DANIELSON FRAMEWORK FOR TEACHING: Introduction and a …€¦ · Session Objective 1. Develop an...
Transcript of DANIELSON FRAMEWORK FOR TEACHING: Introduction and a …€¦ · Session Objective 1. Develop an...
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DANIELSON FRAMEWORK FOR TEACHING:
Introduction
and a “Jump Start”
M.Steger
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Session Objective
1. Develop an understanding of the format of the Danielson Framework for Teaching and why it is important (FfT)
2. Define Enduring Skill and its application to a Student Learning Objective
3. Leave with a plan to determine students’ Baseline
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Teaching is complex . . .
“Teaching is a profession more complex than medicine.”
Lee Shulman, “The Wisdom of Practice”
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What is good teaching?
Once upon a time, there was teacher who believed in “butts up learning.”
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Framework for Teaching: the Domains
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What if I am a Non-EE Teacher?
Does this even concern me?
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Framework for Teaching: ThemesEquity
Cultural Competence
High Expectations
Developmental Appropriateness
Accommodating Individual Needs
Effective Technology Integration
Student Assumption of Responsibility
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Framework for Teaching: Themes
Equity
Cultural Competence
High Expectations
Developmental Appropriateness
Accommodating Individual Needs
Effective Technology Integration
Student Assumption of Responsibility
RUSD: Core Values
Equity
Diversity
High Expectations
Unity
Respect
Strong Relationships
Student-Centered Decisions
North Star Vision
Academic Achievement
Workplace Skills
Global Citizenship
Life Skills
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STEP 1
I understand the format of the
Danielson Framework for Teaching and
why it’s important.
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Where Do I Start?
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✓ Guide teachers to identify the enduring skills in their content area
in order to
✓ Support a meaningful student learning objective (SLO)
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Take a moment to reflect. What matters most for
your content area?
Where in your standards do you find the big rocks, big concepts, underlying practices & processes that support competency?
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Before we move on, let’s define enduring.
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Defining ENDURINGLearning that • ENDURES beyond a single test date,• is of value in other disciplines, • is relevant beyond the classroom (applying
learning to new and unique situations)• is worthy of embedded, course-long focus,• may be necessary for the next level of
instruction.• Requires critical thinking (analyzing, creating
and evaluating)
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ENDURING is NOT: • A sub skill• Vague content knowledge• An activity• A skill with limited application• A strategy for learning
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© 2013, KDE and KASA. All rights reserved.
Establish
Baseline
Target students’
priority need
Identify the sources of evidence that will need to be in place to
measure student’s level of proficiency in the Enduring Learning
Identify what proficiency looks like for the Enduring Learning
Identify the Enduring Learning in the content area standards
Know the expectation of content area standardsFound
ations
for i
dentif
ying
con
tent
Connecting C
ontent
to Student Needs
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Student Growth Process
Step 1:
Determine needs
Step 2:
Create specific learning
goals based on
pre-assessment
Step 3:
Create and implement teaching
and learning
strategies
Step 4:
Monitor student
progress through ongoing
formative assessment
Step 5:
Determine whether students achieved the goals
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NEXT STEP: Baseline and Goal Setting
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Handout
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Start with your data…
Handout
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Putting It All Together!
Information found on your Enduring Skills
Initial List
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Baseline or pre-assessment
Take a moment to read Page 5, Using Baseline Data and Information to Set SLO Targets
Be ready to discuss at your table the following question:
Baseline Data – Is it the same as a pre-assessment?
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Handout
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Handout
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Student Growth Process
Step 1:
Determine needs
Step 2:
Create specific learning
goals based on
data
Step 3:
Create and implement teaching
and learning
strategies
Step 4:
Monitor student
progress through ongoing
formative assessment
Step 5:
Determine whether students achieved the goals
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• Training in MLP- My Learning Plan
• Writing an SLO goal statement.• Distinguishing between and determining multiple
components aligned to a/one high leverage artifact
• Writing an Evidence Statement• Levels of Performance• Domain & Component “breakdowns”• Everyday Artifacts & Collecting Data• Data Analysis
A Look Ahead:
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Before we meet again...
Today’s STEP 1:
I need to identify the “big rocks” or
enduring skills in my content area.
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Today’s STEP 2
I need to determine which assessment(s)
will best measure the growth of my
students and set a baseline.
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Today’s STEP 3
I will explore the Framework & Become
familiar with the language