Intensive DOMAIN 1: Planning and Preparation DOMAIN 2: The Classroom Environment Assistance Track Making 1a Demonstrating Knowledge of Content and Pedagogy 2a Creating an Environment of Respect and Rapport • Content knowledge • Prerequisite relationships • Content pedagogy • Teacher interaction with students Novice • Student interaction with students 1b Demonstrating Knowledge of Students Characteristics of Committee Members Years? Sources of Evidence? • Child development • Learning process • Special needs 2b Establishing a Culture for Learning • Student skills, knowledge, and profjciency • Interests and cultural heritage • Importance of content Open-mindedness Observations? Artifacts? Timelines of 1c Setting Instructional Outcomes • Expectations for learning and achievement • Student pride in work • Value, sequence, and alignment • Clarity • Balance Commitment to the work Completion? Tenure? 2c Managing Classroom Procedures • Suitability for diverse learners • Instructional groups • Transitions • Materials and supplies Communication skills Career-Tenure 1d Demonstrating Knowledge of Resources • Non-instructional duties • For classroom • To extend content knowledge • For students • Supervision of volunteers and paraprofessionals Free of external agenda Cycle? Observations? Evidence 1e Designing Coherent Instruction 2d Managing Student Behavior • Learning activities • Instructional materials and resources • Expectations • Monitoring behavior Administrators, department chairs, collection? Artifacts? Teacher’s role in • Instructional groups • Lesson and unit structure • Response to misbehavior teachers, etc. the process - Active or Passive 1f Designing Student Assessments 2e Organizing Physical Space • Congruence with outcomes • Criteria and standards • Safety and accessibility Distribution of Committee Members Around the Intensive Assistance • Formative assessments • Use for planning • Arrangement of furniture and resources District What triggers intensive assistance DOMAIN 4: Professional Responsibilities DOMAIN 3: Instruction All levels of the district represented track? 4a Refmecting on Teaching 3a Communicating With Students • Accuracy • Use in future teaching • Expectations for learning • Directions and procedures When do teachers enter the If possible, all schools represented • Explanations of content 4b Maintaining Accurate Records • Use of oral and written language • Student completion of assignments • Student progress in learning Teacher’s association in a leadership role assistance track? • Non-instructional records 3b Using Questioning and Discussion Techniques 4c Communicating with Families • Quality of questions • Discussion techniques Appropriate voices of site administrators, How do teachers exit the track? • Student participation • About instructional program • About individual students • Engagement of families in instructional program central o ffi ce administrators Timeline? 3c Engaging Students in Learning 4d Participating in a Professional Community • Activities and assignments • Student groups Determine your plan for decision making • Relationships with colleagues • Participation in school projects • Instructional materials and resources • Structure and pacing • Involvement in culture of professional inquiry • Service to school 3d Using Assessment in Instruction Meetings, length, schedule, feedback 4e Growing and Developing Professionally • Assessment criteria • Monitoring of student learning • Enhancement of content knowledge / pedagogical skill • Feedback to students collection • Receptivity to feedback from colleagues • Service to the profession • Student self-assessment and monitoring 2. Determine the Definition of 4f Showing Professionalism 3e Demonstrating Flexibility and Responsiveness 5. Prepare the Final Forms to • Integrity/ethical conduct • Service to students • Advocacy • Lesson adjustment • Response to students • Decision-making • Compliance with school/district regulation • Persistence “Good Teaching” be used in Evaluation System 20130630 THE FRAMEWORK FOR TEACHING EVALUATION INSTRUMENT 2013 EDITION All state professional teaching standards Design forms to support the process linked to the framework developed Additional training to understand the Framework for the three-track model: C H A R L O T T E D A N I E L S O N Novice, Career, Intensive Assistance Contact Information 3. Determine the Overall Structure 6. Conduct Evaluator Training of the Evaluation System Who will be trained? Accountability Sue Presler susanpresler57@gmail.com Checks for understanding The three-track model: Timeline for implementing training (5 year @suepresler Novice/Career-Tenure plan) How many years in the cycle? 2? 3? https://www.danielsongroup.org/ Who will be the trainer? 4? 5? (Issues to be considered in Ongoing training for new evaluators deciding, including state regulations) Goal setting Gregory Betts Ed.D. Collaboration cycle betts.gregory@westside66.net Presumption of competence and a presumption of professional learning. @bettsgregory How are these communicated? Intensive Assistance http://professionallearning.westside66.org/ Detailed plan with timelines, assistance, support, deficiency, etc.
1. Select a Committee and Determine Plan 2. Determine the Definition of “Good Teaching” 3. Determine the Overall Structure of the Evaluation system 4. Establish the Procedures of the 5. Prepare the Final Forms to be used in 6. Conduct Evaluator Training Novice, Career, and Intensive Track Evaluation System
An Integrated System The Whole System Quality Assurance Professional Growth Continuing Mentoring Contract Maintain Collegial Status Collaboration Skills and Instructional Remediation Coaching
An Integrated System Quality Assurance Continuing Contract Maintain Status Skills and Remediation
An Integrated System Professional Growth Mentoring Collegial Collaboration Instructional Coaching
An Integrated System The Whole System Quality Assurance Professional Growth Continuing Mentoring Contract Maintain Collegial Status Collaboration Skills and Instructional Remediation Coaching
High Rigor Level of High Low Stakes Teacher Evaluation System Design Low Rigor
High Rigor Structured Mentoring Program Nationally Board Certified Level of High Low Stakes Teacher Evaluation System Design Informal Mentoring Program “Traditional” Low DANGER! Rigor
Select a Committee and Determine Plan for Decision-Making
Determine the Definition of “Good Teaching”
Determine the Overall Structure of the Evaluation System
Establish the Procedures of the Novice, Career, Intensive Assistance Track
Prepare the Final Forms to be used in Evaluation System
Conduct Evaluator Training
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