think, write, share

Danielson’s Framework for Teaching (FfT): A Tune-Up

Facilitated By:Mary Ellen Leonard

Regional Induction Specialist Illinois New Teacher Collaborative

Danielson’s Framework for Teaching (FfT): A Tune-Up

Facilitated By:Mary Ellen Leonard

Regional Induction Specialist Illinois New Teacher Collaborative

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•On an index card, please jot down facts you already know about the Danielson FfT.

•Turn to someone sitting near you and share what you have written.

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Think, Write, Share

Review the architecture and language of the framework

Revisit the levels of performance

Explore possible artifacts of Domains 1 and 4

OUTCOMES

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Shared AgreementsA.Begin and end on time.

B.Be fully present.

C.Hold “side-bar” conversations in hallway.

D.Use the same technology rules you use for your students.

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Four Domains

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Overview of the Framework

DOMAIN 1: Planning

and Preparation

DOMAIN 2: The

Classroom Environment

DOMAIN 3: Instruction

DOMAIN 4: Professional Responsibilit

ies

• Behind the scenes planning

• Finding resources for the lesson

• Designing lessons and assessments

• How the classroom is organized

• Management of classroom procedures and student behavior

• The heart of the framework because it emphasizes student engagement

• Specifically, Component 3c: Engaging Students in Learning

• Another behind the scenes domain

• Focuses on teacher reflection and involvement in the school community

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Domain 3Instruction

3a Communicating with Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility & Responsiveness

Domain 2Classroom Environment

2a Creating an Environment of Respect & Rapport2b Creating a Culture of Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Managing Physical Space

Domain 4Professional Responsibilities

4a Reflecting on Teaching4b Maintaining Accurate Records4c Communicating with Families4d Participating in a Professional Community4e Growing and Developing Professionally4f Showing Professionalism

Domain 1Planning and Preparation

1a Demonstrating Knowledge of Content & Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student Assessment

The Danielson Framework for Teaching

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1e Designing Coherent Instruction

2b Creating a Culture of Learning

3c Engaging Students in Learning

4d Reflecting on Teaching

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Anchor Components

1d + 1e

2c + 2d

4d + 4e

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Possible Component Mergers

2C Managing Classroom Procedures

2D Managing Student Behavior

2E Organizing Physical Space

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Cluster 1Management Cluster

2A Creating an Environment of Respect and Rapport

2B Establishing a Culture for Learning

3A Communication with Students

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Cluster 2Communication Cluster

3B Using Questioning and Discussion Techniques

3C Engaging Students in Learning

3D Using Assessment in Instruction

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Cluster 3Powerhouse

Domain 3Instruction

3a Communicating with Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility & Responsiveness

Domain 2Classroom Environment

2a Creating an Environment of Respect & Rapport2b Creating a Culture of Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Managing Physical Space

Domain 4Professional Responsibilities

4a Reflecting on Teaching4b Maintaining Accurate Records4c Communicating with Families4d Participating in a Professional Community4e Growing and Developing Professionally4f Showing Professionalism

Domain 1Planning and Preparation

1a Demonstrating Knowledge of Content & Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student Assessment

The Danielson Framework for Teaching

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PLAN

TEACH

REFLECT

APPLY

What is VISIBLE?

What is INVISIBLE?

OR

What is ON STAGE

What is OFF STAGE?

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Framework for Teaching

15-NC

4-Legged Stool Analogy to F-f-T

Domain/Component/Element Quiz

#1: Mr. A. reviews the project expectations and modifies some goals to be in line with students’ IEP objectives.

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#2: Mrs. A. notices some speech delays in a few of her young students; she calls in the speech therapist to do a few sessions in her classroom and provide feedback on further steps.

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#3: In conversation with colleagues, Mr. D. considers different group strategies for improving a lesson.

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#4: Mr. G. realized his students are not sure how to use a compass, so he plans to practice that before introducing the activity on angle measurement.

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#5: When asked about their progress in a class, a student proudly shows her data file and can explain how the documents indicate her progress toward learning goals.

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Performance Levels

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Unsatisfactory

Needs Improvement

Proficient

Excellent22

Illinois Performance Levels

(Basic…Danielson)

(Distinguished…Danielson)

Levels of Performance: Quick Review of Key Words

Unsatisfactory

Needs Improvement

Proficient Distinguished

• Lack of• Unsafe• Harmful• Unclear• Unaware• Poor• Unsuitable

• Inconsistent• Partial• General• Attempts• Awareness• Moderate• Minimal

• Consistent• Frequent• Successful• Appropriate• Clear• Positive• Smooth

• Solid• Seamless• Subtle• Skillful• Preventative• Leadership• Students

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“Swimming Analogy”

Unsatisfactory Needs Improveme

nt

Proficient Distinguished

• Sinking • Staying afloat

• Swimming(knows several strokes)

• Racing (knows all strokes)

• Drowning • Dog paddle

*Teacher-directed success

*Student-directed success

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Related to the Performance Levels…

Where might you visit,

But may not live?

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According to Danielson . . .

In the past 90 – 95 per cent of teachers have been rated EXCELLENT!

Going forward that may reduce to 5 – 10 per cent, but that isn’t a bad thing.

Turn to a neighbor and tell them the most important ideas you have heard so far.

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Nudge a Neighbor

Artifacts/Evidence Domains 1 and 4

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Domain 1: The “Knowing” Components

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Domain 1: The “Doing” Components

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Select items that show you know your students, the curriculum, the content and pedagogy and know how to use it to design how quality instruction and assessments.

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Selection Criteria

Examples of Artifacts Weekly Lesson Plans Unit Plans Baseline assessments Summative and

formative assessments

Assessment Results Curriculum maps Rubrics Resources Technology

RtI Notes Class Profiles Student Interest

Inventories Questions aligned

with Bloom’s Taxonomy

YOUR EXAMPLES

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Domain 4: Professional Responsibilities

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Select items that show you are reflective, you maintain accurate records, you see families as your partners, you serve on professional committees and you never stop growing professionally.

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Selection Criteria

Examples of Artifacts Reflective (post-

observation) conference Teacher reflection form Attendance records Field trip records Phone logs Letters to parents Parent surveys Parent Orientation (“Meet

the Teacher”) handouts Website that provides

information about the classroom or homework

Logged phone calls from parents

Logs of professional activities

Professional goals Professional

development logs Feedback from

colleagues Participation in

school committees

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Write the letters of the alphabet vertically down the side on a blank sheet of paper.

Working individually or with a partner summarize your knowledge about the FfT by identifying words that begin with specific letters of the alphabet.

Create a sentence explaining the words connections to the framework.

Alphabet Review

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Architecture—Knowing the architecture of the framework is important in understanding the framework.

Anchor—The anchor component for Domain 4 is 4d, reflecting on teaching.

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Examples

Thank you!!Please complete the evaluation.

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