think, write, share
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Danielson’s Framework for Teaching ( FfT ): A Tune-Up Facilitated By: Mary Ellen Leonard Regional Induction Specialist Illinois New Teacher Collaborative. Think, Write, Share. •On an index card, please jot down facts you already know about the Danielson FfT . - PowerPoint PPT PresentationTRANSCRIPT
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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