Participant Materials Module 2 The Structure of the Framework

Copyright © 2013 The Danielson Group LLC and Teachscape, Inc. All rights reserved.

D O M A I N J I G S A W MODULE 2 ACTIVITY WORKSHEET

Directions: Work with others to identify and summarize the key ideas of the domain you are assigned. Domain 1: Planning and Preparation

1a: Demonstrating Knowledge of Content and Pedagogy • Content and the structure of the discipline • Prerequisite relationships • Content-related pedagogy

1b: Demonstrating Knowledge of Students • Child and adolescent development • The learning process • Studentsʼ skills, knowledge, and language proficiency • Studentsʼ interests and cultural heritage • Studentsʼ special needs

1c: Setting Instructional Outcomes • Value, sequence, and alignment • Clarity • Balance • Suitability for diverse students

1d: Demonstrating Knowledge of Resources • For classroom use • To extend content knowledge and pedagogy • For students

1e: Designing Coherent Instruction • Learning activities • Instructional materials and resources • Instructional groups • Lesson and unit structure

1f: Designing Student Assessments • Congruence with instructional outcomes • Criteria and standards • Formative assessments • Use for planning

Key Ideas:

Domain 2: The Classroom Environment

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 2b: Establishing a Culture for Learning

• Importance of the content and of learning • Expectations for learning and achievement • Student pride in work

2c: Managing Classroom Procedures • Instructional groups • Transitions • Materials and supplies • Performance of classroom routines

2d: Managing Student Behavior • Expectations • Monitoring of student behavior • Response to student misbehavior

2e: Organizing Physical Space • Safety and accessibility • Arrangement of furniture and use of physical resources

Key Ideas:

Participant Materials Module 2 The Structure of the Framework

Copyright © 2013 The Danielson Group LLC and Teachscape, Inc. All rights reserved.

Domain 3: Instruction

3a: Communicating with Students • Expectations for learning • Directions for activities • Explanations of content • Use of oral and written language

3b: Using Questioning and Discussion Techniques • Quality of questions/prompts • Discussion techniques • Student participation

3c: Engaging Students in Learning • Activities and assignments • Grouping of students • Instructional materials and resources • Structure and pacing

3d: Using Assessment in Instruction • Assessment criteria • Monitoring of student learning • Feedback to students • Student self-assessment and monitoring of progress

3e: Demonstrating Flexibility and Responsiveness • Lesson adjustment • Response to students • Persistence

Key Ideas:

Domain 4: Professional Responsibilities

4a: Reflecting on Teaching • Accuracy • Use in future teaching

4b: Maintaining Accurate Records • Student completion of assignments • Student progress in learning • Noninstructional records

4c: Communicating with Families • About the instructional program • About individual students • Engagement of families in the instructional program

4d: Participating in the Professional Community • Relationships with colleagues • Involvement in a culture of professional inquiry • Service to the school • Participation in school and district projects

4e: Growing and Developing Professionally • Enhancement of content knowledge and pedagogical

skill • Receptivity to feedback from colleagues • Service to the profession

4f: Showing Professionalism • Integrity and ethical conduct • Service to students • Advocacy • Decision making • Compliance with school and district regulations

Key Ideas:

Participant Materials Module 2 The Structure of the Framework

Copyright © 2013 The Danielson Group LLC and Teachscape, Inc. All rights reserved.

D O M A I N Q U I Z MODULE 2

Directions: With others at your table, identify the domain represented by each of the statements.

A. The desks in Mr. T’s 2nd grade classroom are arranged in groups of four. A couch and beanbag chairs are provided for students in the reading corner.

B. Ms. A was unable to locate her list of which students had returned their permission slips for the

field trip.

C. Ms. C has her class watch a clip of Martin Luther King’s “I Have a Dream” speech, using a video guide containing questions that are factual, interpretive, and analytic in nature. After the film clip, students work in pairs to respond to the questions.

D. After his first-hour geography class, Mr. M concluded that the lesson was successful because

everyone received an A on the quiz.

E. Mr. B has designed a rubric for student presentations. It identifies key elements of a good presentation and three levels of performance for each of the elements.

F. When students enter the classroom, they begin work on a brief assignment that is written on the

board while Ms. L takes attendance.

G. Students in Mr. H’s math class are looking puzzled after he provides an explanation of “slope” in algebra. Instead of assigning a worksheet as he had planned, he tries a different approach to clarifying the concept.

H. Mr. E plans to give the students a website to explore as an extended learning activity on

understanding the judicial system.

I. For one of her flexible grouping assignments, Ms. R plans to create cooperative groups that will each include two English language learners.

Participant Materials Module 2 The Structure of the Framework

Copyright © 2013 The Danielson Group LLC and Teachscape, Inc. All rights reserved.

R E F L E C T I O N MODULE 2

Reflection Questions

• In your school and/or classroom setting, which domain is the most important? Why?

• Which domain would you consider your greatest strength? Why?

• Do you think it’s possible to be highly skilled in one domain without being skilled in all of them?

• In which domains do you think high levels of expertise might lead to expertise in others?