The Danielson Model: What Does This Mean for Lutheran Educators?

Dr. Patricia HoffmanDr. Paul Sims

Introductions

KWL• Please complete the following KWL chart in your packet

Topic: What do you know about the Danielson Framework?

What I Know What I Want to Know

What I Learned

BEST TEACHER/ WORST TEACHER

•Who was your worst teacher? Why?•Who was your best teacher?

Why?•Share these stories with your

neighbor

Wisdom of Practice• Complete a quick writing activity that distinguishes between effective and

ineffective teaching. Consider some of the teachers you’ve had that have exhibited characteristics of each.

Effective Teaching Traits Ineffective Teaching Traits

7 Habits of Highly Ineffective Teaching

Promotes Professional Development

Danielson’s “Framework for Teachers”:• Provides a forum for discussion about teaching

(Danielson book: Talk About Teaching! 2009)• Focuses on collaboration between evaluator and

teacher• Encourages the teacher to self-reflect and

evaluate“No matter how good a lesson is, we can always

make it better.” (Danielson)

Correlation to National Frameworks

• Interstate New Teacher Assessment and Support Consortium (INTASC pages 8 and 9)

• National Council for Accreditation of Teacher Evaluation (NCATE- CAEP)

• National Board for Professional Teaching Standards (NBTS)

• NAEYC Standards

Features of the Framework• Comprehensive- The Framework describes “all

teaching”• Based on large body of sound educational

research• There’s no “gotcha” factor. Teachers know what

and how they are evaluated.• The framework allows for all types of teaching

situations.• The complexity of teaching is captured within a

clear set of themes• No one approach to teaching is focused upon.

WHOLE CHILD TENETS

• Each student enters school healthy and learns about and practices a healthy lifestyle.• Each student learns in an environment that is physically and

emotionally safe for students and adults.• Each student is actively engaged in learning and is connected

to the school and broader community.• Each student has access to personalized learning and is

supported by qualified, caring adults.• Each student is challenged academically and prepared for

success in college or further study and for employment and participation in a global environment.

• (ASCD.org)

LUTHERAN WHOLE CHILD TENETS

•SPIRITUAL•INTELLECTUAL•EMOTIONAL•SOCIAL•PHYSICAL•CREATIVITY

The Framework for Professional Practice

• Domain I- Planning• Domain II- The Classroom Environment• Domain III- Instruction• Domain IV- Professional Responsibilities• Common Themes:

– Equity– Cultural Competence– High Expectations– Developmental Appropriateness– Attention to Individual Students (Special Needs)– Appropriate Use of Technology

The Framework for Teaching divides the complex work of teaching into four domains representing all aspects of a teacher’s responsibilities.

Danielson Model of Teacher Observations

Meet Charlotte Danielson• YouTube video

Domain 1: Planning and Preparation

• Demonstrating knowledge of content and pedagogy

• Demonstrating knowledge of students• Setting instructional outcomes• Demonstrating knowledge of resources• Designing coherent instruction• Designing student assessments

“Domain 1 describes the critical behind-the-scenes work of organizing classroom instruction.”

Sources of evidence-

*lesson plan*preconference

*activities or assignments

• Content and structure of discipline• Prerequisite relationships• Content-related pedagogy

• Child & adolescent development• Learning process

• Students’ skills, language proficiency• Students’ interest & heritage• Students’ special needs

• Value, sequence, alignment• Clarity & balance

• Suitability for diverse learners• For classroom use

• To extend content & pedagogy• For students

• Learning activities• Instructional materials/resources

• Instructional groups• Lesson and unit structure

• Congruence w/inst. outcomes• Criteria and standards

• Design of formative assessments• Use for planning

Domain 2: The Classroom Environment• Creating an environment of respect and rapport• Establishing a culture for learning• Managing classroom procedures• Managing student behavior• Organizing physical space

“The components of Domain 2

establish a comfortable and

respectful classroom

environment that cultivates a

culture for learning and creates

a safe place for risk taking.

Sources of evidence-*classroom interactions

*interviews with or surveys of students

• Teacher interaction w/students• Student interaction w/students• Importance of content• Expectations for learning & achievement

• Student pride in work• Mgmt of groups

• Mgmt of transitions• Mgmt of supplies & materials

• Performance of non-instructional duties• Supv of volunteers/paraprof

• Expectations• Monitoring of student behavior• Response to student misbehavior• Safety and accessibility• Arrangement of furniture and use of

physical resources

Domain 3: Instruction• Communicating with students• Using questioning and discussion techniques• Engaging students in learning• Using assessment in instruction• Demonstrating flexibility and responsiveness

Domain 3 contains the

components that are at the

essential heart of teaching- the

actual engagement of students in content.

Sources of evidence-*classroom interactions

*observation*samples of student

work

• Expectations for learning• Directions and procedures• Explanations of content

• Use of written and oral language

• Quality of questions• Discussion techniques• Student participations

• Activities and assignments• Grouping of students

• Instructional materials & resources• Structure and pacing

• Assessment criteria• Monitoring of student learning

• Feedback to students• Student self assessment & monitoring of

progress

• Lesson adjustment• Response to students

• Persistence

Domain 4: Professional Responsibilities

• Reflecting on teaching• Maintaining accurate records• Communicating with families• Participating in a professional

community• Growing and developing

professionally• Showing professionalism

“The components of Domain 4…

encompass the roles assumed

outside of and in addition to

those in the classroom with

students.”

Sources of evidence-*teacher interaction

w/others*documentation in

logs or portfolio

• Accuracy• Use in future teaching• Student completion of assignments• Student progress in learning• Non-instructional records• Information about instructional program

• Information about individual students• Engagement of families in instructional program

• Relationship w/colleagues• Involvement in culture of professional inquiry

• Service to school• Participation in school & district projects

• Enhancement of content knowledge & pedagogical skills• Receptivity to feedback from colleagues

• Service to the profession• Integrity & ethical conduct

• Service to students• Advocacy

• Decision making• Compliance w/school and district regulations

5th Domain?• The Lutheran Dimension: the Lutheran identity that

includes:– Prayer– Service– Community– Identity– Law and Gospel– Catechism– Music– Baptism– Diploma of Vocation– Bible Study

KWL• Please complete the following KWL chart in your packet

Topic: What do you know about the Danielson Framework?

What I Know What I Want to Know

What I Learned

NEXT STEP

• TUESDAY JANUARY 14, 2014• CONCORDIA UNIVERSITY CHICAGO• THE DANIELSON MODEL: HOW IS THIS

DONE?