Professional Development Plan

PD Plan on the Danielson FrameworkADSUP 731

Kelli McDanielMay, 2013

PPR Goal on Danielson Framework

Goal: • Staff will continue to develop a shared understanding of instructional excellence by

studying Danielson’s Framework for Teaching.

Measurable Objective • By June 2013, 90% of teachers will have used the Danielson Framework to assess their

own instructional effectiveness and set professional goals for improvement.

Action Plan• Administrators will work with lead teachers in grade team meetings to develop a normed

understanding of Danielson’s Framework, with a focus on domain 3D.• Admin team (administrators and coaches) will work with a Talent Coach to calibrate a

shared understanding of the Danielson Framework and “look fors” when observing instruction

• Admin team will meet with lead teachers during retreat and lead teacher meetings to provide professional development to lead teachers on the Danielson Framework and improving teacher effectiveness

• Admin team (administrators and coaches) will meet to discuss goals of a PD plan centered on the Danielson Framework

• Admin team meets with lead teachers to share the PD plan for the upcoming PLC cycle• Lead teacher group meets again to bring resources that will best support the PD plan • Lead teachers and Admin Team will provide PD for staff in faculty meetings• Lead teachers will each lead smaller groups (PLCs) to collaboratively learn and discuss the

Danielson Framework and unpack competencies together• Staff will come back together in whole group to watch a video of instruction and apply

their learning of the Danielson Framework to take low inference notes and discuss the effectiveness of the teacher through the lens of the Framework

Course Title: “Diving into Danielson”

Course Description: • In this 7-week PLC cycle, the staff at PS 59 will study the

Danielson Framework to develop a calibrated understanding of what effective teaching looks like. Because the Framework will be used in September as an evaluative tool, we have decided to use our last 7 weeks to get ahead on this initiative. In this PD course, we will study an overview of the Framework together as a staff, and then will begin to unpack focus competencies in smaller PLCs. Lead teachers will facilitate discussions and teachers will read, discuss, and watch videos together through the lens of the Framework.

Essential Questions: • How can the Danielson Framework be used to set

professional goals that are tied to teaching and learning? • How can we improve academic achievement by using the

Danielson Framework?• What evidence can we implement in our instruction that will

meet the criteria of the Danielson Framework• What themes in teacher and student behaviors do we

notice throughout each domain in the effective and highly effective categories of the Framework?

• Unpacking competencies• Taking Low-inference notes (no opinions)• Finding evidence of the Framework when

viewing instruction• Discussing evidence found in lessons/

instruction• Developing professional goals using the

Framework

Essential Skills:

• Danielson Framework (2011 version for NYC schools)

• ARIS learn (videos and handouts)• ASCD professional articles• Documents for professional learning provided

by NYC talent coach

Texts/ Sources Used:

Professional Development Plan

Session 1: Whole Group PowerPoint Presentation

The Work we do: Session 1

The Following is a PowerPoint presentation for week 1 (session 1 of the PD plan).

Lead teachers, coaches, and administrators presented an overview of the PD plan for the upcoming cycle, as well as a basic overview of the Danielson Framework

Looking at the Danielson Framework to Improve Student

AchievementSession 1:

Thursday May 9, 2013

PS 59PLC Spring Cycle

Purpose of our Inquiry Cycle

PLC Goals:To develop a shared

understanding of effective teacher practice

To use the Danielson Framework as a tool to calibrate our thinking around teacher effectiveness

To improve student outcomes

Overview of Danielson Framework

4 Domains (large categories)21 Competencies (subcategories

under each domain)Range of Effectiveness (HEDI

Level Rating)oHighly EffectiveoEffectiveoDevelopingo Ineffective

Domains and Competencies: Overview

Domain 1: Planning and Preparation1a Demonstrating Knowledge of Content and Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student Assessments

Domain 2: Classroom Environment2a Creating an Environment of Respect and Rapport2b Establishing a Culture for Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Organizing Physical Space

Domain 4: Professional Responsibilities4a Reflecting on Teaching4b Maintaining Accurate Records4c Communicating with Families4d Participating in a Professional Community4e Growing and Developing Professionally4f Showing Professionalism

Domain 3: Instruction3a Communicating With Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction

Domain 1: Planning and Preparation

The components in Domain 1 outline how a teacher organizes the content of what students are expected to learn---in other words, how the teacher designs instruction.

These include:o 1a Demonstrating Knowledge of Content and Pedagogyo 1b Demonstrating Knowledge of Studentso 1c Setting Instructional Outcomeso 1d Demonstrating Knowledge of Resourceso 1e Designing Coherent Instructiono 1f Designing Student Assessments

Domain 2: The Classroom Environment

The components in Domain 2 consist of the interactions that occur in a classroom that are non-instructional.

These consist of:o 2a Creating an Environment of Respect and

Rapporto 2b Establishing a Culture for Learningo 2c Managing Classroom Procedureso 2d Managing Student Behavioro 2e Organizing Physical Space

Domain 3: Instruction

The components in Domain 3 are what constitute the core of teaching- the engagement of students in learning content.

These include:o3a Communicating With Studentso3b Using Questioning and Discussion

Techniqueso3c Engaging Students in Learningo3d Using Assessment in Instruction

Domain 4: Professional Responsibilities

The components in Domain 4 represent the wide range of a teacher’s responsibilities outside the classroom.

These include:o 4a Reflecting on Teachingo 4b Maintaining Accurate Recordso 4c Communicating with Familieso 4d Participating in a Professional Communityo 4e Growing and Developing Professionallyo 4f Showing Professionalism

Teachers who demonstrate these competencies are highly valued by their colleagues and administrators, as well as being seen as true professionals.

Distribution of Framework & Template

NYC DOE Priority Competencies

oPossibly will be held responsible for all competencies (TBD June 1st)

oWe will begin by focusing on priority standards

Template to unpack themes across domains and competencies in the effective and highly effective categories

Read each of the NYC Priority competencies. Identify the common teacher moves and student behaviors that should be present in effective and highly effective practice across the framework.

 Domains

 Common “Effective & Highly Effective”

Teacher Moves

 Common “Effective & Highly Effective”

Student Behaviors

Domain 1: Planning and Preparation

   

Domain 2: The Classroom Environment

   

Domain 3: Instruction    

   

Next Week…We will meet in small groups (in

classrooms) to:

oDiscuss themes we noticed across domains & competencies (bring template)

oBegin to unpack one competency: Questioning and Discussion

oThink about and discuss examples of effective and highly effective questioning and discussion techniques

Professional Development Plan

Session 2: Small Group PLC meetings

The Work we do, Part 2

Session 2: Small Group PLC’s• Jigsaw Activity: “Observing Classroom Practice” by Charlotte Danielson

• Use template to discuss homework- themes in student and teacher behaviors across the domains (in effective and highly effective categories)

• Begin to unpack Competency 3b: Using Questioning and Discussion Techniques• Read the Competency (3b)• Work with a partner to fill out the

“Possible Examples Worksheet” after reading through the Competency

• Discuss with PLC some possible examples of teacher and student actions that you might look for during instruction through the lens of this competency

• For next week: “Key Aspects of Competencies” graphic organizer

Agenda:

Thursday, May 16th

Possible Examples Worksheet

Domain 3: Instruction

Competency 3b

Using

Questioning and

Discussion Techniques

Questioning and discussion are the only instructional strategies specifically referred to in the framework for teaching; this reflects their central importance to teachers’ practice. But in the framework, it is important that questioning and discussion are used as techniques to deepen student understanding, rather than serving as recitation, or a verbal “quiz.” Good teachers use divergent as well as convergent questions, framed in such a way that they invite students to formulate hypotheses, make connections, or challenge previously held views. Students’ responses to questions are valued; effective teachers are especially adept at responding to and building on student responses and making use of their ideas. High quality questions encourage students to make connections among concepts or events previously believed to be unrelated, and arrive at new understandings of complex material. Effective teachers also pose questions for which they do not know the answers. Even when a question has a limited number of correct responses, the question, being non-formulaic, is likely to promote thinking by students. Class discussions are animated, engaging all students in important issues and in using their own language to deepen and extend their understanding. They may be based around questions formulated by the students themselves. Not all questions must be at a high cognitive level in order for a teacher’s performance to be rated at a high level; that is, when exploring a topic, a teacher might begin with a series of questions of low cognitive challenge to provide a review, or to ensure that everyone in the class is “on board.” Furthermore, if questions are at a high level, but only a few students participate in the discussion, the teacher’s performance on the competency cannot be judged to be at a high level. In addition, in lessons involving students in small-group work, the quality of the students’ questions and discussion in their small groups may be considered as part of this competency. In order for students to formulate high-level questions, they must have learned how to do this. Therefore, high-level questions from students, either in the full class, or in small group discussions, provide evidence that these skills have been taught. Elements of competency 3b are:

Quality of questions/prompts Questions of high quality cause students to think and reflect, to deepen their understanding, and to test their ideas against those of their classmates. When teachers ask questions of high quality, they ask only a few of them, and they provide students with sufficient time to think about their response, to reflect on the comments of their classmates, and to deepen their understanding. Occasionally, for the purposes of review, teachers ask students a series of (usually low-level) questions in a type of verbal quiz. This may be helpful for the purpose of establishing the facts of an historical event, for example, but should not be confused with the use of questioning to deepen students’ understanding.

Discussion techniques Effective teachers promote learning through discussion. Some teachers report that “we discussed x” when what they mean is that “I said x.” That is, some teachers confuse discussion with explanation of content; as important as that is, it’s not discussion. Rather, in a true discussion, a teacher poses a question, and invites all students’ views to be heard, and enabling students to engage in discussion directly with one another, not always mediated by the teacher.

Student participation In some classes a few students tend to dominate the discussion, other students, recognizing this pattern, hold back their contributions. Teacher uses a range of techniques to ensure that all students contribute to the discussion, and enlist the assistance of students to ensure this outcome.

Indicators include:

Questions of high cognitive challenge, formulated by both students and teacher Questions with multiple correct answers, or multiple approaches even when there is a single correct response Effective use of student responses and ideas Discussion with the teacher stepping out of the central, mediating role High levels of student participation in discussion

Possible Examples Worksheet (Cont’d)

Competency3b

Using Questioning and Discussion Techniques

 

Effective Highly Effective

While the teacher may use some low-level questions, he or she poses questions to students designed to promote student thinking and understanding. Teacher creates a genuine discussion among students, providing adequate time for students to respond, and stepping aside when appropriate. Teacher successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.

Teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high level thinking and discourse, and promote meta-cognition. Students formulate many questions, initiate topics and make unsolicited contributions. Students themselves ensure that all voices are heard in the discussion.

CriticalAttributes

Teacher uses open-ended questions, inviting students to think and/or have multiple possible answers.

The teacher makes effective use of wait time. The teacher builds on/uses student responses to questions effectively. Discussions enable students to talk to one another, without ongoing mediation by the teacher. The teacher calls on most students, even those who don’t initially volunteer. Many students actively engage in the discussion.

In addition to the characteristics of “Effective,” Students initiate higher-order questions. Students extend the discussion, enriching it. Students invite comments from their classmates during a discussion.

 

PossibleExamples

Teacher actions:             

Teacher actions:

Student actions:          

Student actions:

Key Aspects of Competencies (Graphic Organizer)

Key Aspects of Competencies Competency: _________________________________________________ Stop and jot: Without looking at the rubric, how would you define the above competency? What skills and strategies might it include? What does it mean to do it well? Group findings: What ideas and themes were common across your definitions? Where did you differ and what do you need to know to resolve those differences? Prepare to share: What are the key words and ideas you would highlight for your colleagues to help them understand the heart of this competency?

Professional Development Plan Session

3: Whole Group Video Observation

& Low Inference Note-taking

The Work we do, Part 3

Session 3: Whole Group PLC Staff Meeting• Meet together in large group

• Discuss the difference between “low inference” notes and opinion based notes (give examples). Resources found at: https://www.arisnyc.org/connect/node/1688543

• Low Inference Evidence Collection Form• Watch video on 1st grade math

instruction, Analyzing Patterns: https://learn.arisnyc.org/moodle/mod/mplayer/view.php?id=1872

• Teachers take low-inference notes, jotting down evidence found in competency 3b

• Teachers participate in the “3-2-1 Strategy”, jotting down 3 highly effective or effective practices noted in the video, 2 questions or wonderings, and 1 insight they can apply to their practice

• Small Group Discussion (and charts) with share out

Agenda:

Thursday, May 23rd

Low-Inference Observation Tips (from ARIS Learn)

Try To:Record only facts Be as detailed in your notes as possibleQuantifyCapture both teacher and student actionsAsk students questions pertinent to the observationUse a template Try Not To:Coach inUse too specific of a lensAdd your opinionTalk to each other during observation

Low-inference Evidence Collection Form

**Teachers will use this form to collect notes as they watch the video**

Teacher Actions Student Actions

Video: 1st Grade Math Instruction“Analyzing Patterns”

As you watch the video, record your observations taking low-inference notes in the provided template. Be sure to note as many teacher and student actions as you can.

https://learn.arisnyc.org/moodle/mod/mplayer/view.php?id=1872

“3-2-1 STRATEGY”

Directions: Compare your observation notes against the Competency 3b rubric. Complete the 3-2-1 graphic organizer by recording:

3 Effective and/or Highly Effective practices represented in the video 2 questions or wonderings the video raises about the rubric language or your instructional practice within 3b

1 insight you can apply to your practice

3

EFFECTIVE AND/OR HIGHLY EFFECTIVE PRACTICES

       

2

QUESTIONS OR WONDERINGS

        

1

INSIGHT 

Small Group Discussion (15 min)

Discuss your 3-2-1 template with your PLC and chart some common trends in your group

Develop a list of some things teachers could do to improve the level of questioning and

discussion in their classrooms

Each group will share out one important idea that came

from their discussion

For Next Time…We will meet again in our small group PLCs (in classrooms) to follow the same procedure for unpacking another competency: 1e Designing Coherent Instruction

Professional Development Plan

Sessions 4-7*We will follow the same structure as sessions 1-3, but with

additional competencies Session 4 ( Thursday, May 30th): Small group

PLCs will meet to read and unpack Competency 1e, Designing Coherent Instruction

Session 5 (Thursday, June 6th): Whole group (staff) will meet together to watch a video on competency 1e, take low-inference notes & discuss evidence and next steps in small groups

Session 6 (Thursday, June 13th): Small Group PLCs will unpack Competency 3c, Engaging Students in Learning

Session 7 (Thursday, June 20th): Whole group (staff) will meet to watch a video on competency 3c, take low-inference notes, & discuss evidence and next steps in small groups