the danielson framework

THE D

ANIELS

ON

FRAMEW

ORK

August 12, 2014Brian Blair Nicole Ropp

LEARNING TARGET

I will be be able to identify to others the value of the classroom teacher, the Domains of the Danielson framework and the role the framework plays in the evaluation process

PERFORMANCE EVALUATION REFORM ACT (2010)Requires districts to use a performance evaluation system that

assess teachers’ and principals’ professional skills and incorporate measures of student growth.

4 category rating system:

Excellent

Proficient

Needs Improvement

Unsatisfactory

The performance evaluation system that PTHS is using is based on the Danielson Framework for Teaching.

WHY DANIELSON?• Aligned to state teaching standards

• Provides a comprehensive description of what teachers “do” on a daily basis• Recognizes and respects the complexity of teaching captured with a clear

set of themes• Allows for all types of teaching situations, ensuring there is not gotcha

opportunities

• Research-based and validated

• Provides a common language among professionals

• Creates opportunities for open discussions about teaching, collaboration, while encouraging staff to self-reflect and evaluate themselves

• Versatility for all levels of expertise & experience

RIVERS (1999)

Can varying sequences of teacher quality vary student chances of passing a high stakes test?

oRivers (1999) followed students from 4th through 9th grade from two large urban districts.

oStudents were grouped into quartiles on the basis of achievement on the 4th grade standardized test.

oMath teachers were identified for grades 5-8 and were linked to effectiveness levels (Low, Avg, High), based on their success in facilitating value-added achievement with a prior group of students.

oDo these quality distinctions apply to another cohort of students and offer reliable information about how a student will do on a high stakes in the future?

Probability of Passing High School Exam based on Sequence of Teacher Effectiveness Experienced

ACTIVITY

OVERVIEW:OVERVIEW:

In this activity, you will brainstorm aspects of effective teaching and become familiar with Danielson’s Framework for Teaching as a tool to support improved practice.

ACTIVITY

OUTCOME:OUTCOME:

You will understand the logic and structure of Danielson’s Framework for Teaching and the alignment between Danielson’s domains and the aspects of effective teaching they have identified, through your own experience.

ACTIVITY

GUIDING QUESTIONS:GUIDING QUESTIONS:

If you were to walk into a classroom, what might you see or hear there (from the students as well as the teacher) that would cause you to think that you were in the presence of an expert?

• What are some of the key aspects of effective teaching?

What would make you think: “Oh, this is good; if I had a child this age, this is the class I would hope for.”

• What are some of the key aspects of effective teaching?

Utilizing post-it notes (1 per aspect), write down key aspects of what you see in a high quality classroom, with a high quality teacher.

ACTIVITY

Now with a group of 4 – 5, share your post-its and sort them into groups of related items. Please label each group with one category heading.

ACTIVITY

One member from each group share your categories and present some of the brainstormed ideas included in each one.

• As groups share, please think about similarities and differences do you see between the groups’ work?

• What patterns do you notice?

22 COMPONENTS CLUSTERED INTO 4 DOMAINS OF TEACHING RESPONSIBILITY

Domain 1 – Planning and Preparation

2 – The Classroom

Environment

3 - Instruction

4 - Responsibiliti

es

1 – Planning and Preparation

1a: Demonstrating Knowledge of Content and Pedagogy

1b: Demonstrating Knowledge of Students

1c: Setting Instructional Outcomes

1d: Demonstrating Knowledge of Resources

1e: Designing Coherent Instruction

1f: Designing Student Assessments

PTHS EVALUATION SCALE

The following has been taken from our PTHS evaluation tool, describing what “excellent” looks like for each component of Domain 1.

1A: DEMONSTRATING KNOWLEDGE OF CONTENT AND PEDAGOGY

Excellent: The teacher’s plans and practice reflect extensive knowledge of the content and the structure of the discipline. The teacher actively builds on knowledge of prerequisites and misconceptions when describing instruction or seeking causes for student misunderstanding.

1B: DEMONSTRATING KNOWLEDGE OF STUDENTS

Excellent: The teacher actively seeks knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for groups and individual students.

1C: SETTING INSTRUCTIONAL OUTCOMES

Excellent: All instructional outcomes represent high-level learning in the discipline, reflecting rigorous learning and curriculum standards. They are clear, are written in the form of student learning, and permit viable methods of assessment. Outcomes reflect several different types of learning and, where appropriate, represent both coordination and integration. Outcomes are differentiated, in whatever way is needed, for individual students.

1D: DEMONSTRATING KNOWLEDGE OF RESOURCES

Excellent: The teacher’s knowledge of resources for classroom use and for extending one’s professional skill is extensive, including those available through the school or district, in the community, through professional organizations and universities, and on the Internet.

1E: DESIGNING COHERENT INSTRUCTION

Excellent: The sequence of learning activities follows a coherent sequence, is aligned to instructional goals, and is designed to engage students in high-level cognitive activity. These are appropriately differentiated for individual learners. Instructional groups are varied appropriately, with some opportunity for student choice.

1F: DESIGNING STUDENT ASSESSMENTS

Excellent: All the instructional outcomes may be assessed by the proposed assessment plan, with clear criteria for assessing student work. The plan contains evidence of student contribution to its development. Assessment methodologies have been adapted for individual students as the need has arisen. The approach to using formative assessment is well designed and includes student as well as teacher use of the assessment information.

WORD CLOUD FOR EXCELLENT IN DOMAIN 1

2 – The Classroom Environment

2a: Creating an Environment of Respect and Rapport

2b: Establishing a Culture for Learning

2c: Managing Classroom Procedures

2d: Managing Student Behavior

2e: Organizing Physical Space

2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT

Excellent: Classroom interactions between teacher and students and among students are highly respectful, caring, and sensitivity to students as individuals. Students exhibit respect for the teacher and contribute to high levels of civility among all members of the class. The net result is an environment where all students feel valued and are comfortable taking intellectual risks.

2B: ESTABLISHING A CULTURE FOR LEARNING

Excellent: The classroom culture is a cognitively busy place, characterized by a shared belief in the importance of learning. The teacher conveys high expectations for learning for all students and insists on hard work; students assume responsibility for high quality by initiating improvements, making revisions, adding detail, and/or assisting peers in their precise use of language.

2C: MANAGING CLASSROOM PROCEDURES

Excellent: Instructional time is maximized due to efficient and seamless classroom routines and procedures. Students take initiative in the management of instructional groups and transitions, and/or the handling of materials and supplies. Routines are well understood and may be initiated by students.

2D: MANAGING STUDENT BEHAVIOR

Excellent: Student behavior is appropriate. Students take an active role in monitoring their own behavior and/or that of other students against standards of conduct. Teacher monitoring of student behavior is subtle and preventive. The teacher’s response to student misbehavior is sensitive to individual student needs and respects students’ dignity.

2E: ORGANIZING PHYSICAL SPACE

Excellent: The classroom environment is safe, and learning is accessible to all students, including those with special needs. The teacher makes effective use of physical resources, including technology. The teacher ensures that the physical arrangement is appropriate to the learning activities. Students inquire or contribute to the use or adaptation of technology or physical environment to advance learning.

3 - Instruction

3a: Communicating with Students

3b: Using Questioning and Discussion Techniques

3c: Engaging Students in Learning

3d: Using Assessment in Instruction

3e: Demonstrating Flexibility and Responsiveness

3A: COMMUNICATING WITH STUDENTS

Excellent: The teacher links the instructional purpose of the lesson to the larger curriculum; the directions and procedures are clear and anticipate possible student misunderstanding. The teacher’s explanation of content is thorough and clear, developing conceptual understanding through clear scaffolding and connecting with students’ interests. Students contribute to extending the content by explaining concepts to their classmates and suggesting strategies that might be used. The teacher’s spoken and written language is expressive, and the teacher finds opportunities to extend students’ vocabularies, both within the discipline and for more general use. Students contribute to the correct use of academic vocabulary.

3B: USING QUESTIONING AND DISCUSSION TECHNIQUES

Excellent: The teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition. Students formulate many questions, initiate topics, challenge one another’s thinking, and make unsolicited contributions. Students themselves ensure that all voices are heard in the discussion.

3C: ENGAGING STUDENTS IN LEARNING

Excellent: Virtually all students are intellectually engaged in challenging content through well-designed learning tasks and activities that require complex thinking by students. The teacher provides suitable scaffolding and challenges students to explain their thinking. There is evidence of some student initiation of inquiry and student contributions to the exploration of important content; students may serve as resources for one another. The lesson has a clearly defined structure, and the pacing of the lesson provides students the time needed not only to intellectually engage with and reflect upon their learning but also to consolidate their understanding.

3D: USING ASSESSMENT IN INSTRUCTION

Excellent: Assessment is fully integrated into instruction, through extensive use of formative assessment. Students are aware of the assessment criteria. There is evidence that they have contributed to the assessment criteria, when appropriate. Questions and assessments are used regularly to diagnose evidence of learning by individual students. A variety of forms of feedback, from both teacher and peers, is accurate and specific and advances learning. Students self-assess and monitor their own progress. The teacher successfully differentiates instruction to address individual students’ misunderstandings.

3E: DEMONSTRATING FLEXIBILITY AND RESPONSIVENESS

Excellent: The teacher seizes an opportunity to enhance learning on a spontaneous event or students’ interests, or successfully adjusts and differentiates instruction to address individual student misunderstandings. Using an extensive repertoire of instructional strategies and soliciting additional resources from the school or community, the teacher persists in seeking effective approaches for students who need help.

4 – Professional Responsibilities

4a: Reflecting on Teaching

4b: Maintaining Accurate Records

4c: Communicating with Families

4d: Participating in a Professional Community

4e; Growing and Developing Professionally

4f: Showing Professionalism

4A: REFLECTING ON TEACHING

Excellent: Teacher’s reflection on the lesson is thoughtful and accurate, citing specific evidence. Teacher draws on an extensive repertoire to suggest alternative strategies and predicting the likely success of each.

4B: MAINTAINING ACCURATE RECORDS

Excellent: The teacher’s system for maintaining information on student completion of assignments, student progress in learning, and non-instructional records is fully effective. Students contribute information and participate in maintaining the records.

4C: COMMUNICATING WITH FAMILIES

Excellent: The teacher communicates frequently with families in a sensitive manner, with students contributing to the communication. The teacher responds to family concerns with professionalism and sensitivity. The teacher’s efforts to engage families in the instructional program are frequent.

4D: PARTICIPATING IN A PROFESSIONAL COMMUNITY

Excellent: The teacher’s relationships with colleagues are characterized by mutual support and cooperation. Teacher makes a substantial contribution to the professional community, to school and district events and projects, and assumes a leadership role among the faculty.

4E: GROWING AND DEVELOPING PROFESSIONALLY

Excellent: The teacher seeks out opportunities for professional development and makes a systematic effort to implement strategies learned. The teacher solicits feedback on practice from both supervisors and colleagues. The teacher participates actively in assisting other educators and looks for ways to contribute to the profession.

4F: SHOWING PROFESSIONALISM

Excellent: The teacher can be counted on to hold the highest standards of honesty, integrity, and confidentiality and takes a leadership role with colleagues. The teacher is highly proactive in serving students, seeking out resources when needed. The teacher makes a concerted effort to challenge negative attitudes or practices to ensure that all students, particularly those traditionally underserved, are honored in the school. The teacher takes a leadership role in team or departmental decision making and helps ensure that such decisions are based on the highest professional standards. The teacher complies fully with school and district regulations, taking a leadership role with colleagues.



2 – The Classroom

Environment

3 - Instruction

4 – Professional Responsibiliti

es

Component





















1f: Designing Student Outcomes


1 – Planning and Preparation






1f: Designing Student Assessments

2 – The Classroom Environment






3 - Instruction






4 – Professional Responsibilities







EVALUATION TOOL

On the handout provided, you can see the new evaluation tool that we will use here. Please take a moment to read through some of the components and identify the differences between the four levels. Do you see any patterns?

Digging Into the Domains – Common Themes

• Equity

• Cultural sensitivity

• High expectations

• Developmental appropriateness

• Accommodating individual needs

• Appropriate use of technology

• Student Assumption of responsibility

ACTIVITY -

At your table, assign each member (can be more than one if the numbers don’t work out), to a common theme. Looking through the elements (use slide 27), which items would your common theme fall under (could be multiple)

Please write down the Domain, the component and the element• Example: Planning and Preparation - 1a: Demonstrating Knowledge

of Content and Pedagogy – Content Pedagogy)

Theme Reminder: Equity, Cultural sensitivity, High expectations, Developmental

appropriateness, Accommodating individual needs, Appropriate use of technology,

Student Assumption of responsibility

EQUITY

Valued

Invited and encouraged to participate

Given feedback

Expected to work to their potential (w/o) preconceived ideas about abilities)

CULTURAL SENSITIVITY

Recognizing different cultures of students

Learning about students’ backgrounds

Lesson is prepared and presented to suit varied cultures

HIGH EXPECTATIONSBelief that all students are capable of high levels of learning

Awareness of expectations on students in classroom

Establishing a culture of hard work and persistence

DEVELOPMENTALLY APPROPRIATEAwareness of students’ abilities based on such things as:

•age of students

•previous knowledge

•subject being taught

ATTENTION TO INDIVIDUAL STUDENTSAwareness of each individual students needs

Designing lessons to meet a variety of levels of ability

Sensitivity to any special accommodations needs

•Special needs

•ESL

•etc

APPROPRIATE USE OF TECHNOLOGYAppropriate Use of Technology

Knowledge of instructional technologies

Use of technology in all aspects of teaching (planning, act of teaching, and reflection

Willingness to learn technologies to enhance own learning or instruction

STUDENT ASSUMPTION OF RESPONSIBILITYAllowing students opportunity to take responsibility for their own learning.

Planning so students have chance to give input

Conducting lessons where students have some say in what they are doing and how they do it

Establishing a “learning community



2 – The Classroom

Environment

3 - Instruction

4 – Professional Responsibiliti

es

Component





















1f: Designing Student Outcomes


• Domains 2 and 3 include observable classroom practice- 8 Components covered in the Training, Practice Videos, and Proficiency Test

ACTIVITY

On the handout, you will see several different types of examples of evidence. Work with someone near you to identify which domain & component each example would fall under.

BINDERS

Binder for artifacts

Brainstorm your list

Share your lists and weaknesses

STEPS TO ENSURING A QUALITY EVALUATION PROCESS

•The “What” is clearly defined• The standards and

expectations we have for each student are clearly laid out for both staff and students to understand

•The “How” is clearly supported• Staff are provided access to

resources (instruments and procedures) that help provide evidence of their teaching

• Trained Evaluators• All evaluators are certified in the process,

helping to ensure consistent judgments based on evidence

• Teacher PD (Today and Future Opportunities)• Staff have an opportunity to learn about the

standards, the evaluation criteria, and the thinking behind the framework

• A process for making the final decisions

60

OVER HOURS OF TRAINING CONTENT

OBSERVER TRAINING – MATERIAL ACCESS

Over 15 hours of training content

including12 online learning modules and

more than 100 master scored videos

HOW IT WORKS

EFFECTIVE OBSERVATION FROM PLANNING THROUGH POST-OBSERVATION CONFERENCE

2Collect Evidence

3Align Feedbackwith Framework

Components

1Schedule an Observation

4Summarizeand Report

the danielson framework

Documents