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Introducing Instructional Expectations-- 2011-2012

How can we apply Danielson’s Framework for Teaching to

observed teacher practice?

How does norming help create shared understanding of and

expectations for effective teacher practice?

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Workshop 1: Introducing the Competencies

Objectives:

Participants will:

• Understand the logic and structure of the Framework for Teaching

• Explore the priority competencies and how they can support improving teacher practice

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The Wisdom of Practice

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 would make you think: “Oh, this is the classroom of a highly effective teacher.”

The Framework for Teaching Charlotte Danielson

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Bucketing Activity: Share and sort your post-its into categories and agree on a label for each bucket.

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Label:___ Label:___ Label:___ Label:___

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Domain Focus— Adapted from Danielson’s Framework for Teaching

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Planning and Preparation Classroom

Environment

Instruction

ProfessionalResponsibilities

What a teacher knows and does

in preparation for teaching.

All aspects of teaching that

lead to a culture for

learning in the classroom.

Professional responsibilities and behavior in and out of

the classroom.What a teacher does to engage

students in learning.

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The Framework for Teaching

Domain 3: Instructiona. Communicating With Studentsb. Using Questioning and Discussion Techniquesc.Engaging Students in Learningd.Using Assessment in Instructione. Demonstrating Flexibility and Responsiveness

Domain 1: Planning and Preparationa. Demonstrating Knowledge of Content and Pedagogyb. Demonstrating Knowledge of Studentsc. Setting Instructional Outcomesd.Demonstrating Knowledge of Resourcese. Designing Coherent Instructionf. Designing Student Assessments

Domain 2: The Classroom Environmenta. Creating an Environment of Respect

and Rapportb. Establishing a Culture for Learningc. Managing Classroom Proceduresd. Managing Student Behaviore.Organizing Physical Space

Domain 4: Professional Responsibilitiesa. Reflecting on Teachingb. Maintaining Accurate Recordsc. Communicating with Familiesd. Participating in a Professional Communitye. Growing and Developing Professionallyf. Showing Professionalism

The Framework for Teaching Charlotte Danielson

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Reflection:

• In what ways do these competencies capture classroom practice?

• Which of the priority competencies are most relevant to your work? Why?

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Workshop 2: Understanding Levels of Performance

Objective:

• Identify the distinctions between levels of performance—(between ineffective, developing, effective and highly effective)

• Deepen participant familiarity with the priority competencies

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Defining the Levels of Performance:

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1 - Ineffective 2 – Developing 3 – Effective 4 – Highly Effective

Performance is unacceptable based on evaluation criteria, including but not limited to unacceptable or minimal rates of student growth.

Performance does not consistently meet expectations of evaluation criteria, including but not limited to less than acceptable rates of student growth.

Performance consistently meets expectations of the evaluation criteria, including but not limited to acceptable rates of student growth.

Performance exceeds expectations of the evaluation criteria, including but not limited to exceptional rates of student growth.

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Identifying distinctions

• Review the Competency assigned to you with a partner

• What are the differences between each category of performance?

• Create an example of what you might observe (in or out of classroom) for each level of performance in your competency.

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Generate examples across the 4-point rating scale.

Competency: _______________________________

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Discussion: Getting to Know the Rubric

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Debrief

Whole group discussion:

• What did your group identify as key distinctions between each level of performance for your target competency?

• What patterns do you notice across all of the competencies?

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Workshop 3: Gathering Evidence and Examining Practice

Part 1: Gathering Evidence

Objectives:

Participants will:

• Understand what low-inference evidence is and how it helps us accurately interpret teacher practice

• Use a rubric to interpret teacher practice

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Rating Observations Based on Evidence

• Evidence is a factual reporting of events.

• Evidence may include teacher and student actions and/or behaviors. It may also include artifacts prepared by the teacher or students.

• Evidence is free of evaluation or interpretation.

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Interpretation Low-Inference Evidence

The pacing of the lesson was slow, allowing for student restlessness, disengagement, and disruptive behavior.

Joe finished his independent work before the allotted time and then took Jane’s pen and materials.

The teacher made a connection to previous learning.

The teacher said “today’s activities are an extension of the work we did yesterday.”

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Evidence vs. Opinion…

Read each statement. Decide – is it low-inference evidence or opinion?

Discuss your answer with your elbow partner.

If you agree that the statement is an opinion, how would you reword the statement so that it is an evidence statement.

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The teacher said, “I assure you that today’s lesson will be quite interesting.”

The teacher has planned and organized for maximum effect.

The last activity, discussion of the key scene, was rushed.

The teacher said that the Civil War was a tragedy for U.S. civilization.

Evidence vs. Opinion…

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Reflection:

• Why is it important to collect low-inference evidence before trying to assess teacher practice?

• How can low-inference evidence support teacher development?

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Activity 2: Using the Competencies to Interpret Teacher Practice

Objectives:

Participants will:

• practice taking low-inference evidence

• understand how to code or sort evidence

• Identify ratings of teacher practice aligned to the competencies

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Preparing to Observe

While you view: Take low-inference notes, take down as much as you can. We will only view the video once, as we can only view classroom practice once.

Coding sheets have plenty of room for you to collect evidence and a column to allow you to go back and identify what competencies are implicated by the evidence as well as questions or other inferences. It helps us keep the evidence separate from our interpretations of it.

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View Video of Teacher Practice

Video

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Reviewing Evidence

Low-inference evidence share:

In turn, each participant will share one thing they observed

• Make sure each item shared is low inference

• Each participant should have a turn to share before participants share additional evidence

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Connecting Evidence to the rubric

Review your own notes, (you may also add any evidence that another participant shared)

Code your notes to identify which competencies your evidence supports

Note: some evidence may not fit anywhere and some evidence may align to more than one competency.

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Appendix

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H, E, D, I (HEDI) cards…H,E,D,I cards and establishing norms:

• We need to establish wide consensus on what “good” or “effective” is. Good must be good everywhere.

• Review your evidence and determine a rating:• Highly Effective• Effective• Developing• Ineffective• NA--not enough evidence to support a rating

• Select the appropriate response card when you are ready and place it face down in front of you, but do not reveal it until asked to do so.

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Norming

Norming is the process through which widely held understandings are established and justified.

Participants will share their ratings and will discuss their interpretations until they have come to a common understanding of the rating and the evidence that supports it.